ENHANCING STUDENTS’ VOCABULARY RETENTION THROUGH VOCABULARY CHECKING TECHNIQUES Researcher : M.A. Nguy ễ n Th ị Ánh D ươ ng
Presentation Outline 1. Problem Identification 2. Aims of the study 3. Research questions 4. Methodology 5. Major findings 6. Implications 7. Limitations of the study 2
1. Problem Identification 1. Difficulty retaining words 2. Do not know how to learn, remember, use 3. Forget soon, become dead → difficulty in communication (oral, written) 3
Vocabulary • “ It is the experience of most language teachers that the single, biggest component of any language course is vocabulary. No matter how well the students learn grammar, no matter how successfully sounds of L2 are mastered, without words to express the wide range of meaning, communication in an L2 just cannot happen in many meaningful way .” (McCarthy, 1990, p.2)
Vocabulary • “Vocabulary maybe individual words, or full sentences – institutionalized utterances – that convey fixed social or pragmatic meaning within a given community.” (Michael Lewis, 1938, p.89) • “… with different function of vocabulary in sentences, English vocabulary can be divided into different items as part of speech. They are nouns, verbs, adjectives, adverbs, prepositions and pronouns.” (Quirk, 1987, p.18)
Retention of vocabulary • “Retention as a function of the number of repetition.” (Baddeley, 1990) • “Understanding how we store information in the memory and why certain chunks of it seems t “stick” while others slip away is obliviously a matter of concern to anyone whose work involves helping others to learn. For language teachers this knowledge should help to establish classroom procedures that will promote more effective learning and retention of new language items.” (Grains, 1999, p.86)
Vocabulary learning strategies • “English vocabulary learning strategies include those techniques that help learners to remember what have learnt – their storage and retention of new information.” (Oxford, 1990) • “The most suitable activities for fluency practice are ones in which a substantial part of the requirements of the task are already within the experience and capacity of the learner.” (Paul Nation, 1994, p.207)
2. Aims of the study experiment two different methods in control class , experimental class to determine effective techniques to help learners acquire vocabulary investigate impact of vocabulary checking techniques on vocabulary retention of 10 th grade Ss at SPHS improve 10 th graders’ vocabulary retention through different activities to check vocabulary; help learners find most effective way to remember, develop vocabulary
3. Research questions Research question : Is there any significant relationship between vocabulary checking techniques and learners’ vocabulary retention ? Research hypothesis: The mean for the experimental group is significantly higher than that for the control group ?
4. Methodology Quantitative research methodology • quasi – experimental method
4.1. Data collection 1 Questionnaires 2 Pre- test and post-test 3 Teacher’s diary T-test 4 11
Instrument Questionnaires • 5 Yes/No questions translated into Vietnamese (closed ‐ ended items) Pre ‐ test and post ‐ test • Conducted at beginning of research as pre ‐ test and after experimental process as post ‐ test. • Each test consists of 5 vocabulary questions (Time allowance: 15 minutes): 2 objective tests (matching, multiple choice), 1 word formation exercise, 1 checking stress, 1 phonemic script T ‐ test • useful statistical tool
Vocabulary checking techniques Visual techniques • flashcards, photographs, blackboard drawings, wall charts, relia, mine, gesture Verbal techiques • Illustrative situations (oral or written), synonym and definition, contrasts and opposites, examples of the type. Games • numerous puzzles, word squares, crosswords, jigsaw tasks, picture ‐ describing Role ‐ play • T: situations; Sts: dialogues
Vocabulary checking techniques
Participants ● Grade 10 (10A1, 10A5) ● 31 students each class ● 4+ years studying English ● same cognition, learning motivation ● equal contributions for each learning activity
4.2. Data analysis Quantitative: tests
5. Major findings and discussion Table 1: Comparison of mean scores in pre-test of the two groups Groups Number of Mean students Control 31 3,8 Experimental 31 3,9
Major findings and discussion Table 2: Pre-test score frequencies of the two groups The control group Valid scores Frequencies Valid percent (%) 1,5 1 3,2 2 4 12,9 2,5 4 12,9 3 5 16,1 3,5 1 3,2 4 3 9,6 5 9 29 5,5 3 9,6 6 1 3,2
Major findings and discussion Table 3: Pre-test score frequencies of the two groups The experimental group Valid Frequencies Valid percent (%) 1,5 1 3,2 2 4 12,9 2,5 4 12,9 3 6 19,3 4,5 2 6,4 5 10 32,2 5,5 3 9,6 6,5 1 3,2
Major findings and discussion High frequencies were at mark 3. 5 , no good students, mainly at under par → students’ English proficiency, vocabulary size was at low level → many students did not have a good retention of the words introduced in previous lesson.
Major findings and discussion Table 4: Frequency of distribution of the two groups in post- test Control class Valid Scores Frequency Valid percent (%) 3,5 2 6,4 4 4 12,9 4,5 2 6,4 5 3 9,6 5,5 10 32,2 6 3 9,6 6,5 2 6,4 7 2 6,4 7,5 2 6,4
Major findings and discussion Figure 3: Frequency of distribution of the two groups in post- test Experimental class Valid Scores Frequency Valid percent (%) 4 1 3,2 4,5 2 6,4 5 4 12,9 5,5 1 3,2 6 1 3,2 6,5 4 12,9 7 12 38,7 7,5 3 9,6 8 2 6,4
Results Table 5. Means of the pre-test and post-test Means Control class Experimental class Pre ‐ test Post ‐ test Pre ‐ test Post ‐ test 3,8 5,5 3,9 6,5
How effective are different vocabulary checking techniques? ● motivation ( aware responsibility, good preparation) ● positive learning environment ( Sts: active, relaxed, enjoyable, curious, eager, attentive; Vocab. leaning process: willing, natural ) ● interesting lesson, comfortable classroom atmosphere ( T – Sts, Sts- Sts share ideas, views; learning environment: cheerful, joyful )
6. Implications Teacher’s thoughtful planning ( games, activities carefully chosen and organized: not too difficult/easy, related to lesson ) More vocabulary checking techniques used ( help weak sts catch up with others, give strong ones opportunities to improve vocab. ) Games, activities used more frequently ( sts: encouraged → active, hard working, enthusiastic, improve vocabulary acquisition )
7. Limitations of the study short time to general conclusion (experimental process: seven weeks, 21 periods, 10 ‐ 15 mins each period spent on vocabulary work) types of work and activities could not be varied small ‐ scale study
Suggestions for further research supplementary instruments (survey questionnaire observations) conduct on longer period of time, larger scale
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