Nghiên cứu các thủ thuật dạy từ vựng được sử dụng bởi các giáo viên tiếng anh lớp 5 tại một trường tiểu học ở phú thọ

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POST- GRADUATE STUDIES
***********************

NINH THỊ KIM NGÂN

A STUDY OF VOCABULARY TEACHING TECHNIQUES USED
BY GRADE 5 TEACHERS OF ENGLISH AT A PRIMARY
SCHOOL IN PHU THO
(Nghiên cứu các thủ thuật dạy từ vựng được sử dụng bởi các giáo viên
Tiếng Anh lớp 5 tại một trường tiểu học ở Phú Thọ)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111

HANOI – 2017


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POST- GRADUATE STUDIES
***********************

NINH THỊ KIM NGÂN

A STUDY OF VOCABULARY TEACHING TECHNIQUES USED
BY GRADE 5 TEACHERS OF ENGLISH AT A PRIMARY
SCHOOL IN PHU THO

(Nghiên cứu các thủ thuật dạy từ vựng được sử dụng bởi các giáo viên
Tiếng Anh lớp 5 tại một trường tiểu học ở Phú Thọ)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111
Supervisor: Dr. Nguyễn Thị Mai Hương

HANOI – 2017


STATEMENT OF AUTHORSHIP
I hereby declare that I am the author of this thesis. It is the product of my
own effort. I further declare that I have not submitted this thesis at any other
institution for a degree or other qualifications.

Hanoi, September 2017

Ninh Th Kim Ng n

i


ACKNOWLEDGEMENTS
I would like to express my deep sense of gratitude to people who have
helped and supported me in doing this research.
First of all, I would like to express my sincerest thanks to Dr. Nguyen Thi
Mai Huong, my supervisor for her valuable guidance and constructive suggestions
during the development of this research. Thanks to her critical feedbacks and

enthusiastic encouragement during the research process could I complete my study.
I also wish to acknowledge my gratitude to all the teachers from Department
of Post Graduate Studies, University of Languages and International Studies for
teaching knowledge and skills to me during the years of studying at the university
so that I could fulfill this research.
Finally, I would like to thank my family and my friends for their support and
encouragement throughout my study.

ii


ABSTRACT
Nowadays, teaching vocabulary techniques are given special attention by
scholars and linguists in the field of teaching English to young learners. However,
the understanding of vocabulary teaching methods for young learners in Vietnam
does not seem to be adequate. The research “A study of vocabulary teaching
techniques used by grade 5 teachers of English at a primary school in Phu Tho”
was conducted in this context. This study aims to investigate grade 5 English
teachers’ perceptions of teaching vocabulary and the techniques they use in their
classrooms. The researcher conducted a qualitative case study, which consisted of
two main instruments: interview and classroom observation. Four teachers of
English participated in the research. The findings suggest that although these
teachers are aware of the importance of vocabulary in teaching English to young
learners, their understanding about the teaching methods needs to be revisited.

iii


TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP .......................... Error! Bookmark not defined.

ACKNOWLEDGEMENTS ....................................................................................... ii
ABSTRACT .............................................................................................................. iii
TABLE OF CONTENTS .......................................................................................... iv
LIST OF TABLES .................................................................................................... vi
PART A: INTRODUCTION ....................................................................................1
1. Rationale of the study ..........................................................................................1
2. Aims and objectives of the study .........................................................................2
3. Research questions ...............................................................................................2
4. Scope of the study ................................................................................................2
5. Method of the study .............................................................................................3
6. Structure of the study ...........................................................................................3
PART B: DEVELOPMENT .....................................................................................5
CHAPTER 1:LITERATURE REVIEW .................................................................5
1.1. An overview of vocabulary ..............................................................................5
1.1.1. Definitions of vocabulary ...........................................................................5
1.1.2. Classification of vocabulary .......................................................................6
1.1.3. The importance of vocabulary in teaching and learning English ..............7
1.1.4. Aspects of teaching vocabulary ..................................................................9
1.2. Vocabulary teaching techniques .....................................................................11
1.2.1. Stages of teaching vocabulary ..................................................................11
1.2.2. Vocabulary teaching techniques ..............................................................11
1.3. Young learners …………………………………………………………….15
1.3.1. Definitions of young learners ...................................................................15
1.3.2. Characteristics of young learners ............................................................15
1.3.3. Vocabulary development in young learners’ foreign language learning 16
1.3.4. How to teach vocabulary to young learners ............................................17
CHAPTER 2: METHODOLOGY .........................................................................19
2.1. Research deign ................................................................................................19

iv

2.2. Research context ............................................................................................20
2.3. Research participants .....................................................................................21
2.4. Research instruments .....................................................................................22
2.5. Data collection and data analysis procedures ................................................23
CHAPTER 3: FINDINGS AND DISCUSSION ...................................................25
3.1. Findings from interview data and discussion .................................................25
3.1.1. The teachers’ perceptions of vocabulary teaching to young learners .....25
3.1.2. Teachers’ self-report of their vocabulary teaching techniques ...............32
3.1.2.2. Using of realia, games, songs, chants and body language ...................33
3.2. Findings from classroom observations and discussion...................................34
3.2.1. Teacher 1 ..................................................................................................34
3.2.2. Teacher 2 ..................................................................................................35
3.2.3. Teacher 3 ..................................................................................................36
3.2.4. Teacher 4 ..................................................................................................37
PART C: CONCLUSION .......................................................................................39
1. Summary of main findings ................................................................................39
2. Implications .......................................................................................................40
3. Limitations of the study .....................................................................................41
4. Suggestions for further studies ..........................................................................41
REFERENCES ........................................................................................................42
APPENDICES ........................................................................................................... I
APPENDIX A ............................................................................................................ II
INTERVIEW SCHEDULE ........................................................................................ II
APPENDIX B ...........................................................................................................III
CLASSROOM OBSERVATION SCHEDULE .......................................................III
APPENDIX C .......................................................................................................... IV
SAMPLE OF INTERVIEW ..................................................................................... IV
APPENDIX D .......................................................................................................... VI

SAMPLE OF LESSON OBSERVATION .............................................................. VI

v


LIST OF TABLES

Table 1. Aspects of teaching vocabulary .................................................................. 10
Table 2. Background of participants ......................................................................... 22

vi


PART A
INTRODUCTION
This research was conducted to understand the teachers’ perceptions of
vocabulary teaching to young learners and investigate the vocabulary teaching
techniques used by grade 5 teachers of English in the classroom. Six sections:
rationale, aims and objectives, research questions, scope, method and structure of
the study were presented in this part.
1. Rationale of the study
In the tendency of integration of the global economic, English has become the
global language means for multinational and multicultural communication. It plays an
important role in the fields of economic, culture, education, science and technology.
In Vietnam, English is known as a key language tool to success in science technology
and promote cooperation between Vietnam and other countries. It is undeniable that
the importance of English has been increased day by day in Vietnam. Especially, it
has occupied a significant place in Vietnamese education.

It has become a

compulsory in all levels of education from primary level to bachelor’s level.
Language is made up of vocabulary items and grammatical rules. A
language cannot exist in the world without vocabulary. D.A. Wilkins, a famous
linguist expresses the importance of vocabulary that “Without grammar, very
little can be conveyed. Without vocabulary, nothing can be conveyed”.
Vocabulary is one of the knowledge areas in acquiring a language. Vocabulary
knowledge plays a significant role for young learners in learning a foreign
language. Building up a big vocabulary is necessary for primary level in learning
English. Linse (2005) states that “Young learners’ vocabulary development is an
important aspect of their language development. Vocabulary has a central role to
help student fluent in language skills”. Therefore, teaching a language cannot be
separated from teaching vocabulary.
In recent years, vocabulary has been considered as a center stage in teaching
English. Vocabulary teaching techniques have become the main focus of linguists

1


and methodologies. However, teaching vocabulary is one of the most difficulties
aspects in the process of teaching a language. Many teachers in primary schools still
keep traditional teaching techniques and use similar activities day by day when
teaching vocabulary. Moreover, young learners have a short concentration span.
They are easy to feel bored when they have to do one same activity day by day.
Therefore, effective teaching techniques on vocabulary are important to motivate
students, help them learn English better and have successful lessons.
All the above- mentioned reasons motivated the researcher to conduct the
research “A study of vocabulary teaching techniques used by grade 5 teachers of
English at a primary school in Phu Tho”.
2. Aims and objectives of the study

The main aim of the study is to investigate the vocabulary teaching techniques
adopted by English teachers of grade 5 at a primary in Phu Tho province. It is also
intended to look at their perceptions of vocabulary teaching practices.
The objectives of the study therefore are:
 To understand the teachers’ perceptions of vocabulary teaching to young learners.
 To investigate the vocabulary teaching techniques used by grade 5 teachers
of English in the classroom.
3. Research questions
In order to achieve the above objectives, I conducted a qualitative case study
which attempts to answer the following questions:
1. What are the teachers’ perceptions of vocabulary teaching to young
learners?
2. What are the vocabulary teaching techniques used by grade 5 teachers of
English in the classroom?
4. Scope of the study
This study aims to investigate the teachers’ perceptions of vocabulary
teaching and the vocabulary teaching techniques used in the classroom at one
particular primary school. Participants of the study include four grade 5 teachers of

2


English. The researcher wished to explore the current practices of teaching English
vocabulary at that school and find out areas where vocabulary teaching can be
improved. This study can be a significant contribution to English vocabulary
teaching in the researched primary school and make it more effective and enjoyable.
5. Method of the study
The researcher conducted a qualitative case study which comprised two main
instruments: interview and classroom observation. Four grade 5 teachers of English
were selected to be the participants for the study. Data were collected through

interviews and classroom observations to analyze.
First, the researcher interviewed English teachers to understand teachers’
perceptions of vocabulary teaching to young learners and reported vocabulary
teaching techniques which they use in the classroom.
After that, classroom observations were conducted to explore actual
vocabulary teaching techniques which are used by teachers.
6. Structure of the study
My thesis consists of three main parts:
Part A is the Introduction including rationale, aims and objectives,
research questions, research method, scope and structure of the study.
Part B is the Development which includes three chapters:
Chapter 1 is the Literature Review, which presents theoretical issues
relevant to the study such as vocabulary (definitions, classification and the
importance of vocabulary, aspects of teaching vocabulary), young learners
(definitions, characteristics and vocabulary development of young learners, how to
teach vocabulary for young learner), vocabulary teaching techniques.
Chapter 2 is the methodology. In this chapter, research design, research
context, research participants, research instruments and research collection and
analysis procedures of the study are discussed.

3


Chapter 3 is the findings and discussion. In this chapter, analysis of the
data which was collected from 2 main instruments and discussions on the study is
presented.
Part C is the Conclusion. This part summarizes the main findings, presents
the implications, limitations of the study and recommends some suggestions for
further study.

4


PART B
DEVELOPMENT
“If language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and the flesh” (Harmer 1993-153).
It is undeniable that vocabulary is an important part of a language. It holds a
significant role in language acquisition. Historically, vocabulary did not have a
certain place in teaching and learning English. In recent years, it has received an
increased attention of researchers and linguists. More attention is given to
vocabulary teaching techniques. A variety of different techniques is necessary to
have successful and effective vocabulary lessons.

CHAPTER 1
LITERATURE REVIEW
This chapter reviews the literature on vocabulary, young learners and
vocabulary teaching techniques to help the readers have a better understanding of
them. It begins with definitions, classification, the importance and aspects of
vocabulary, followed by the definitions, characteristics, vocabulary development of
young learners as well as the way to teach vocabulary to young learners. Then,
vocabulary teaching techniques is presented.
1.1. An overview of vocabulary
1.1.1. Definitions of vocabulary
There are many different definitions of vocabulary which are defined in
various ways by scholars and linguists.
Nation (2000:5) defines that vocabulary is a list of the different kinds of
knowledge that a person must master in order to know a word: the meaning of
word, the written form of the word, the spoken form of the word, the grammatical
behavior of the word, the collocations of the word, the association of the word and

the frequent of the word.
In terms of semantics, Richard et al (1985, p.307) consider vocabulary as” “a
set of lexemes, including single words, compound words and idioms”. According to

5


Hatch and Brown (1995:1), vocabulary is a list or set of words for a particular
language or a set or list of words that individual speakers of language might use.
Hornby (1995) defines vocabulary as ''the total number of words

in

a

language; vocabulary is a list of words with their meanings”. Burns (1972) states
vocabulary as" the stock of words which is used by a person, class or profession”.
According to Ur (1960), vocabulary is the words which we teach in the
foreign language. She states that “a new item of vocabulary may be more than a
single word, a compound of two or three words and multi-word idioms”.
From the definitions above, it can be concluded that vocabulary is all words
which contains of aspects (meaning, formation, grammar, use). It is considered as a
basic component and indispensable part of a language. Vocabulary is used to
communicate and express speaker’s meaning and ideas.
1.1.2. Classification of vocabulary
Vocabulary can be classified according to different criteria such as: in terms
of methodology, in terms of structure, in terms of meaning, in terms of function….
1.1.2.1. Vocabulary classified in terms of methodology
In this way, vocabulary can be divided into two types. They are: active words
and passive words.

Active words are words which the learners have been taught and learned.
Learners can understand their meaning clearly, pronounce correctly and use
effectively.
Passive words are words which the learners recognize when they appear in a
context but learners are not able to understand, produce and use correctly.
1.1.2.2. Vocabulary classified in terms of structure
In this way, there are three types of words. They are: simple words, derived
words and compound words.
Simple words are words which consist of a root or a single free morpheme
without inflection affixes. For example: book, pen, cat, ect…..

6


Derived words are words which consist of a root morpheme and one or more
derivational affixes. For example: development, unhappy, dangerous, ect
Compound words are words which consist of two or more root morphemes
with or without derivational morphemes like blackboard, rainfall. Compound
words also are words which have two or more parts. Each part has function as a
word. For example: bus park, water table, ect……
1.1.2.3. Vocabulary classified in terms of meaning
In this way, vocabulary is divided into 2 types. They are: notional words and
functional words.
Notional words (or content words) are words which have lexical meaning.
They have meaning in isolation. They refer to objects, actions, qualities….
Functional words are words which have grammatical meaning. They only
have meaning when they are combined with other words. They are articles,
conjunctions, prepositions, ect…..
1.1.2.4 Vocabulary classified in terms of function
In this way, vocabulary is classified into different parts of speech such as:

nouns, verbs, adjectives, adverbs, prepositions and pronouns. Each type has its own
function and position in the sentence which complies with certain grammatical
rules.
1.1.2.5. Other classifications of vocabulary
According to frequency of use, Nation and Waring (2014) divides
vocabulary into high frequency words and low frequency words. Some linguistics
classify vocabulary into productive words and receptive words. Productive words
consist of words which the learner can use effectively to produce in speaking and
writing. Receptive words consist of words which the learners can receive and
understand in listening and reading.
1.1.3. The importance of vocabulary in teaching and learning English
Folse (2014) expresses that “learning a language entails learning numerous
aspects about that language, including its pronunciation, writing system, syntax,

7


pragmatics…., but the most important aspect is vocabulary”. Therefore, vocabulary
is considered as a useful part and fundamental tool for communicative purpose and
acquiring knowledge.
1.1.3.1. Vocabulary is considered as a bridge that links four skills: speaking,
listening, reading and writing together
Vocabulary plays an important role in all four skills because it appears in
every skills of a language. Nation (2001) expresses that learning vocabulary was not
the destination; its ultimate goal was to help learners to listen, speak, read and write
more effectively (p.362). According to Richards and Renandya (2002: 255),
“vocabulary is a core component of language proficiency and it provides much of
the basis for how learners speak, listen, read and write”.
Many researches indicate that students can perform well in speaking,
reading, writing, listening if they possess a rich vocabulary. Learners can read and

understand a text quickly and write better with a big source of vocabulary. They can
develop listening skill, fluent and confident speaking skill if they have a lot of
vocabulary. Conversely, learners cannot read, listen, speak and write a foreign
language effectively without a great source of vocabulary. This means that a great
amount of vocabulary will assist learners to be successful at those four skills.
1.1.3.2. Vocabulary is an important element of communication
Words are considered as basic units for communication. Croll (1971) states
that “a full vocabulary is essential to adequate self expression.” (p.378). McCarthy
(1990: 140) also expresses that a communication in second language cannot happen
in any meaningful way and speakers cannot convey their means without words.
Therefore, people can feel confident to communicate and express their view in both
written and spoken ways easily if they possess a rich vocabulary. The more
knowledge of vocabulary we have, the more we can express our ideas. Conversely,
people cannot transfer the meaning of a word and communicate effectively without
an adequate word. A limited vocabulary makes the communication be harder.

8


To sum up, “Vocabulary is one of the most important factors that have
impact on communicative efficiency”, Jarvis and Stephen (1994) underlined.
1.1.4. Aspects of teaching vocabulary
According to Harmer (1991), there are four aspects of teaching a new word.
They are: word formation, word meaning, word use and word grammar. When
teaching new words, teachers should provide students with its meaning, form,
grammar and use simultaneously.
1.1.4.1. Word formation
When learning a new word, it is very necessary for learners to know spelling,
pronunciation, affixes, parts of speech of that word. These aspects should be
correctly presented by teachers.

1.1.4.2. Word meaning
A word may have more than one meaning. Meaning of a word may be
changed in different contexts. Learners have to know exact meaning in context they
want to focus on. The meaning of a word is divided into two aspects: denotation
meaning (the literal or direct meaning of a word) and connotation meaning (the
associated meaning or secondary meaning which can be suggested by a word). It is
very necessary for teachers to teach both connotation and denotation meaning.
Besides that, the learners need to know how the meaning of a word relates to the
meaning of other words. Therefore, its sense relations (synonyms, antonyms,….)
can also be necessary in teaching.
1.1.4.3. Word grammar
The grammar of a new word should also be taught. Certain words reflect
certain grammatical patterns. Students have to know the change of form in different
grammatical contexts. So providing learners with this information in the same time
as teachers teach word formation is necessary. For example, when teaching a verb,
the teacher can show students its various forms: the past simple, the present
participle and the past participle forms. Teachers can help students distinguish

9


between countable and uncountable nouns, understand adjective and adverb
position, know the singular and plural forms of word.
1.1.4.4. Word use
Knowing how to use a word correctly in different contexts is necessary for
learners when learning a new word. Meaning of word is changed frequently by
using metaphor, idiom, collocation,…. Teachers can put words into collocation in
vocabulary lesson. For example: “drive a car”, “ride a bicycle”, “fly an
airplane”……

Table 1: Aspects of teaching vocabulary

10


1.2. Vocabulary teaching techniques
1.2.1. Stages of teaching vocabulary
Teaching vocabulary can be divided into three stages: presenting stage,
practicing stage and revising stage
1.2.1.1. Presenting stage
This is considered to be the most important stage in teaching vocabulary. In
this stage, teachers have to convey and help students understand the meaning,
spelling and pronunciation of the words. It is very necessary for teachers to adopt
different techniques to motivate and attract students into the lessons. Teachers have
to make sure that selected techniques help students understand the meaning of the
words easily and can use the words correctly
1.2.1.2.

Practicing stage

“Practice makes perfect”. Therefore, after the stage of conveying meaning,
teachers should give students the chance to practice new words which they have
learnt. This stage is very useful for students to remember and use the new words
effectively. In this stage, teachers should also have various techniques and activities
to give students chances to use and recycle new words.
1.2.1.3.

Revising stage

The final step in teaching vocabulary is checking students’ comprehension

and consolidating the new words. This stage builds up students’ long- term memory
and encourages students to use new words more regularly. Thornbury states that in
this stage, students are advised to complete tasks. The teachers should give different
exercises to check the students’ vocabulary comprehension. Celce-Murcia suggests
some activities for checking the students’ understanding, such as fill-in-the-blank,
making pairs and sorting exercises. Besides that, teacher can use the concept
question to check students.
1.2.2. Vocabulary teaching techniques
In teaching vocabulary, there are many different useful techniques that can
be adopted by English teachers to make learners to learn vocabulary successfully

11


and to have effective vocabulary teaching lessons. Teachers should consider to
finding out interesting and engaging ways to motivate learners.
1.2.2.1. Teaching vocabulary through games
In teaching vocabulary, games are considered as one of the most useful
techniques that make lessons more interesting, attractive and effective. Lewis and
Bedson (1999) express that game is a vital part for children’s development and
learning. Games create an enjoyable environment and relaxed atmosphere. It
reduces stress in the classroom and brings learners fun and relaxation. Games
motivate learners and help them learn new words better and faster.
Using games is a good way to practice and review the words. Moreover,
games promote learners’ participation and cooperation. In some games, learners have
to work in pair, in groups. They share their opinions and express information with
each other. There is communication between them. Therefore, games bring learners
opportunities to develop team spirit and promote active learner- centered learning.
1.2.2.2. Teaching vocabulary through songs and chants
Music plays an important role in the process of vocabulary learning of young

learners. Using songs and chants in vocabulary teaching lesson is a good idea for
some reasons.
Firstly, songs and chants give students the chance to practice vocabulary.
Norton (2005) states that “teaching vocabulary through songs and chants allows
students to learn vocabulary in alternate way, it is less threatening and still provides
the repetition needed to learn new vocabulary”. Songs and chants focus on a topic
or theme. They provide the context for vocabulary learning. Students can hear
words through songs and chants. They helps students enrich vocabulary effectively
and remember new words easily.
Secondly, using songs and chants in the class is very happy. They help to
enhance students’ creativity and imagination. Moreover, students have opportunities
to learn second language naturally when singing the song and chants. Listening skill
and pronunciation are improved.

12


1.2.2.3. Teaching vocabulary through flashcards and pictures
Flashcard and pictures are very useful tools which are used in both
presenting vocabulary and practicing stage. Rijavec (1991: 51) states that “Pictures
can be employed to enrich the context, add vividness and reduce boredom”.
Flashcard and pictures are colorful. They capture learners’ attention and make
lesson more enjoyable. In presenting vocabulary, flashcards and pictures allow
learners to brainstorm and present their ideas on thought. Students can understand
and remember meaning of new words easily and exactly through these tools. In
practicing stage, flashcards and pictures help learners reinforce what they have
learned. Moreover, it is not difficult for teachers to prepare flashcards and pictures.
They can be found on magazines and newspaper or internet.
1.2.2.4. Teaching vocabulary through mime and gestures
It is a good way to convey the meaning of the word, especially action words

such as: run, jump, fly, ect…. This technique brings many advantages. It attracts
students’ attention to the lesson, creates a good brainstorming, develops students’
imagination and observation ability. Students can easily and quickly memorize.
Children like acting and moving. So this technique is very useful for children.
Moreover, using mime and gestures helps to improve students’
understanding and memorization of words and build up young learners’ confidence,
Ur (1981) states that “if the mime involves pair work or group work, learners
normally find it easier and more motivating to produce language when they have to
accomplish a task”.
1.2.2.5. Teaching vocabulary through translation
According to Doff (1988), translation is a traditional way but it is an
effective technique which is used in classroom context. It is the simplest and
clearest way to show the meaning of the words.
Komorowska (2005: 154) writes that “translation is advisable when
introducing abstract words”. Translation is suitable to explain the difficult words.
This way is simple and easy to understand. It can save time in the classroom.

13


Teaching vocabulary is faster and easier for students if the meaning of the
word is translated by first language. However, this technique brings some negative
effective. It may reduce the use of second language in the class. Learners can
become accustomed to translation and become passive learners. Listening skill
cannot be improved.
1.2.2.6. Teaching vocabulary through synonyms and antonyms
Using of synonyms and antonyms is a common way to covey the meaning of
the new words. With this technique, teachers explain the meaning of new word by
giving its opposite or similar meaning. It will help students remember the words
better when they know how the meaning of a word relates to the meaning of other

words. Synonyms and antonyms help students build the new vocabulary based on the
words they already know. With this technique, teacher use the words students have
already taught to teach them similar words. Therefore, students’ vocabulary bank is
widened. Shortly, it is a useful technique help students develop their vocabulary.
1.2.2.7. Teaching vocabulary through realia
Realia refers to real objects and item which are bought into classroom and
used for learning and teaching. Using realia is an effective way in presenting new
words. Gower et al (1995) expresses that “when presenting new vocabulary, realia
often illustrates meaning more directly and quickly than through verbal
explanation”. This technique convey the meaning clearly and help students
understand the meaning better.
Many researches points out that using realia is a good way to attract the
student’s attention and concentration. Children learn through hands, eyes and ears.
They usually use their gestures when speaking. Therefore, it is very easy for them to
understand new words when they can hear, see and touch. With real objects,
students not only hear their name but also see, touch or taste them. Students can
memorize new words quickly.
Another advantage of using realia is that it can save time for teachers.
Because teachers only need show the real objects instead of drawing a picture or
giving a definition.

14


1.3. Young learners
1.3.1. Definitions of young learners
According to Thornbury, “young learners are used to describe children of
pre-primary and primary school, although it is sometimes used to include
adolescents as well”. (p.250)
Kasihani (2007:15) defines that young learners are primary school aged 6 to

12 years. Young learners can be divided into two groups: younger group (6 to 8
years old) and older group (9 to 12 years old).
In the same way, Scott and Ytrebery mentioned young learners as “an
average children” which are divided into two groups: level 1 (5 to 7 years old) and
level 2 (8 to 10 years old).
Sahah Phillips (1993) states that “young learners are children of formal
schooling (5 to 6 years old) to (11 to 12 years of age)” (p4).
From those above definition, it can be understood that young learners are
children between the ages of about 5 to 12 years old.
1.3.2. Characteristics of young learners
Young learners don’t like play and working alone. They like to play in group
and want to be accepted by their partners. Wendy and Yteberg (1992) express that
young learners like playing and working in the company of others and they are aware
of themselves in relation to others. When your friends are sad, they also feel sad. They
feel afraid when your friends hate and don’t want to play with them. According to
Vygotsky (1991: 257), young learners learn in social contexts and in groups.
According to Philips (1993), there are many different factors affecting the
social and intellectual development of young learners such as: culture, environment,
parents, sex…. Taking into consideration young learners’ development is necessary
for teachers and parents.
Young learners don’t like to be criticized and failed. They like to be
encouraged over competition. They want to be the winners in competition. So

15


teachers and parents should praise them to support their enthusiasm. They will feel
happy and satisfied with what they have done if they are praised.
Children are very active. They like discovering things around them, making
and drawing, moving and acting.

Children have a very short attention and concentration span. Moreover, they
are so childish. It is easy for them to get bored and frightened with difficult subject.
They absorb language through activities which they find enjoyable.
Wendy and Yteberg (1992) state that young learners have very free of
prejudice. Their prejudice something based on their knowledge. Moreover, they are
forgetful and like imitating. All actions of adults are easy to be imitated by them.
1.3.3. Vocabulary development in young learners’ foreign language learning
In general, young learners like learning foreign language. It is a new subject
for them. They feel excited when learning it.
Building up a big vocabulary is necessary for primary level in learning
English. For young learners, vocabulary acquisition of a foreign language is
difficult and complex. According to Caremon (2001:72), “Young learners of a
second/foreign language are still building up their first language vocabulary, and
this development is closely tied up with their conceptual development”. Therefore,
in teaching a foreign language for young learners, teachers should consider learners’
first language background.
Vocabulary development of young learners is different from vocabulary
development of adults. It is believed that they learn a word better and faster than
adults but they have a short- term memory. Therefore, it may be easy for them to
acquire meaning and pronunciation of a new word. However, they cannot remember
many new words simultaneously in a same time.
Vocabulary development not only learns about words but also learns about
formulaic phrases as well as words inside them. Learning vocabulary of a foreign
language is a difficult task and cannot finish in a short time. It requires a long time.
The vocabulary development is a cyclical process. Words can be repeated many

16


times. Each time helps learners extend their knowledge about words and how to use

those words. As Cameron points out “Every time children meet familiar words, they
have changed and will bring new first language and conceptual knowledge to the
vocabulary (Cameron, 2001:74). Learning words is a continuous process that
changes, as children get older
Hatch and Brown (1995:372) also claim that

“Learning

words

is

a

continuous process that changes, as children get older”. Words will be added to
learners’ vocabulary bank. According to Hatch and Brown, there are five steps in
learning vocabulary to young learners. First, they encounter new words. Secondly,
they learn the forms of words through clear images. Thirdly, they learn the meaning
of the words. Then there is a memory connection between the form and the meaning
of the words. Finally, they are able to know how to use the words.
1.3.4. How to teach vocabulary to young learners
Teaching vocabulary to young learners is not easy. Based on the above
characteristics of young learners, teachers should know some following principles to
make the lessons more interesting and effective in the teaching vocabulary process.
Firstly, in vocabulary lessons, teachers should make students pay attention to
the form, meaning, grammar and use of words simultaneously. These are the basic
knowledge that students need to know when leaning new words.
Secondly, it is very important for teachers to make a list of words to teach
before each lesson and decide what vocabulary should be selected for teaching.
Gairns and Redman (1999) suggest that four major criteria for vocabulary selection

consist of frequency, cultural factors, students’ need and level, expediency.
Teachers should choose the most commonest words that are familiar with learner.
The most frequently used words should be taught first. According to Palmer
(1917:123) “the more frequently used words will be the more easily learnt”.
Selected words should be suitable to the level, needs and age of the students.
Moreover, teachers should take into consideration learner’s background because
different countries use different words to express their opinions.

17