teachers and students’ attitude towards using games in teaching and learning vocabulary = quan điểm của giáo viên và học sinh với việc sử dụng trò chơi trong dạy - học từ mới

3 5. Scope of the study The study has been conducted in Chi Linh District, Hai Duong Province. There are four high schools in this area. The research aims at the attitudes of the teachers and students in these schools towards language games. The researcher would like to explore how vocabulary games are applied to teaching and learning words in English language classes. A survey research has been done with the participation of thirty English language teachers and twelfth- grade students of different high schools in Chi Linh District, Hai Duong Province. 6. Design of the study The study includes three parts: PART I is the Introduction of the study which states the problem, the research question, objectives, scope, significance and design of the whole paper. PART II is the Development which is composed of two chapters. Chapter one presents the Literature Review of the study. Chapter two demonstrates the research’s methodology including the subjects of the study, data gathering instruments, procedures, findings and discussion. Part THREE is the Conclusion which summarizes significant findings of the investigation, elaborates contributions of the research, puts forward practical suggestions for future research, and addresses notable limitations as well. 4 PART B – DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1. An Overview of Vocabulary Teaching 1.1.1. Definitions of vocabulary There are different definitions of vocabulary. Linguistic scholars describe vocabulary with their own sets of criteria, depending on the areas they base on to develop the term. Vocabulary is commonly defined as “a list of words with their meanings, especially in a book for learning a foreign language.” (Oxford Advanced Learner’s E-Dictionary, 2010). McCarthy (2004, p. 5) states that “vocabulary items are not often single orthographic units, but rather multi-word units.” This means speakers tend to use words which can be put together to make sense rather than using an equivalent number of individual words. Vocabulary “may be individual words, or full sentences – institutionalized utterances – that convey social or pragmatic meaning within a given community.” (Lewis, 1993, p. 89). Besides, Grave (2000) considers vocabulary as the whole stock of words of a branch of language possessed by every learner. Although the definitions are not the same, scholars tend to describe vocabulary items more than single words. Vocabulary therefore covers a bigger aspect of language and it is the medium for language learners to express their ideas. We can consider vocabulary as the backbone of a language. From what have been stated and suggested by scholars and linguists, vocabulary can be seen as all of the words in a language which are used in a particular context or the words an individual person knows. 1.1.2. Role of teaching and learning vocabulary Teaching and learning vocabulary have been recognized as being necessary in any learning language stages. It bridges over the gaps between language skills. Students may be very good at learning language grammar, they still cannot communicate 5 successfully in a second or foreign language without words. The ability to express a wide range of meanings depends much on the number of words they have accumulated, as presented by McCarthy (1990, p. viii). Vermeer (1992, p. 147) considers knowing words as the key to understand others and being understood by others. And as what Selinker (1994, p. 270) asserted, words are probably the most important component for learners when learning a language. Lewis (1993, p. 89) agrees that “lexis is the core or heart of language.” It is obvious that vocabulary is very important. It is normally not surprising if a language learner with a large number of words can often communicate better than others who just know some. Language students will be able to convey their ideas more precisely and better with a good source of vocabulary. They are also capable of comprehending reading materials, giving responses, understand others’ speech, speaking more fluently, and writing about specific issues concretely if they can use appropriate words. Vocabulary is the essential component of a language, teaching and learning vocabulary should be seriously taken into account when teaching English. Language teachers, therefore, need to take vocabulary teaching activities as integrated parts of teaching language skills, and as the basis to develop learners’ language skills. 1.1.3. Principles of Teaching Vocabulary Some language teachers claim that they are teaching new words without principles. However, principles are understood as “strong beliefs that influence your actions, reasons for acting or thinking in particular ways” (Oxford Advanced Learner’s EDictionary, 2010). Thus, any teachers who even are practising teaching English regardless of following any courses namely “teaching principles,” they are actually teaching their language learners what they believe the best to teach. Those teachers tend to take the advantages of language aspects they are interacting with students. Their own rules may be traditional or the same to current principles being applied at present time. And again, knowledge of word teaching principles basically enables 6 language teachers to concretely name and plan what about words they are teaching to their learners. Thornbury (2002, p. 15, 16) recommended that we teach nine aspects of a word to language learners. The word knowledge includes the spoken form, the written form, the meaning(s), the grammatical behavior (verb or noun, whether it can be used passively, etc.), the collocations of the word, the word’s derivations, the register of the word (spoken and written), the word’s frequency, and the connotations. Hubbard et al (1989) and Nation (2003), cited by Huong et al (2011), suggeste eight principles of teaching vocabulary as following: - The spoken word form should be taught and learned first in order to help students avoid pronouncing the words the way they are written. - Present new words in a memorable way to help language learners remember better. - Make sure that language learners have understood new words, even when the words have been well presented. - Give students opportunities to practise the words having learned in context. - Revision is needed for language learners. - Choose the higher frequency words for teaching and spend more time practising them than the lower ones. This should contribute to building language learners’ active source of words. - Teaching words as units for language beginners to develop their fluency quickly. - Word learning strategies, such as word cards, should be suggested to language learners for their effective self-study. Norbert Schmitt (2004, p. 6-19) has suggested that language teachers consider several principles when teaching vocabulary to students. These principles are: - choosing the number of words and the kind of words to teach - learning the spelling and pronunciation of a word is important 7 - making use of the first language - teaching words as phrases - combining explicit teaching and incidental learning There are, of course, different principles of teaching vocabulary to language learners. The researcher himself often considers six things when he practises teaching words to my language learners: (1) choosing the key words of the lesson to be taught, (2) asking learners to list the words of the lesson they have not known, (3) trying to teach different aspects of a word, (4) giving meaningful contexts and learning opportunities to learners, (5) using tests and checking vocabulary techniques to provide students with a chance to use learned words, and (6) getting to know more and be patient with learners. These principles of vocabulary teaching will be realized with good teaching techniques. 1.1.4. Techniques in teaching vocabulary In general, English language teachers know the importance of teaching vocabulary. Thus, there are popular techniques applied to effective word teaching. These techniques include visual techniques, verbal techniques and translation. 1.1.4.1. Using visual techniques Doff (1998, p. 13-16) shows three ways of presenting the meaning of new words. They are (1) showing the meaning of the words visually, (2) using examples, and (3) taking the advantages of different techniques. For visual techniques, he recommends that language teachers write the words on the board. It is a good way for teachers to bring or use real objects available in the classroom to show students the meaning of the words. Besides, using pictures by either drawing or preparing before the lesson can help learners guess the meaning of new words. There are words whose meanings can be revealed by using mime. Teachers use their body gestures, actions or facial expressions to show the word meanings. Using visual techniques to show the word meanings makes teaching vocabulary direct, 8 interesting and impressive. As Doff (1998, p. 14) states: visual technique “is a very effective method” for teaching words to students. Giving examples to show the meanings of words in contexts is also a good way to present words. However, language teachers should show word meanings by simple sentences. Examples should be easy-to-understand, especially for learners who do not have strong vocabulary. Doff also suggests that teachers combine “different techniques” when teaching new words to learners. This is a practical idea because language teachers often take advantages different methods and techniques to help their students learns vocabulary betters. To show the meaning of a word, a teacher can employ pictures, use his facial expressions, give examples, and translate the word into students’ native language. This combination is often very useful and effective. Gairns and Redman (1986, p. 73) suggest using flashcards, charts, and using objects when teaching words denoting concrete items, such as food, or furniture. The techniques are also useful for teaching vocabulary of places, people description, and their activities. This method will result in LLs’ quick understanding of the language. Mime and body gestures are also recommended for vocabulary visual teaching techniques. By giving situations to demonstrate the words and using gestures, teachers will help students consolidate their knowledge. 1.1.4.2. Using verbal techniques When language teachers have to teach words that are abstract, Gairns and Redman (1986, p. 74) suggest that they use illustrative situations (oral or written). To make sure that learners get the meanings of the words, teachers can give more situations or contexts to check if they have already understood the words. And learners should be encouraged to practise in the contexts and situations given by teachers. When teaching the idiom “not at all” to students, for instance, the teacher creates illustrative situations such as saying: “Thank you for helping me,” or “Do you mind…?” For language learners of low levels, using synonymy and definition, contrasts and opposites is an effective method. Teachers can use the word “very sad” to demonstrate the meaning of “miserable,” or a definition like “a person who