Using visual aids and physical actions in teaching english vocabulary for the students at the elementary level at enci english center

VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
******************

CHUNG THỊ HUYỀN

USING VISUAL AIDS AND PHYSICAL ACTIONS IN TEACHING
ENGLISH VOCABULARY FOR THE ELEMENTARY STUDENTS AT
ENCI ENGLISH CENTER

(Sử dụng giáo cụ trực quan và động tác hình thể trong việc dạy từ vựng
tiếng Anh cho những học viên ở trình độ cơ bản tại trung tâm Anh ngữ
Enci)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111

HANOI - 2016


VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
*******************

CHUNG THỊ HUYỀN

USING VISUAL AIDS AND PHYSICAL ACTIONS IN TEACHING

ENGLISH VOCABULARY FOR THE ELEMENTARY STUDENTS AT
ENCI ENGLISH CENTER

(Sử dụng giáo cụ trực quan và động tác hình thể trong việc dạy từ vựng
tiếng Anh cho những học viên ở trình độ cơ bản tại trung tâm Anh ngữ
Enci)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111
Supervisor: Assoc. Prof. Dr. Lê Hùng Tiến

HANOI - 2016


DECLARATION
I hereby declare that the minor thesis entitled “Using visual aids and physical
actions in teaching English vocabulary for the elementary students at Enci
English Center” is the achievement of my own efforts and a long time on research
without being tired in order for the fulfillment of the prerequisite for the Degree of
Master of Arts at College of Foreign Languages and International Studies, Vietnam
National University, Hanoi. This study involves no material that has been written by
any other researchers and accepted for any other degrees in any other universities
except due reference that has been acknowledged at the end of the thesis paper.

Hanoi,2016

Chung Thị Huyền

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ACKNOWLEDGEMENTS

This thesis could not have been completed without the help and support from a
number of people.
First and foremost, I would like to express my sincerest gratitude to my
supervisor, Assoc. Prof. Dr. Lê Hùng Tiến, who has patiently and constantly
supported me through the stages of the study, and whose stimulating ideas,
expertise, and suggestions have inspired me greatly through my growth as an
academic researcher.
A special word of thanks goes to all the teachers of the Faculty of Post Graduate Studies at University of Languages and International Studies, Vietnam
National University, Hanoi for their useful lectures, assistance and enthusiasm
during my course. Without their support and encouragement, it would never have
been possible for me to have this thesis accomplished.
Additionally, I would like to express my sincere thanks to my beloved
students of GPL 100 and GPL 106 at Enci English center with their participation in
and dedication to the research. Without their support, the thesis would not have
taken shaped.
Finally, I want to show my appreciation to all the members in my family
because of their help during the time I conducted my study as well as in my
whole life.

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ABSTRACTS
This study presents an attempt to investigate visual-based techniques in
vocabulary teaching and the lexical learning gains of the elementary EFL learners at

Enci English Center after the course with the application of these aids. The data
from a range of sources including observations, questionnaires, and written tests
were collected from thirty language learners at the elementary level at an English
center over the period of nine weeks. The analysis of data using both qualitative and
quantitative techniques indicated that the participants had a significantly better
performance at the end of the period of study. The results offer a wealth of
pedagogical implications towards vocabulary learning classrooms.
Key words: visual aids, physical actions, ESL classroom, learning English
vocabulary, students at the elementary level, Enci English center.

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TABLE OF CONTENTS
DECLARATION ....................................................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACTS ........................................................................................................... iii
TABLE OF CONTENTS ........................................................................................ iv
ABBREVIATIONS AND CONVENTIONS ....................................................... viii
LISTS OF TABLES AND CHARTS ..................... Error! Bookmark not defined.
PART A: INTRODUCTION ....................................................................................1
1. Rationale and significance of the study ................................................................1
2. The purpose of the study………………………………………………………………..2
3. Scope of the study ...................................................................................................2
4. Methods of the study ..............................................................................................3
5. The design of the study...........................................................................................3
PART B: DEVELOPMENT.....................................................................................5
CHAPTER I: LITERATURE REVIEW ................................................................5
1. The importance of vocabulary in second language teaching and learning:.........5
1.1. Definition of vocabulary .....................................................................................5

1.2. Definition of vocabulary teaching ......................................................................5
1.3. The changing trends of vocabulary importance in second language teaching
and learning................................................................................................................6
2. Principles of vocabulary teaching to elementary learners ................................7
3. Different teaching techniques and their effects on vocabulary teaching and
learning .......................................................................................................................8
3.1. Translation method .............................................................................................8
3.2. Using synonyms and antonyms ..........................................................................9
3.3. Teaching words using contexts ...........................................................................9
3.4. Using morphological analysis in vocabulary teaching ......................................9
3.5. Using collocation in vocabulary instruction ....................................................10
3.6. Topic-based vocabulary instruction .................................................................10
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4. Visual aids and physical actions (mime) as a motivator for second language
vocabulary learning ................................................................................................11
4. 1. Definition of visual aids ...................................................................................11
4.2. Types of visual techniques ................................................................................12
4. 2. 1. Chalkboards ..................................................................................................12
4. 2. 2. Pictures .........................................................................................................12
4. 2. 3. Real objects ...................................................................................................13
4. 2. 4. Mime (Gesture and facial expressions) ........................................................13
4. 3. The existing views on using visual aids and physical actions (mime) in
teaching a foreign language vocabulary .................................................................13
CHAPTER TWO: METHODOLOGY .................................................................16
1. Research site .........................................................................................................16
2. The participants ....................................................................................................16
3. A brief description of the course book .................................................................17
4. The syllabus ..........................................................................................................17

5. Research method- Classroom action research ....................................................19
5.1. General description of individual action research ...........................................19
5.2. Action research model .......................................................................................19
6. Research procedures ............................................................................................20
6. 1. 1. Identifying the problem .................................................................................20
6. 1. 2. Research hypothesis ......................................................................................21
6. 1. 3. Identifying research questions ......................................................................21
6. 1. 4. Research plan ................................................................................................21
6. 2. 1. Classroom observation..................................................................................22
6. 2. 1. 1. The reason of choosing observation in data collection .............................22
6. 2. 1. 2. The criteria of observation ........................................................................22
6. 2. 2. Questionnaire ................................................................................................22
6. 2. 2. 1. The reason of choosing questionnaire in data collection ..........................22
6. 6. 2. 2. 2. Description of the questionnaire ...........................................................23

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6. 2. 3. Written tests ...................................................................................................23
6. 3. 1. Data analysis of classroom observation ........................................................23
6. 3. 2. Data analysis of the questionnaire ................................................................24
6. 3. 2. 1. Students’ demographic information ..........................................................24
6. 3. 2. 2. Data analysis of students’ questionnaire ..................................................24
6. 3. 2. 2. 1. The students' views toward the use of visual aids and physical actions in
vocabulary teaching and the effectiveness of visual-based lexical instruction .............24
6. 3. 2. 2. 2. The amount of vocabulary remembered by the learners after the course
with visually-supported lexical instruction ...............................................................25
6. 3. 2. 2. 3. The learners‟ views on the purpose of visual techniques employed in
vocabulary instruction. ..............................................................................................26
6. 3. 2. 2. 4. The students‟ views toward the effects of visual techniques on their

vocabulary learning ...................................................................................................26
6. 3. 2. 2. 5. The students‟ views toward the difficulties in learning vocabulary
through visual techniques ..........................................................................................27
6. 3. 3. Data analysis of mid-term tests…………………………………………28
6. 4. 1. The description of lessons to illustrate the changes that were made: ..........29
6. 4. 2. Data analysis of the questionnaire and post-tests ........................................29
6. 4. 2. 1. The difference in the students' attitude toward the use of visual aids and
physical actions in vocabulary teaching before and after the lessons being modified ..30
6. 4. 2. 2. The difference in the amount of vocabulary remembered by the learners
before and after the lessons being modified..............................................................30
6. 4. 2. 3. The difference in the test results of the participants before and after the
lessons being modified ..............................................................................................31
6. 4. 2. 4. The difference in the students‟ views toward their problems in vocabulary
learning with visual-based techniques before and after lessons being modified .............32

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CHAPTER THREE: FINDINGS AND DICUSSION .........................................33
Research question 1: What are the learners’ attitudes towards learning
vocabulary through visual aids and physical movements? .................................33
Research question 2: To what extend do visual techniques affect the students’
vocabulary learning? How have students improved after the experience of
visual techniques?....................................................................................................34
Research question 3: What difficulties do students have in learning vocabulary
with visual-based instruction? ...............................................................................36
PART C: CONCLUSION.......................................................................................38
I. Summary of the study ...........................................................................................38
II. Suggestions and recommendations ....................................................................38
III. Limitations and suggestions for further studies ...............................................41

REFERENCES ........................................................................................................42
APPENDIX I.............................................................................................................. I
APPENDIX II……………………………………………………………………...II
APPENDIX III…………………………………………………………………….V
APPENDIX IV……………………………………………………………………IX
APPENDIX V……………………………………………………………………XII
APPENDIX VI………………………………………………………………….XVI

vii


ABBREVIATIONS AND CONVENTIONS

EFL:

English as Foreign Language

MA:

Master of Arts

L2:

Second language

ESL:

English as Second Language.

GPL:

Grammar, Pronunciation Low

viii


LISTS OF TABLES AND CHARTS
Table 1: The learners‟ views toward the purpose of visual techniques employed in
vocabulary instruction……………………………………………………..26
Table 2: The students‟ views toward the effects of visual techniques on their
vocabulary learning………………………………………………………..26
Table 3: The students‟ views toward the difficulties in learning vocabulary through
visual techniques…………………..………………………………………27
Chart 1: The students' attitude toward the use of visual aids and physical actions in
vocabulary teaching…….…………………………………………………24
Chart 2: The learners' evaluation of the effectiveness of visual-based lexical
instruction…………………………………………………………………24
Chart 3: The amount of vocabulary remembered by the learners after visuallysupported lexical lessons………………………………………………….25
Chart 4: The percentage of students with and without difficulties in learning
vocabulary through visual techniques…………………………………….27
Chart 5: The students' lexical competence in the middle of the course with visual
techniques………………………………………………………………….28
Chart 6: The difference in the students' attitude toward the use of visual aids and
physical action in vocabulary teaching before and after lessons being
modified…………………………………………………………………...30
Chart 7: The difference in the amount of vocabulary remembered by the learners
after the first half and the second half of the course………………………30
Chart 8: The difference in mid-term test results of participants and their post- test
results……………………………………………………………………...31
Chart 9: The difference in the students‟ views toward their problems in vocabulary

learning with visual-based techniques before and after lessons being
modified.......................................................................................................32

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PART A: INTRODUCTION
1. Rationale and significance of the study
The globalization is being followed by various changes in the world including
the dominance of foreign language learning. However, the trend has exposed many
people to a variety of obstacles as a result of the fact that not all of us were born to
be talented at acquiring a new language. Among the complex aspects of a foreign
language, vocabulary is one of the greatest problems to the learners. According to
Wei-Wei Shen (2003), when students learn a foreign language, many think that
learning vocabulary is fundamental, important, but difficult. Nevertheless, it is
impossible for this aspect of language to be ignored because Wilkins (1972) insisted
that “without grammar very little can be conveyed, without vocabulary nothing can
be conveyed”. It cannot be refused that vocabulary is extremely important in
language teaching and learning because regardless of written form or spoken form,
vocabulary plays a great role in expressing thoughts and feelings. McCarthy (1990)
argues: 'No matter how well the student learns grammar, no matter how
successfully the sounds of L2 are mastered, without words to express a wide range
of meanings, communication in an L2 just cannot happen in any meaningful way'.
All the points reveal that vocabulary is the most important thing in a language
because without lexical items, no meaningful communication can be created.
However, to master it exposes language learners to many difficulties and takes both
much time and efforts. Meanwhile, almost all of the students lack patience to wait
for success. This requires those who work as language instructors to discover the
best way to make lexical items more interesting and easier to their students. How
should we do in order to help our students overcome the obsession of learning a set

of new words? And how can language learners be motivated to gain the better
performance in this significant aspect of language? These are puzzles towards to
those who have devoted their time to the instruction of foreign languages. In fact,
language learners tend to pay attention to the things which catch their interests and
impression. Sesnan (2001) describes a good teacher as the one who does not only
use a good teaching method, but also takes into consideration of how to teach
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students to learn effectively by themselves and to help them to be involved in the
learning process with more interest. In addition, he suggests some main ways to
hold students‟ interest such as: audio-visual aids including objects, flash cards,
pictures, overhead projector transparency, film, video, and language activities like
games, songs, story-telling, projects. Of these supplementary materials, using visual
aids and physical movements is commonly regarded as an effective lexical
instruction method, which can create a motivating and comfortable learning
environment. It is the reason why in my thesis paper, I want to investigate the use of
visual techniques in vocabulary teaching to the English beginners at my English
center. This aims to gain the knowledge of the method‟s effectiveness in vocabulary
learning as well as the learners‟ attitude towards their learning experience with
these aids.
2. The purpose of the study
In this research, my efforts aim to investigate the effectiveness of using visual
aids and physical actions in vocabulary teaching for non-major students including
their attitudes towards learning vocabulary with visual techniques and some
drawbacks of applying the new method, and then discuss some suggestions and
implications to use visual techniques effectively in vocabulary teaching.
3. Scope of the study
Within the research, my concerns are about English basic learners and the
application of visual techniques to vocabulary instruction in order to investigate

their effects including both advantages and disadvantages on improving the
learners‟ lexical competence. In addition, the study pointed out the participants‟
attitude toward the new teaching method. The project was conducted over the
period of nine weeks on 30 participants who were taking GPL courses at Enci
English Center. A set of teaching materials such as pictures, word cards, drawings,
and physical movements were used as effective supporting equipments for
vocabulary instruction. The course book used for the research is English
Vocabulary in Use- Elementary level published by Cambridge University Press
including 60 units of various topics around real-life items.
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4. Methods of the study
The method employed in the MA thesis is classroom action research.
According to Ferrance (2000), action research (AR) is regarded as one of the most
common research methods employed in current educational circumstances. With the
choice of this method, data collection techniques including observation,
questionnaire and written tests are used in order to have a deep investigation into
what is being studied.
Firstly, observation will be done during the course of nine weeks to clarify the
method‟s effectiveness as well as thirty participants‟ attitudes. A set of
questionnaires are carried out on all the participants to investigate their attitudes
towards learning lexical items with the new teaching method twice. The first is
conducted after the first half of the course. The second one will be offered to all the
participants at the end of the course. In addition, in order to collect more authentic
results about the participants‟ linguistic competence and the successful level of
visual-based techniques, mid-term tests and final tests on vocabulary will be
provided to all the students.
5. The design of the study
The paper is designed with three main parts as follows:

Part A is the introduction, which presents the background and rationale of the
topic‟s choice, the aim and the scope of the study, the research questions, the
methods to be employed as well as the study‟s design.
Part B consists of three chapters:
Chapter I is the review of some theoretical backgrounds relevant to the
purpose of the study. This chapter composes of four main sub-parts.
• The first concerns with the importance of vocabulary in second language
teaching and learning.
• The second focuses on the principles of teaching vocabulary to English beginners.
• The third is about different teaching techniques and their effects on
vocabulary teaching and learning.

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• The last discusses visual aids and physical actions as a motivator for foreign
language vocabulary learning.
Chapter II focuses on methodology with the description of the study‟s context
and subjects, the syllabus and the course book as well as the presentation of data
collection instruments and procedures, and lastly data analysis.
Chapter III is findings and discussion.
Part C summarizes the main points. Moreover, the pedagogical implications,
the limitations of the study and some suggestions for further studies are also
included in this part.

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PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW

1. The importance of vocabulary in second language teaching and learning:
1.1. Definition of vocabulary
Vocabulary is commonly defined as a list of words that speakers of a language
use (Hatch & Brown, 1995) or “all the words in a language, the entire vocabulary of
a language” (Barcroft, Sunderman, & Schmitt, 2011, p. 571). Therefore, it is not a
surprise for a person to recognize that vocabulary also includes lexical chunks,
phrases of two or more words, such as “Good morning” and “Nice to meet you”,
which involve more than one word but have a clear, formulaic usage and make up a
significant portion of spoken or written English language usage. In other words,
vocabulary can be defined as the words of a language, including single items and
phrases or chunks of several words which covey a particular meaning. This may be
different from many people‟s idea that vocabulary involves only single words;
therefore, knowing a language‟s vocabulary is to learn by heart all the words
without recognizing their relationship with others as well as their use in real
situations.
1.2. Definition of vocabulary teaching
Teaching vocabulary is defined by Moras and Carlos (2001) as follows
“traditionally, the teaching of vocabulary above elementary levels was mostly
incidental, limited to presenting new items as they appeared in reading or
sometimes listening texts.” However, “nowadays it is widely accepted that
vocabulary teaching should be part of the syllabus, and taught in a well-planned and
regular basis.”
According to this definition, vocabulary teaching is evaluated in a complete
way from both classical and modern view. Especially, while vocabulary was
traditionally taught as a supporting material for language skills like reading, writing,
listening and speaking, nowadays this aspect of language has been regarded as one
of the most important aspects in language education. It means that teaching lexical

5

items is now better valued than in the past. Vocabulary teaching; however, depends
on the changes in vocabulary necessity in foreign language teaching and learning
that is going to be discussed in the next part.
1.3. The changing trends of vocabulary importance in second language
teaching and learning
Traditionally, vocabulary was undervalued in contrast to the dominance of
grammar in language teaching. In fact, both linguists and language teachers thought
that grammatical structures were more important than lexical items. As a result, all
the tests and exams were all designed for checking the grammatical aspect of
language, which was followed by the language teachers‟ ignorance towards the
lexical aspect in the classroom as well as the language learners‟ limited competence
of vocabulary. In the early 1980s, there was severe criticism of the neglect of
vocabulary research (Meara, 1980; 1984). In spite of little attention to research, the
importance of vocabulary was not completely ignored in language pedagogy, even
during the heydays of the development of the Communicative Language Teaching
(CLT). For example, Wilkins (1972, 1974) as an early representative advocate of
the Communicative Approach, clearly indicated that learning vocabulary was as
important as learning grammar by the statement “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”. This underlines the
importance of vocabulary in language teaching, as without vocabulary, it is difficult
to communicate. Allen (1983, p.5) also insisted that communication was frequently
interfered by lexical troubles and could be damaged in case people used wrong
words. Therefore, from the late 1980s, vocabulary was an area that had attracted
researchers' interest within the mainstream of the second language acquisition
(Nation 1997). Researchers realized that many of learners' difficulties resulted from
an inadequate vocabulary. Accompanied with the positive attitude of vocabulary
importance, EFL vocabulary teaching was reformed outside Western contexts also
bloomed. Actually, vocabulary instruction is now seen as an effective tool for
lexical items to be presented in meaningful contexts (Scrivener, 1994). Despite the

6


neglected aspect of in the past, its instruction and learning have been given much
attention in the classroom in the last two decades (Douglas, 2000). In addition,
Carter & McCarthy (1988) state that the relevance and importance of vocabulary
instruction are being realized by teachers who are also conscious of their roles as
facilitators and guides. Therefore, teachers have paid attention to successful
strategies to teach vocabulary as well.
Highly valued by both language teachers and learners, vocabulary instruction
has been improved through the use of various pedagogical methods. However, these
methods cannot be created randomly, but should be based on some principles. In the
next part, I will discuss the principles of vocabulary teaching to basic learners, who
are the subjects of my thesis paper.
2. Principles of vocabulary teaching to elementary learners
With the choice of English beginners as the study‟s subjects, it is essential to
investigate the learners‟ characteristics and the main principles of teaching lexical
items to them.
Ratnawati (2006) and Purwoningsih (2007) propose five following principles
basing on Wallace (1982) ideas.
First of all, during the teaching and learning process, the objectives must be
clear; the teacher should determine what goal the learner is supposed to achieve.
Secondly, the teacher is to make a decision about the number of vocabulary items
to be learned because too many words can make learners confused and discouraged.
Thirdly, during vocabulary lessons, words should be appropriately provided
basing on each topic as well as the learners‟ needs. Moreover, the teacher should
also be an instructor to create an appropriate learning atmosphere in which the
students are able to communicate the words needed.
Fourthly, related to frequent exposure and repetition, it is said that during the

teaching process, it is not enough for lexical items to be taught once, there is a
necessity to provide students with opportunities to practice through speaking and
writing as well as recall the words many times until they have mastered these items.

7


Last, but not least is meaningful presentation. According to these writers, in
order for students to have a clear understanding about the meaning of words, the
teacher must be a good language instructor. It is also reported that lexical items
should be chosen and clearly presented in contexts as well as in appropriate
situations. It is also important for students to recognize the suitable word used in a
situation (formal or informal) or with the interlocutor.
In short, with regards to the most important aspects such as the aims, quantity,
needs, frequent repetition as well as meaningful presentation, the principles above
have completely responded to the essential requirements of vocabulary instruction
for basic learners.
After these principles are considered, the decision of a suitable teaching
method will be made by an instructor. In the next part of the paper, I will mention a
number of teaching techniques commonly used in the current vocabulary
instruction.
3. Different teaching techniques and their effects on vocabulary teaching
and learning
It can be said that during the long history of foreign language pedagogy in the
world, there are a variety of methods applied to the teaching job with the aim to
facilitate learning the target language. This part will be my concerns about some
common vocabulary teaching techniques.
3.1. Translation method
The first method is translation method which dated back to the late nineteenth and
early twentieth century and is now regarded as one of the most traditional techniques

commonly used in most of foreign language classrooms for ages because of its
popularity and simplicity to apply. Translation is the method in which English teachers
are supposed to introduce the meaning of an English word through the use of its
translation in the mother tongue or to ask students to look up it in a dictionary.
Vocabulary is presented mainly through direct translation from the native language and
memorization. Therefore, most of the teaching work is done in the mother tongue.

8


The second method applied to teaching words is using synonyms and
antonyms.
3.2. Using synonyms and antonyms
Synonyms are the words in the same part of speech with the same meaning; in
contrast, antonyms are the words in the same part of speech with the opposite
meaning. According to Sanusi (2009), synonyms and antonyms have an important
contribution to building new words because vocabulary can be known by learners.
Actually, these items are used to present the target words, recall them or find the
unknown words in reading tasks relying on their given signals, which have been
known by learners. In reading texts, there are some signals to identify their presence
for readers. For example, some signals such as or, commas, dashes, and colons are
used to recognize synonyms. Meanwhile, some conjunctions such as instead,
although, but, yet, and however are used for antonym identification.
The next method also commonly used in current language education is
teaching vocabulary from reading contexts.
3.3. Teaching words using contexts
Contexts can be understood as something in which words are used. Nattingger
(1988:63) claims that "guessing vocabulary from contexts is the most frequently way
of discovering the meaning of new word.” Similar to this idea, Oxford and Scarcella
(1994: 236) also points out that "guessing word meaning from contexts is the most

useful vocabulary learning technique.”. The idea results from the belief that words
taught in isolation are not retained as well as those presented in contexts.
Furthermore, in order for the full meaning of a word or a phrase to be gained, learners
should be aware of the linguistic environment in which these lexical items appear.
The method mentioned in the next part is using morphological analysis in
lexical instruction.
3.4. Using morphological analysis in vocabulary teaching
Morphology, a word of Greek origin, combines “morphe”, meaning form, and
“ology” meaning the study of. Morphology is the study of words, exactly word

9


formation such as how words are formed, how words are broken into smaller units
as well as how such units can be recognized. Actually, the effectiveness of
morphological analysis in vocabulary learning bases on its ability in enabling
students to apply a morpheme to many situations. As a result, students are able to
recognize an unfamiliar word simply by identifying the affixes and the remaining
base word or root (Carreker, 2005). In addition, according to Prince (2009), the
students with the understandings of how words are formed by affix and root
combination tend to possess larger vocabularies and better reading comprehension
than peers without such knowledge and skills.
In the current teaching condition, teaching vocabulary is not limited to simply
teaching single words, but teaching phrases as well as word combination. Thus,
some teachers prefer teaching lexical items through the use of collocation.
3.5. Using collocation in vocabulary instruction
There are two types of collocations: lexical collocations and grammatical
collocations (Bahns, 1993; Carter, 1998). Lexical collocations are combinations of
nouns, adjectives, adverbs, and verbs such as Verb + Noun, Adjective + Noun,
Noun + Noun, Verb + Adverb. Grammatical collocations are combinations of

content words (nouns, adjectives or verbs) and a grammatical word such as a
preposition or certain structural patterns. Words are better taught in combination
than in isolation. Therefore, collocations are widely accepted to be a very important
part of knowledge of second language acquisition and to be essential to non-native
speakers of English in order to speak or write fluently and accurately (Jaén, 2007).
3.6. Topic-based vocabulary instruction
Topic-based vocabulary instruction is the method to teach lexical items basing
on topics, usually familiar topics to learners. It can be said that it is the most
common way both in communicative classes and other classes. The main
characteristic of the technique is that the teaching work, learning materials as well
as classroom activities are all organized around a particular theme. As Brinton,
Snow & Wesche (1989) state, its main objective is to assist the students‟ second

10


language competence by working on certain topic areas. The greatest advantage of
the method is to be put into practice with students of all ages, and to revolve around
practically any area of content (Peregoy & Boyle, 2008:93). The method is
considered to be practical and promote effective language learning (Brown, 2001).
The next lexical instruction method, which is commonly and effectively
applied to current teaching contexts and favored by most types of learners thank to
the active and vivid classroom atmosphere created by it, is visual-based techniquesthe centre of my research paper. It is the reason why I will discuss the method in the
separate part.
4. Visual aids and physical actions (mime) as a motivator for second
language vocabulary learning
4. 1. Definition of visual aids
According to Andrew and Safia (1991), visual aids can be anything seen by
the learners and used for different purposes in a language class. Domin (2007) also
suggests another definition that visual aids are „non-verbal‟ materials appealing to

the sense of sight used in the teaching process to supply a visual stimulant for
students‟ learning. In addition, he clarifies this definition by making an explanation
of types of visual aids.
2-dimensional aids include a wide variety of pictures and drawings, such as
all kind of pictures,

posters and magazines, maps and plans, tables, charts,

diagrams, graphs, mind maps and time lines, picture stories, cartoons and comic
strips, film, video, television, cinema and OHP transparencies and slides.
3-dimensional aids involve all teachers and students‟ body language such as
mimes,

gestures,

facial

expression,

acting

a

situation,

puppets.

Other visual aids are used to present information visually in teaching processes.
These are realia such as a calendar, a clock, a mirror, toys and art (paintings,
albums, sculpture). In his view, visual aids vary in types; nevertheless, shortly they

can be understood as anything seen and used to visualize lexical items in the class in
order to bring an interesting and motivating learning atmosphere.

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4.2. Types of visual techniques
Being defined as anything that can be seen by learners in the classroom to
understand, remember as well as recall lexical items, there are a lot of types of
visual-based materials applied to the real EFL classrooms. In this part, some
common visual techniques will be discussed.
4. 2. 1. Chalkboards
It can be said that chalkboards are commonly found in almost all the
classrooms with black or green color, especially it is a teaching aid easy to use as
well as to adapt. In fact, with a chalkboard, the lesson can be easily designed with
any type of instruction by a teacher such as writing, drawing, even organizing
games. In addition, the best advantage of chalkboards is that thank to their central
position in the classroom, they are effective in catching the students‟ eyes as well as
their attention to lessons. Furthermore, it is the easiest for a teacher to control the
class from this location. As Cable (1977) mentions, blackboard is the most
conveniently available instructional device to display lettering and diagrams, drawn
on the spot in front of the class.
4. 2. 2. Pictures
Among the types of visual aids, pictures are considered as being easy to prepare
and vivid enough to attract students, especially the younger ones. Pictures are various;
for example, pictures in the handouts, those on the screen. Additionally, according to
Bowen (1982), there are some kinds of pictures such as flash cards, sequence pictures,
wall pictures and wall charts, so forth. They are preferably use to show very large
objects which are not easily brought into the classroom, for example: an airplane, a car,
a washing machine, a typewriter, and rare or expensive items because it is troublesome

for a teacher to prepare these aids. Thus, the aid is seen as a helpful tool for teachers to
clarify the denotation meaning of vocabulary without much explanation as well as to
assist students to bring words back to their mind. Wright (1976:4) summarizes the role
of pictures in teaching vocabulary by saying “A picture can often show an action more
easily than even a talented actor can demonstrate.”

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4. 2. 3. Real objects
As Allen (1983:24) stated, “Real objects are better than pictures whenever we
have them in the classroom. When there are real windows, doors, walls, floors,
desks, etc. in the classroom, it is foolish not to use them in our teaching.” To
support this point, Harmer (1991, p.161) added “If a teacher wishes to introduce the
word „ring‟ which is worn on finger, it is by far easier to show the material to the
students instead of devoting time on other techniques”. Therefore, the use of real
objects is regarded as having greater value than pictures.
4. 2. 4. Mime (Gesture and facial expressions)
Mime or so-called physical actions is a type of action through gestures and
facial expressions. According to Alton‟s definition (2002), “A gesture is a form of
non-verbal communication made with a part of the body, used instead of or in
combination with verb communication.” Facial expressions are also simply known
as the expression on a person's face, resulting from specific use of the facial
muscles”. Doff (1988:14) claims, “The use of real objects, pictures and mime for
suitable vocabulary is a very effective method as it is direct, interesting, and it
makes an impression on the class”. Domin (2008) states that the use of mime is
effective to convey the meaning of words, especially abstract ones such as feelings.
4. 3. The existing views on using visual aids and physical actions (mime) in
teaching a foreign language vocabulary
Firstly, in the Allen, Kate & Marquez‟s view (2007), visual aids are regarded

as an interesting learning tool to create a vivid learning environment in which the
learners‟ interest can be improved. Moreover, through the interaction to visual aids,
students can be related to the real-life experience. In addition, visual approach is
believed to be helpful for the learners‟ ideas or thoughts brainstormed and
presented; therefore, the approach is an effective stimulus for their oral competence.
The researchers add that visual aids can be a “user-friendly” tool because all the
participants can be offered to a chance of being involved as well as acting, even
moving around the classroom, which can help create excitement. Besides, with the

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benefits of having learners to experience real-life situations, the learners‟
understanding and retention level can be enhanced.
Secondly, Wright (1985) emphasizes the visual approach‟s effectiveness in
developing both the learners‟ productive skills and their receptive skills. According to
his view, productive skills including speaking and writing can be improved in the
same way. In addition, he lists some important roles of the visual-based approach in
speaking and writing skills such as to stimulate students to speak and write, to build
up contexts for language to be used, to supply some useful information for learners to
deal with productive tasks, to be an instructor to spoken and written description, or
narration, or dialogues and to promote students to discuss as well as to offer
reference. For receptive skills, visual aids are claimed to catch the learners‟ interest,
to offer the clear gist of texts and individual language items, to provide a context for
both language and student activity, to provide cultural information and to seek for
specific information in the text and to assist the student‟s non-verbal demonstration.
Thirdly, Abede & Davidson (2012) states “visuals holds the attention of the
learners on meaning, and help them to make the language used in the class more
real and alive.” In addition, it is also claimed that through visual aids, the
learners‟ presentation, learning and group activities can be enhanced. Besides,

conceptualized words are made to be more meaningful with the illustration by
visual techniques. As a result, students can be focused on meaning, and their
vocabulary knowledge can be developed. The authors also add “Visual materials
actually economize time; insure more effective learning of vocabulary and
permanent retention than do verbal instruction.”
The next is the Hill‟s view (1990) “Visuals evoke an immediate response from
learners in a class which is the vital seed of all meaningful language-learning in
general and vocabulary in particular”. He also believes that the use of various types
of visual materials in teaching vocabulary increases the learners‟ intrinsic
motivation because with the use of visual aids, the students‟ interest in what they
learn will be promoted. Furthermore, it is suggested by psychologists that the

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