The effecectivess of visual AIDS to vocabulary learing by 10

The effecectivess of visual AIDS to
vocabulary learing by 10TH graders in Le Quy
Don High School Hai Phong
Trần Thị Ninh
Trường Đại học Ngoại Ngữ
Luận văn ThS. Chuyên ngành: English Teaching Methodology;
Mã Số: 60 14 10
Người hướng dẫn: Nguyễn Bàng, M.A
Năm bảo vệ: 2010
Abstract: It is common knowledge that vocabulary is a very important element in any
language. Therefore, the question of how to teach and learn vocabulary effectively is always
raised by both teachers and students. Using visual aids to help students learn vocabulary is not
the newly - arisen one. However, their effectiveness to students’ vocabulary learning worth
considering by all teachers. The study, therefore, was carried out to investigate the
effectiveness of visual aids to vocabulary learning by 10th graders at Le Quy Don high
school, Hai Phong.To obtain the data for the study, two methods were employed: survey
questionnaire and class observations. The data collected indicated that the effectiveness of
visual aids in vocabulary learning cannot be denied. The students learn vocabulary better
through visual aids. However, the teachers and the students have certain challenges in
teaching and learning vocabulary through visual aids. Therefore, the students still have some
expectations towards the use of visual aids
Keywords: Từ vựng; Tiếng Anh; Lớp 10; Phương pháp dạy học; Giáo cụ trực quan
Content:
iv
Table of contents
DECLARATION…………………………………………………………………………………………………………………………....
i
ACKNOWLEDGEMENTS…………………………………………………………………………………………………………
ii
ABSTRACT…………………………………………………………………………………………………………………………….………
iii
TABLE OF CONTENTS…………………………………………………………………………………………………….………
iv
Part a: Introduction……………………………………………………………………………………………………………..
1
1. Rationale………………………………………………………………………………………………………………………………….
1
2. Aims of the study…………………………………………………………………………………………………………….……
2
3. Significance of the study…………………………………………………………………………………………….………
2
4. Scope of the study…………………………………………………………………………………………………………….…..
2
5. Research questions…………………………………………………………………………………………………………….…
2
6. Design of the study……………………………………………………………………………………………………….………
3
Part b: development
4
Chapter I: Literature review…………………………………………………………………………………………….
4
1.1. Vocabulary and it roles in language learning
………………………………………………………....
4
1.2. What students need to know ?…………………………………………………………………………………..……
5
1.2.1. Form: pronunciation and spelling……………………………………………………………………...…
5
1.2.2 Meaning and use in communication……………………………………..………………………………
6
1.2.3. Grammar……………………………………………………………………..………………………………………………...
7
1.2.4. Collocation……………………………………………………………………..……………..……………………………… 7
1.3. Visual aids in teaching and learning vocabulary……………………………………………………… 7
1.3.1. Definitions of visual aids……………………………………………………………………………………..….
8
1.3.2. Classification of visual aids in term of the different media of visual aids 8
1.3.3. Classification of visual aids in term of significant difference of function 14
in the teaching process…………………………………………………………………………………………….
14
1.3.4. The effectiveness of visual aids in teaching and learning vocabulary……………….…
15
Chapter II: Methodology……………………………………………………………………………………………………..
18
2.1. Research questions……………………………………………………………………………………………………………..
18
.
v
2.2. The participants…………………………………………………………………………………………………………………… 18
2.3. The methods of the study ………………………………………………………………………………………………..
18
2.3.1. The questionnaires………………………………………………………………………………………………..…….
18
2.3.2. Class observation……………………………………………………………………………………………………….
18
Chapter Iii: Data analysis and discussion…………………………………………………………………..
22
3.1. Situation analysis……………………………………………………………………………………………………………..…
22
3.1.1. The setting of the study……………………………………………………………………………………………
22
3.1.2. Learners and their background……………………………………………………………………………..
22
3.1.3. Materials and facilities…………………………………………………………………………………………….
23
3.2. Findings and discussions form survey questionnaires……………………………………………
24
3.2.1. Survey questionnaire for students………………………………………………………………………
24
3.2.2. Survey questionnaire for teachers………………………………………………………………………
29
3.3. Data from the class observation……………………………………………………………………………………… 32
Chapter IV: Pedagogical implications…………………………………………………………………………… 35
Part c: conclusion……………………………………………………………………..……………………………………..……...
38
1. Recapitultion……………………………………………………………………………………………………………………….…
38
2. Limitation of the study ………………………………………………………………………………………..………….…
39
3. Suggestions for further study ……………………………………………………………………………………………
39
References
40
APPENDICES………………………………………………………………………………….……………………………………..……
I
1
PART A: INTRODUCTION
1. Rationale
In a language, vocabulary plays a significant role. It helps people arrange ideas,
prepare speeches to communicate with others etc... That vocabulary is of great importance to
language is agreed by many researchers. Rivers (1981: 462) emphasized : "Language is not
dry bones. It is living growing entity, clothed in the flesh of words”. As a result, vocabulary
learning is a means of mastering a foreign language. In teaching and learning English, it is the
basis for learning other skills. Despite the importance of vocabulary in helping learners of
English improve their language competence, the question of how to teach and learn
vocabulary effectively is always raised by both teachers and students. As beginners, the 10 th
graders at Le Quy Don high school often find it challenging to learn vocabulary, and a lot of
questions about how to learn vocabulary in an effective way are raised. What students are
wondering is always haunted in the teachers’ mind most of the time, which inspires them to
find out suitable solution to vocabulary teaching and learning to satisfy their students’ needs.
One of the most effective way to teach vocabulary is through visual aids. Using visual aids to
help students learn vocabulary is not the newly - arisen one. However, their effectiveness to
students’ vocabulary learning worth considering by all teachers, because what students can see
and touch will be perceived in their mind better than what they can hear only. Learning
vocabulary through visual aids brings about good results. When a teacher uses visual aids, the
students’ attention is more completely focused since visual aids provide one mechanism to direct
and focus attention. In addition, visual aids make a teacher more persuasive in teaching
vocabulary then increase students’ understanding of the topic.
The adage “A picture is worth a thousand words” is totally true because visual aids can
help establish organization for presentation. In other words, one of the most effectiveness of
visual aids is establishing the overall organization for the presentation; therefore, students look
for order in everything they have experienced. However, up to now there have not been any
studies on the effectiveness of visual aids in learning vocabulary. All the above reasons are the
2
motivation and the driving force for this study in which the use of visual aids and their
effectiveness to 10th graders in Le Quy Don high school, Hai Phong will be investigated. It is
hoped that this study will help those wanting to improve their vocabulary teaching find
feasible ways to raise students’ interest in learning vocabulary.
2. Aims of the study.
The aims of the study are:
- The students’ attitude toward visual aids.
- To investigate the effectiveness of visual aids to vocabulary learning by 10th graders
in Le Quy don high school, Hai Phong.
3. Significance of the study
It is hoped that this study will be significant for both teachers and learners of English
in terms of vocabulary teaching and learning. In addition, it would become a good source
reference to those who concern vocabulary. Therefore, it is believed that this study will
contribute to the development of English teaching and learning throughout the country.
4. Scope of the study
Visual aids are really a large category which may be applied to teach all language
skills such as: listening, reading, speaking and writing as well as other language components:
vocabulary, grammar, pronunciation, etc. However, since both limited time and experience the
study could hardly cover all aspects. It, therefore, would focus on the effectiveness of visual
aids to vocabulary learning by 10th graders at Le Quy Don high school, Hai Phong.
5. Research questions
3
The study was carried out to investigate the effectiveness of visual aids to vocabulary
learning by 10th graders at Le Quy Don high school, Hai Phong, therefore, aimed at answering
the following questions:
1. Do you students like learning vocabulary through visual aids?
2. How effective are visual aids to students’ vocabulary learning ?
3. How much progress have students made in learning vocabulary with visual aids?
6. Design of the study
The study is divided into three parts.
Part A: Introduction
This part provides a general introduction of the study with the specific reference to the
rationale, the aims, the methods, the significance and the design of the study.
Part B: Development
The development of the study consists of four chapters, as follows:
Chapter one- “Literature Review”: Gives a brief view on motivation, the theoretical
background of English vocabulary, the overall view of some visual aids and the effectiveness
of visual aids in vocabulary lessons.
Chapter two - “Methodology”: Gives an insight into the research methods to find out
the answers to the research questions. Also, this chapter gives a brief view on the subjects and
the procedures of the study.
Chapter three - “Finding and discussion”: Presents the data collected from the survey
questionnaires, class observation and the discussion of these data
Chapter four - Pedagogical implications:
Suggests some solutions to vocabulary
teaching and learning
Part C: Conclusion
This part presents a conclusion and review of the study ending with limitation of the
study and suggestion for further research
40
REFERENCES
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2. Bowen, B.M. (1982), Look here! Visual Aids in Language Teaching. London:Macmillan.
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4. Doff, A. (1988), Teach English: A training Course for Teachers. Cambridge University Press.
5. Gairns, R & Redman, S. (1986). Working with Words: A guide to teaching and learning
strategies. Cambridge University Press.
6. Gower, R & Walters, S. (1995). Teaching Practice Handbook. Heinemann.
7. Pyles, T.& Algeo, J. (1970), English - An Introduction to Language. New York :Harcourt, Brace.
8. Rivers, W.M. (1981). Teaching Foreign Language Skills. The University of Chicago Press.
9. Sesnan, B. (2001). How to teach English. Oxford University Press.
10. Ur, P. (1996). A course in Language Teaching - Practice and Theory. Cambridge University Press.
11. Wajnryb, R (1992). Classroom Observation Tasks. Cambridge University Press.
12. Widdowson, H.G (1988). English Studies Series. Oxford University Press.
13. Wilkins, D.A. (1972). Linguistic in Language Teaching, Edward Arnorld.
14. Wright, A. (1992), Pictures for Language Learning. Cambridge University Press.
15. Wright, A. & Haleem, S. (1991), Visual for Language Classroom. Longman.