Luận văn thạc sĩ an investigation into using compilation of theme – based lexical lists on primary students’ vocabulary retention

VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN THỊ HÀ THU

AN INVESTIGATION INTO USING COMPILATION
OF THEME – BASED LEXICAL LISTS
ON PRIMARY STUDENTS’ VOCABULARY RETENTION
(Dạy từ vựng cho học sinh tiểu học
thông qua phương pháp sưu tập từ theo nhóm)

M.A MINOR THESIS

Field: English teaching methodology
Code: 8140231.01

Hanoi, 2019


VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN THỊ HÀ THU

AN INVESTIGATION INTO USING COMPILATION
OF THEME – BASED LEXICAL LISTS
ON PRIMARY STUDENTS’ VOCABULARY RETENTION

(Dạy từ vựng cho học sinh tiểu học
thông qua phương pháp sưu tập từ theo nhóm)

M.A MINOR THESIS

Field

: English teaching methodology

Code

: 8140231.01

Supervisor : Dr. MAI THỊ LOAN

Hanoi, 2019


DECLARATION
I hereby state that I, Trần Thị Hà Thu, being a candidate for the Degree of
Master of Arts, accept the requirement of the University relating to the retention and
use of M.A. Thesis deposited in the library.
I certify my authorship of the thesis: An investigation into using
compilation of theme-based lexical lists on primary students’ vocabulary
retention is the result of my own, and this thesis has not been submitted for any
degree at any other university or institution.

Hanoi, 2019

Tran Thi Ha Thu

i


ACKNOWLEDMENTS
First and foremost, I would like to express my heartfelt gratitude to my
supervisor, Dr, Mai Thị Loan for her valuable guide, patient support and
encouragement in the completion of this M.A. Thesis.
I am so grateful to the writers of many books and Web pages I read which
have stimulated my thinking on doing this paper.
This study has been also completed with the invaluable help and the co –
operation of the students and the English teachers at Khanh Nhac A Primary
School. Without their enthusiastic contribution and cooperation, this research would
certainly not have been completed.
Finally, I am greatly thankful to my family and friends, who are forever a
great source of support and encouragement.

ii


ABSTRACT
The study aims at investigating the use of compilation of theme-based lexical
lists in teaching vocabulary to primary students at a primary school in Ninh Binh. In
order to fulfill the aim of the study, the instruments employed to collect data were
test, classroom observations and questionnaire for the students. The results of the
data analysis indicate that the students gave prominence to vocabulary teaching and
learning through compilation of theme-based lexical lists. The students also
achieved considerable progress in their vocabulary retention after attending
vocabulary lessons using compilation of theme-based lexical lists. In addition, the
findings of the research point out some recommendations to better situation for the

benefits of the students, some of which are choosing well-suited materials, using
compilation of theme-based lexical lists in combination with other activities such as
games and mind-mapping. The study is hoped to meet the teachers’ needs, increase
the motivation of learners and teachers during learning vocabulary process.

iii


TABLE OF CONTENTS

DECLARATION ........................................................................................................ i
ACKNOWLEDMENTS ...........................................................................................ii
ABSTRACT ............................................................................................................. iii
LISTS OF ABBREVIATIONS ..............................................................................vii
LISTS OF TABLES AND FIGURES .................................................................. viii
CHAPTER 1: INTRODUCTION ............................................................................ 1
1.1. Rationale ............................................................................................................... 1
1.2. Aims and objectives of the study.......................................................................... 2
1.3. Research questions ............................................................................................... 2
1.4. Method of the study .............................................................................................. 2
1.5. Scope of the study................................................................................................. 3
1.6. Significance of the study ...................................................................................... 3
1.7. Structure of the study............................................................................................ 3
CHAPTER 2: LITERATURE REVIEW ................................................................ 5
2.1. Previous studies on theme-based teaching ........................................................... 5
2.2. Vocabulary in English teaching and learning ....................................................... 6
2.2.1. Definition of vocabulary .................................................................................. 6
2.2.2. Types of vocabulary ......................................................................................... 7
2.2.3. Aspects of vocabulary knowledge ................................................................... 9
2.2.4. The role of vocabulary in English teaching and learning .............................. 10

2.3. Teaching English to young learners ................................................................... 12
2.3.1. Characteristics of young learners ................................................................... 12
2.3.2. Teaching English vocabulary to young learners ............................................ 13
2.4. Methods in vocabulary teaching ......................................................................... 14
2.4.1. The Grammar -Translation Method ............................................................... 14
2.4.2. The Direct Method ......................................................................................... 15
2.4.3. The Audio-Lingual Method ........................................................................... 15

iv


2.4.4. Communicative Language Teaching .............................................................. 16
2.5. Compilation of theme-based lexical lists in English vocabulary teaching and
learning ...................................................................................................................... 16
2.5.1. Theme-based teaching approach .................................................................... 16
2.5.2. Planning vocabulary teaching using compilation of theme-based lexical lists18
2.6. Summary ............................................................................................................. 19
CHAPTER 3: RESEARCH METHODOLOGY ................................................. 20
3.1. Experimental research ........................................................................................ 20
3.2. The setting of the study ...................................................................................... 20
3.3. Participants ......................................................................................................... 21
3.4. Data collection instruments ................................................................................ 22
3.4.1. Test ................................................................................................................. 22
3.4.2. Classroom observations.................................................................................. 22
3.4.3. Questionnaire ................................................................................................. 23
3.5. Data collection procedure ................................................................................... 24
3.6. Data analysis procedure ...................................................................................... 24
3.7. Summary ............................................................................................................. 25
CHAPTER 4: DATA ANALYSIS AND DISCUSSION ...................................... 26
4.1. Data analysis ....................................................................................................... 26

4.1.1. Analysis of test ............................................................................................... 26
4.1.2. Analysis of classroom observations ............................................................... 29
4.1.3. Analysis of questionnaire for students ........................................................... 32
4.2. Discussion ........................................................................................................... 40
4.3. Summary ............................................................................................................. 43
CHAPTER 5: CONCLUSION ............................................................................... 44
5.1. Recapitulation ..................................................................................................... 44
5.2. Concluding remarks ............................................................................................ 44
5.3. Limitations and suggestions for further study .................................................... 46
REFERENCES ........................................................................................................ 47

v


APPENDICES ........................................................................................................... I
APPENDIX 1A: PRETEST ...................................................................................... I
APPENDIX 1B: POSTTEST .................................................................................. II
APPENDIX 2: CLASSROOM OBSERVATION CHECKLIST ........................ II
APPENDIX 3A: QUESTIONNAIRE (ENGLISH VERSION) ............................ V
APPENDIX 3B: QUESTIONNAIRE (VIETNAMESE VERSION) ............... VIII
APPENDIX 4: THE FORMULA OF MEAN, MEDIAN AND STANDARD
DEVIATION ............................................................................................... XI
APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU ......... XVII

vi


LISTS OF ABBREVIATIONS

CBI

:

Content-Based Instruction

CLT

:

Communicative Language Teaching

GTM :

Grammar Translation Method

UK

:

United Kingdom

US

:

United States

%

:

Percentage

vii


LISTS OF TABLES AND FIGURES

Table 2.1. What is involved in knowing a word. Source: Nation (2001: 27) ........... 10
Figure 2.1. Brainstorming and making webs ............................................................19
Figure 4.1. Results of pretest scores of experimental class and control class. .........26
Figure 4.2. Results of posttest scores of experimental class and control class. ........27
Table 4.1. Descriptive statistics for the pretest and posttest scores of experimental
class and control class. ..............................................................................................28
Table 4.3. Teacher’s instruction in the classroom. ...................................................30
Figure 4.3. Materials in the classroom. .....................................................................31
Table 4.4. The teachers’ frequency of applying compilation of theme-based lexical
lists in English classes ...............................................................................................32
Figure 4.4. Students’ comments on English lessons using compilation of themebased lexical lists .......................................................................................................33
Figure 4.5. Students’ involvement in English classes using compilation of themebased lexical lists.......................................................................................................33
Figure 4.6. Students’ assessment of the difficulty of learning vocabulary through
compilation of theme-based lexical lists ...................................................................34
Figure 4.7. Students’ assessment of their vocabulary retention after lessons using
compilation of theme-based lexical lists ...................................................................35
Figure 4.8. Ways of presenting the meaning of words that students like .................37
Figure 4.9. Kinds of tasks students would like to be involved .................................38
Table 4.6. Students’ preferred themes in English lessons implementing compilation
of theme-based lexical lists .......................................................................................39
Figure 4.10. Students’ favorite kinds of activity organization in English classes ....40

viii


CHAPTER 1: INTRODUCTION

1.1.

Rationale
Today, with the world’s borders more porous than ever, coming along with

the international globalization and technological advancements, the importance of
foreign languages is obviously proved. Foreign language can be considered as an
effective tool to deepen our understanding and appreciation for the rich and
complex world we are living in. English, which is the most common language, has
been now widely taught in almost every school in Vietnam. Besides four main skills
of English including listening, reading, speaking and writing, it is necessary to
consider the importance of vocabulary which is not only the tool for expressing
ideas but also the basis to improve the four skills. Underlining the essential role of
vocabulary acquisition, Schmitt (2000:55) likens lexical knowledge to center of
communicative competence and the acquisition of a second language”. Therefore,
vocabulary is presented throughout every unit in the English textbook published by
the Ministry of Education and Training, integrated into four skills in English
lessons.
Being a teacher of English, I am well aware of the importance of applying
effective methods in teaching vocabulary to primary students. The previous studies
have provided various methods of teaching vocabulary at primary schools. Pham
Thị Thu Trang (2012) conducted a study on teaching vocabulary to primary
students by using story telling method. Vũ Thị Thanh Tâm (2012) introduced an
action research on using stories and drama in vocabulary teaching. Besides, Naveen
(2009) proved the effect of other vocabulary teaching methods including

definitions, antonyms, synonyms, pictures and drawings. At Khanh Nhac A Primary
School, the teachers of English have applied variety of methods and strategies to
teach vocabulary in English lessons including compilation of theme-based lexical
lists. However, from the researcher’s experience, the application of compilation of
theme-based lexical lists has not been scientifically considered. In other words, the
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teachers are not well aware of teaching vocabulary to primary students based on a
theme thorough the whole lesson. This motivates the author to conduct the study
“An investigation into using compilation of theme-based lexical lists on primary
students’ vocabulary retention”.
1.2.

Aims and objectives of the study
The study aims at investigating the use of compilation of theme-based lexical

lists in teaching vocabulary to primary students.
This overall aim leads to the following objectives:
(1) To investigate the effectiveness of teaching vocabulary through compilation
of theme-based lexical lists.
(2) To investigate the current situation of vocabulary teaching and learning by
using compilation of theme-based lexical lists at Khanh Nhac A Primary
School.
(3) To give some recommendations to improve vocabulary teaching through
compilation of theme-based lexical lists.
1.3.

Research questions
Based on the aims of the study, the following questions are raised for

exploration:
(1) To what extent does compilation of theme-based lexical lists affect students’
vocabulary retention?
(2) What is the current situation of vocabulary teaching and learning by using
compilation of theme-based lexical lists?
(3) What are some recommendations on vocabulary teaching through
compilation of theme-based lexical lists?
1.4.

Method of the study
The study was carried out by these steps:
First, the pre-test were administrated to the students in experimental and

control class.

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Second, compilation of theme-based lexical lists was applied in the English
lessons in experimental classes in four weeks. Simultaneously, classroom
observations were made by the researcher in order to discover the use of
compilation of theme-based lexical lists in English lessons.
After that, the questionnaire was delivered to forty students of experimental
class to investigate their attitudes toward learning vocabulary through compilation
of theme- based lexical lists as well as their recommendations to promote teaching
and learning vocabulary in classes.
The post-test were administrated after four weeks of applying compilation of
theme-based lexical lists to investigate the students’ vocabulary retention after the
course.

Finally, the collected data was summarized and analyzed to lead to the major
findings and give the answers to the research questions.
1.5.

Scope of the study
The study was conducted with the participation of eighty 4th grade students at

Khanh Nhac A Primary School to investigate the use of compilation of theme-based
lexical lists on primary students’ vocabulary retention. Therefore, teaching
vocabulary to students in other grades and the teaching of the other vocabulary
strategies would be beyond the scope.
1.6.

Significance of the study
The study contributes to the theory of teaching vocabulary by using

compilation of theme-based lexical lists. In addition, the results of this study can
help teachers of English at Khanh Nhac A Primary School in particular and other
schools in general to effectively apply compilation of theme-based lexical lists in
order to improve their students’ vocabulary retention.
1.7.

Structure of the study
The study consists of three parts. Each part deals with different aspects of the

study:
Chapter 1 presents the introduction of the study including the rationale, aims and
3

objectives, research questions, method, scope and design of the study.
Chapter 2 is the Literature Review. In this chapter, the writer focuses on some main
points: the role and types of vocabulary in English teaching and learning, the
importance and the characteristics of teaching vocabulary to primary children,
methods of vocabulary teaching and compilation of theme-based lexical lists in
vocabulary teaching.
Chapter 3 focuses on Research Methodology which includes the description of the
setting and the participants of the study. Data collection instruments and data
analysis procedure are also introduced.
Chapter 4 – Data analysis and Discussion aims at analyzing the collected data.
Based on the analysis, some discussion on the use of compilation of theme-based
lexical lists on primary students’ vocabulary retention was given.
Chapter 5 provides the summary of the main issues and some recommendations for
the effective use of the compilation of theme-based lexical lists in English teaching.
The limitations as well as some suggestions for further study are also included in
this part.

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CHAPTER 2: LITERATURE REVIEW

2.1.

Previous studies on theme-based teaching
There have been a lot of researchers carrying out studies on the use of theme-

based teaching in the world.
Examining the effective of theme-based syllabus for young second language
learners, Alptekin, Ercetin and Bayyurt (2007) reported a longitudinal

quasiexperimental study on the effectiveness of a theme-based syllabus versus an
essentially grammatical syllabus with functional elements for young Turkish
learners of English (aged 10 – 11) over a period of two academic years. The results
of the study indicated that young learners using a theme-based syllabus develop
their English proficiency better than those using an essentially grammatical
syllabus.
An Indonesia researcher, Fathimal (2014), investigated students’ responses
towards theme-based teaching in teaching English vocabulary with the participation
of 32 students in the fifth grade of one primary school in Bandung. A classroom
action research was carried out by conducting observation through field notes and
questionnaire as the instruments. The findings of the study revealed that students’
responses were highly positive towards the implementation of theme-based
teaching. In addition, theme-based teaching could enhance students’ interest in
learning process that was supported by the themes chosen.
Jiang (2017) conducted a case study on the impacts of themebased advanced Chinese intensive program in a university setting. Based on the
evidence collected by the pre- and post-proficiency test results, learners’ selfreported surveys on the themes and topics, and the reading strategies covered in the
program, the researcher argued that the theme-based model has positive impacts on
improving language proficiency.
However, the fact is that there has been little research into applying themebased teaching to improve students’ vocabulary retention in Vietnam. Therefore,

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being aware of the importance of compilation of theme-based lexical lists in
vocabulary teaching, the researcher decided to carry out the study to investigate the
use of compilation of theme-based lexical lists on primary students’ vocabulary
retention.
2.2.

Vocabulary in English teaching and learning

2.2.1. Definition of vocabulary
Many different definitions of vocabulary have been given by linguists.
Wilkins (1972: 11) stated that vocabulary is an important part of language
learning and the human existence, without which no communication can be
successful. Vocabulary is collection of all words that constitute a language under
discussion or a particular subject. According to Richards and Renandya (2002: 255),
vocabulary is the core component of language proficiency and provides much of the
basis for how well learners speak, listen, read, and write. Richards (2000: 70) said
that vocabulary is one of the most obvious components of language and one of the
first things applied linguistics turned their attention to.
In Advanced Learners Dictionary of Current English, Hornby (2006: 1645)
stated that vocabulary is: (1) all the words that a person knows or uses, (2) all the
words in a particular language, (3) the words that people uses when they are talking,
and (4) a list of words with their meanings especially in a book for learning a
foreign language. A vocabulary, usually developed with age, serves as a useful and
fundamental tool for communication and acquiring knowledge. Acquiring an
extensive vocabulary is one of the largest challenges in learning a second language.
Furthermore, according to Hamer (1991: 151 – 161), teaching vocabulary is
clearly more than just presenting a new words. This may, of course have its place but
there are other issues too. However, not all vocabulary can be learned through
interaction and discovery techniques. Thus, statement implies that learning vocabulary
cannot always be done through interaction and discovery techniques for the beginners.
The reason is that, in doing such as technique, the learners are demanded to have an
adequate number of vocabularies that have been mastered before.

6


From the above definitions, it can be concluded that vocabulary is all about

words – the words in language or a special set of words.
2.2.2. Types of vocabulary
Hatch and Brown (1995: 181 – 243) enumerated at least five kinds of
vocabulary: word classes, word families, word formation, collocation and
homonyms. Gruneberg and Sykes (1991) distinguished the two types of vocabulary.
The first type of vocabulary refers to the one that the students have been taught and
that they are expected to be able to use. Meanwhile, the second one refers to the
words which the students would recognize when they meet them, but they would
probably not be able to pronounce. However, by investigating the classification of
Carter (1987), Nation (2001) and Schmitt (2000), the writer divides vocabulary into
many types based on different criteria as follows.
2.2.2.1. Classification by origin
According to the origin of words, there are two types which are native words
and loan words. Loan words are words adopted from one language and incorporated
into another language without translation like cookie, kindergarten. Native words
are words that are not borrowed from another language, but are inherited from an
earlier stage of the language like foot, hand.
2.2.2.2. Classification by notion
According to the notion, vocabulary is classified into function words and
content words. Function words are words that have little lexical meaning or have
ambiguous meaning and express grammatical relationships among other words
within a sentence, or specify the attitude or mood of the speaker. Function words
include categories of words like determiners, conjunctions or auxiliaries. Content
words are words that name objects, qualities, actions or states. They are usually
nouns, verbs, adjectives and adverbs.
2.2.2.3. Classification by the part of speech
The eight main parts of speech are nouns, pronouns, verbs, adjectives,
adverbs, prepositions, conjunctions and interjections. Nouns are words that describe

7

a thing and can be generic (common nouns) or specific (proper nouns). They can
serve as the subject or object or a verb or as a possessive or the object of a
preposition. Pronouns are nonspecific words that take the place of nouns. They are
small, short words that help avoid repetition and cut back on the need for longer
nouns. Verbs are words that describe an action and come in many different tenses
and forms. Adjectives are words that describe nouns. They usually come before the
noun they modify. Adverbs are words that describe verbs. Prepositions are words
used to describe the relation between words in a sentence and are the beginning to a
prepositional phrase. Conjunctions are words used to bring two or more different
clauses, phrases, or items together in a sentence. Interjections are words used to
show a quick and immediate emotion. They often stand by themselves and are
followed by an exclamation mark.
2.2.2.4. Classification by the concept of morpheme
Basing on the concept of morpheme, there are simple words, derived words
and compound words. Simple words are words consisting of one root morpheme.
Derived words are words consisting of one root morpheme and one or more
derivational morphemes. Compound words are word consisting of at least two roots
with or without derivational morphemes.
2.2.2.5. Classification by level of usage
According to the level of usage, vocabulary can be divided into common,
literacy, colloquial, slang and technical words. Common words or popular words
often connect with the ordinary things or activities and make up the biggest part of
the vocabulary with its core as basic words stock. Literacy words are chiefly used in
writing, formal and elevated in style like the word purchase/ buy. Colloquial words
are used mainly in speaking to colleagues or friends and in informal writing. Slang
words are words of vigorous, colorful, fictitious or taboo nature, invented for
specific occasions or uses or derived from the unconventional use of the standard
vocabulary. Technical words are used in various special fields with functions partly

to denote things or processes which have no names in ordinary English, and most
remain essentially foreign to outsider, even to educated native speakers.

8


2.2.2.6. Classification by the usage of the word
Vocabulary can be divided into productive and receptive vocabulary.
Productive vocabulary is defined as all the words that are retrieved from a person’s
memory and can be used at suitable time and in suitable situation. Receptive
vocabulary refers to all the words that can be understood by a person, including
spoken, written, or manually signed words.
2.2.3. Aspects of vocabulary knowledge
Linguists have conducted studies that address different aspects of vocabulary
knowledge. Schmitt and Meara (1997) investigated how learners of English
developed their vocabulary size and two aspects of vocabulary knowledge (affix
and association) over a year. They found that the vocabulary size correlated with
affix and association knowledge and that there was an interrelationship between the
two aspects of vocabulary knowledge. Shimamoto (2000), in her cross - sectional
study, addressed four aspects of receptive vocabulary knowledge including spoken
form, written form, paradigmatic and syntagmatic knowledge. She found that the
four aspects of vocabulary knowledge were interrelated with each other and they
were also correlated with the learners’ vocabulary size.
Nation (2001) had another point of view in vocabulary knowledge that he
focuses on three significant aspects of a word that certainly need to be considered:
form, meaning and use. Accordingly, the form of a word involves its pronunciation
(spoken form), spelling (written form), and any word parts that make up this
particular item (such as a prefix, root, and suffix). For example, in the word
“unsuccessful”, the prefix un- means negative or opposite, success is the root word,
and –ful is a suffix means full of or having. Here, they all go together to refer to

someone or something that is able to succeed. Nation (2001) also stated that
meaning encompasses the way that form and meaning work together, in other
words, the concept and what items it refers to, and the associations that come to
mind when people think about a specific word or expression. Use, as Nation (2001)
noted, involves the grammatical functions of the word or phrase, collocations that
normally go with it, and finally any constraints on its use, in terms of frequency,
9


level, and so forth. For form, meaning, and use, Nation (2001) declared there is both
a receptive and productive dimension, so knowing these three aspects for each word
or phrase actually involves 18 different types of lexical knowledge, as summarized
in the following table.
Table 2.1. What is involved in knowing a word. Source: Nation (2001: 27)
Aspect

Component
spoken

Form

Meaning

Use

Receptive knowledge
Productive knowledge
What does the word sound How is the word
like?
pronounced?

How is the word written
and spelled?
What word parts are
What parts are
word parts
needed to express the
recognizable in this word?
meaning?
What word form can be
form and
What meaning does this
used to express this
meaning
word form signal?
meaning?
concepts and What is included in this
What items can the
referents
concept?
concept refer to?
What other words could
What other words does
associations
people use instead of this
this make people think of?
one?
grammatical In what patterns does the
In what patterns must
functions

word occur?
people use this word?
What words or types of
What words or types of
collocations words occur with this
words must people use
one?
with this one?
constraints on Where, when, and how
Where, when, and how
use (register, often would people expect often can people use this
frequency…) to meet this word?
word?
written

What does the word look
like?

The researcher strongly agrees with Nation (2001) that form, meaning and
use are three significant aspects of vocabulary knowledge. Knowing a word is a
complex process that involves learning several different but interrelated types of
word aspects.
2.2.4. The role of vocabulary in English teaching and learning
Nation (2001) describes the relationship between vocabulary knowledge and
language use as complementary: knowledge of vocabulary enables language use,
10


and conversely, language use allows people to increase vocabulary knowledge. In
other words, a person cannot use a language without having certain knowledge of

vocabulary.
Wilkins (1972) strongly confirms the importance of vocabulary. Indeed,
vocabulary knowledge helps people with language comprehension. It is clear that to
successfully comprehend a text, students need to have sufficient word knowledge.
The comprehension of a language depends on the amount of words that are known
in that language. According to Nation (2001), readers need to know at least 97% of
the vocabulary in a text for an adequate understanding of it. Without knowledge of
the key vocabulary in a text, a learner may have serious trouble in understanding the
message, that is, word knowledge is crucial to reading comprehension and
determines how well students will be able to comprehend the texts they read.
Therefore, having students with a large amount of vocabulary knowledge is
essential to language comprehension.
Additionally, vocabulary also helps people with language production.
Hubbard (1983) states that the more words a student knows, the more precisely the
student can express the meaning he/she wants to. Based on this view, to
communicate effectively students need to know a large number of word meanings.
Furthermore, according to Cardenas (2001), vocabulary is used to determine the
proficiency a student has in oral context. Since vocabulary is an essential
component to determine how much a student is able to communicate successfully,
students have to overcome the lack of vocabulary knowledge in order to
communicate effectively. Language teachers should focus on effective instruction to
teach vocabulary to help students to develop their vocabulary knowledge in order to
communicate successfully.
The above arguments on the role of vocabulary are all to say that vocabulary
is an essential component to determine how much a student is able to communicate
successfully. It serves as an indispensable part of language through which thoughts,
ideas, feelings, experience are conveyed. For mastering a language, one definitely
needs to have good stock of vocabulary.

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2.3.

Teaching English to young learners

2.3.1. Characteristics of young learners
For the successful teaching of English in primary schools, above all, it is
essential for the teacher to understand the young learners’ characteristics, instincts,
and interests in their cognitive, linguistic, and emotional aspects.
Clark (1990: 6-8) gives a list of the characteristics which young learners share:
1. Children are developing conceptually: they develop their way of thinking
from the concrete to the abstract thing.
2. Children have no real linguistics, different from the adult learners that
already have certain purpose in learning language, for instances, to have a better
job, children rarely have such needs in learning a foreign language. They learn
subject what school provide for them.
3. Children are still developing; they are developing common skill such as turn
talking and the use of body language.
4. Young children very egocentric, they tend to resolve around themselves.
5. Children get bored easily. Children have no choice to attend school. The lack
of the choice means that class activities need to be fun interesting and exciting
as possible by setting up the interesting activities.
According to Phillips (1995), in learning a language, young learners respond
to the language, depending on what it does or what they can do with it rather than
treating it as an intellectual game or abstract system. Brewster (1991) supports it by
saying that theories of the children’s learning require that young learners be
supported by moving from the abstract to the concrete and through being involved
in activity. It can be understood that the children need activities that are more
concrete rather than abstract and to be involved in those activities in order that they

can learn the language well.
In short, children bring many different experiences and knowledge to their
learning and it is likely that each child learns differently from the same activity they
involve. In addition, it is easy for young learners to learn things they can see and

12


feel, what they have experienced or things related to their daily activities, what they
are curious about, what they care about and what they like.
2.3.2. Teaching English vocabulary to young learners
It is clear that children have learned their native language with apparent ease.
In other words, children can learn their native language without knowing they are
learning. According to Philips (1993), there are many factors influencing children’s
maturity such as environment, culture, sex and experience. In order to be successful
in teaching English to children, teachers have to deeply understand their children’s
characteristics, goals and motivation.
Rixon (1999) claims the importance of the condition under which young
learner programs are offered. These include conditions inside the classroom and
outside the classroom such as the social, cultural, economic value of the language.
Read (2003:7) clarify the condition by suggesting that young learners are better
when learning is:
 Natural
 Contextualized and part of a real event
 Interesting and enjoyable
 Relevant
 Social
 Belongs to the child
 Has a purpose for the child
 Builds on things the child knows but also challenges thechild

 Supported appropriately
 Part of a coherent whole
 Multisensory
 Active and experimental
 Memorable
 Designed to provide for personal, divergent responses and multiple
intelligences
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 Offered in a relaxed and warm learning atmosphere
In fact, we cannot expect our young students to learn the items we teach and
remember all the words in the lessons. Although children can learn new words very
quickly, they will also forget them quickly. Therefore, new words should be
introduced repeatedly in different situations in the following lessons. Since mere
practicing can be extremely boring and tiring to young learners, teachers should be
creative enough to wrap practicing in games, role plays and in singing songs,
activities that seem to be fun and interesting.
2.4.

Methods in vocabulary teaching
Lê Văn Canh (2003) affirms that a new approach to English language

teaching is needed due to the status of English as an international global language.
Indeed, in order to bring students with the large amount of vocabulary, it is
extremely important for teachers to apply various methods and techniques in
language teaching. Some major foreign language teaching approaches are briefly
given as follows.
2.4.1. The Grammar -Translation Method
The Grammar- Translation Method (GTM) derived from traditional

approaches to the teaching of Latin and Greek and was the predominant method
in Europe in the 19th century. The method focuses on the teaching of the foreign
language grammar through the presentation of rules together with some exceptions
and lists of vocabulary translated into the mother tongue. GTM was used for the
purpose of helping students read and appreciate foreign language literature and
hoped that the students would become familiar with the grammar of the native
language through the study of the grammar of the target language and that
familiarity would help them speak and write better in their native language (Larsen
– Freeman, 2000:11). The main procedure of an ordinary lesson follows this plan: a
presentation of a grammatical rule followed by a list of vocabulary and, finally,
translation exercises from selected texts while little or no attempt is made to teach
pronunciation.

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2.4.2. The Direct Method
The Direct Method, as the name suggests, is a method of teaching English
directly through English. Stern (1983) points out that the Direct Method is
characterized by the used of target language as a means of instruction and
communication in the language classroom, and by the avoidance of the use of the
first language and of translation as a technique. Correct pronunciation and oral skills
are stressed because of the principle that speaking a language is more important
than being able to write it. The emphasis was on everyday vocabulary and sentences
which are taught through demonstration, objects, and pictures while abstract
vocabulary was taught by association of ideas. The Direct Method is useful in that,
as River (1968) states, it provides an exciting and interesting way of learning
foreign language through activity. The method is proved to be successful in
releasing students from the inhibitions all too often associated with speaking a
foreign tongue, particularly at the early stages.

2.4.3. The Audio-Lingual Method
The Audio-Lingual Method (also called Army Method, Mim-mem Method or
Aural Oral Approach) is derived from The Army Method, so called because it was
developed through a U.S. Army programme devised after World War II to produce
speakers proficient in the languages of friend and foes. As Thornbury (2000) states, the
Audio-Lingual Method considered language simply as form of behaviour to be learned
through the formation of correct speech habits. Audio Linguists believe in the
separation of the four language skills: listening, speaking, reading and writing. The
Audio Lingual Method uses certain practical techniques like mimicry, memorization,
pattern practice and the language laboratory; it encourages the use of dialogues and
substitution tables. In the Audio-Lingual Method, like the Direct Method, students are
taught a language directly without using the students’ native language. However, while
the Direct Method focuses on teaching vocabulary, the Audio-Lingual Method drills
students in the use of grammar.

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