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

KHOA THỊ DIỆU HỒNG A STUDY ON METHODS OF TEACHING VOCABULARY IN THE
MATERIAL “LET’S TALK 1” FOR NON – ENGLISH MAJOR STUDENTS
AT UK FOREIGN LANGUAGE CENTER, HAIPHONG

(Nghiên cứu phương thức giảng dạy từ vựng trong giáo trình Let’s talk 1 cho
sinh viên hệ không chuyên tại trung tâm ngoại ngữ UK , Hải Phòng) M.A. MINOR THESIS
PART B: DEVELOPMENT 4
CHAPTER 1: LITERATURE REVIEW 4
1. Vocabulary description in Language Teaching and Learning 4
1.1. Definition of vocabulary 4
1.2. Classification of vocabulary 4
1.2.1. According to the concept of morpheme 4
1.2.2. According to the meaning 5
1.2.3. According to the function of vocabulary items in a sentence 5
1.2.4. According to the sequence of use 5
1.2.5. Other classifications of vocabulary 6
2. Vocabulary in teaching and learning English 6
2.1. The importance of vocabulary in language teaching and learning 6
2.2. The complexity of learning vocabulary 7
2.3. The complexity of teaching vocabulary 8
2.3.1. Selecting vocabulary to teach 8
2.3.2. What needs to be taught? 9
2.3.2.1. Forms of a word 9
2.3.2.2. Meaning 10
2.3.2.3. Use of a word 10
2.3.3. When necessary to teach vocabulary? 10
2.3.4. How to teach vocabulary effectively and appropriately? 11
vi 3. Recent research in second language vocabulary teaching and learning 11
3.1. Incidental vocabulary learning 12
3.2. Explicit instruction 12
3.3. Developing independent learning strategies 13
3.4. Using games in vocabulary teaching and learning 14
4. Summary 14
CHAPTER 4: PROBLEMS AND SOME FEASIBLE SOLUTIONS FOR BETTER
TEACHING AND LEARNING VOCABULARY IN THE COURSE BOOK “LET’S
TALK 1’’AT UK FLC 37
4.1. Problems in the vocabulary teaching and learning in the course book “Let’s talk 1” at UK
FLC 37
4.1.1. Problems in the vocabulary teaching of non-major students in the course book “Let’s talk
1” at UK FLC 37
4.1.2. Problems in the vocabulary learning of non-major students in the course book “Let’s talk
1” at UK FLC 37
4.2. Some feasible solutions to improve the teaching of vocabulary in the course book “Let’s
talk 1” at UK FLC 38
4.2.1. Improving teachers’ classroom techniques for teaching vocabulary 38
4.2.2. Suggested vocabulary learning methods for students 40
4.2.3. Material development 41

Part C: CONCLUSION……………………………………………………………………44
1. Paper review 44
2. Limitation of the study and suggestions of further research 44

REFERENCES 46

APPENDICES I
Appendix 1: Questionnaire for students I
Appendix 2: Questionnaire for teachers V
Appendix 3: Interviews questions IX

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teachers and students encounter in teaching and learning vocabulary in the material “Let’s
talk 1‖. That is the reason why the author would like to carry out this research entitled ―A
study on methods of teaching vocabulary in the material ―Let’s talk 1 ―for non-major
students at UK FLC, Haiphong’’.

2. Objectives of the study

Firstly, the research concentrates on studying the current situations of the teaching and
learning vocabulary at UK FLC.
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Secondly, this paper will make attempt to identify the main problems and reasons for less
effective vocabulary teaching and learning methods.

Finally, my study hopes to suggest some recommendations so as to help teachers and
learners have effective vocabulary teaching and learning methods.

With the objectives above, the research is carried out with an attempt to find out the
answers to the following questions:
1. What are the learners’ vocabulary learning methods and strategies at UK FLC?
2. What are the teachers’ vocabulary teaching methods and strategies at UK FLC?
3. What are tasks and activities should be used to help learners learn vocabulary
effectively?

3. Methodology

In this study, a combination of various methods is used to achieve its aims and objectives.

teaching and learning vocabulary in the course book “Let’s talk 1‖ for
non-major students at UK FLC. In this chapter, learner‟s profile and
their vocabulary learning methods, the teachers‟ vocabulary teaching
methods are discussed comprehensively. Moreover, the course book
“Let’s talk 1‖ is also described.

 Chapter 3 focuses on analyzing research questions and research
methodology. Findings and discussions on the study are also presented.

 Chapter 4 presents some problems after analyzing data in chapter 3 and
suggests some feasible solutions for the effective application of
vocabulary teaching and learning methods are proposed.

- The last part of the study, “conclusion”, includes review, limitations and
implications of the study.

(1993, p.89), vocabulary “ may be individual words, or full sentences–institutionalized
utterance–that convey for social of pragmatic meaning within a given community”.

In summary, it can be concluded that vocabulary is the total number of all words that a
language possesses, ranging from a single word, two or three words items expressing an
idea to multi-word idioms of which meaning cannot be deduced from the analysis of the
component words but only understood in the sentences, or in contexts, etc…

1.2. Classification of vocabulary

According to Nu (2004), vocabulary can be classified in different ways according to
different criteria such as the concept of morpheme, the meaning, the function of
vocabulary items in a sentence, the sequence of use …

1.2.1. According to the concept of morpheme:
Based on this criterion, words are divided into three kinds:
Simple word:
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A simple word is a word that consists of only one morpheme. Example: boy, man, radio,
book, paper, magnet, house, compute …
Derived word:
A derived word is one that that consists of a root and one or more derivational morphemes.
Example: careful, impossible, student mangles…
Compound word:
A compound word has at least two roots with or without derivational morphemes.
Example: rainbow, living room, guesthouse, two-tone, pancakes ….


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vocabulary should be learned by a language learner. Nation and Waring (2004, pp. 11)
give out the number of about 3000 high frequency words the learner needs to know. Nation
(2004) argued that after these high frequency words are learned, the next focus for the
teacher is on helping the learners develop strategies to comprehend and learn the low
frequency words of the language.

1.2.5. Other classifications of vocabulary

Methodologically, a foreign language leaner‟s vocabulary is classified as active and
passive vocabulary.
The active words are the words which the learner can understand, pronounce correctly, use
effectively in speaking and writing. The passive vocabulary is the words which the learner
cannot produce or use correctly by himself even when he wants to.

Melka (2004) discusses in detail the two notions of receptive and productive vocabulary.
These notions are based on reality; we all have experienced words which we can
understand perfectly well in a conversation or in a text, but we are totally unable to
remember when we want to use them productively. However, language teachers should
bear in mind that vocabulary acquisition is an incremental process. We need to rid
ourselves of the ―knows / doesn’t know‖ view of vocabulary, and realize that words will be
known to a greater or lesser degree, at least until they are fully mastered.

2. Vocabulary in teaching and learning English

2.1. The importance of vocabulary in language teaching and learning


To sum up, vocabulary plays a crucial role in language learning. In order to succeed in
learning a language, it is very essential for learner to master its vocabulary.

2.2. The complexity of learning vocabulary

When asked about difficulties in learning foreign language, almost the students said that
the biggest problem is learning vocabulary. They say that the hindrance of learning
vocabulary is because they forget easily the words they have learnt. Sometimes, even they
know the word meaning, they feel confused in using it in terms of grammar or semantics.
Moreover, when being asked about the learning methods of vocabulary, the answers show
the poor knowledge about this field. For them, it seems just learning vocabulary is to
perceive a list of new words they encounter in learning English books with Vietnamese
meaning. In fact, the learning vocabulary is not as simple as that. It is a complex process
related to much knowledge around a vocabulary item from the need to master. According
to Ellis and Sinclair (1989), mastering a vocabulary item should base on the following
criteria:

- Understand the word when it was spoken or written.
- Remember to be used when needed.
- Use the correct word in terms of semantics.
- Use correct grammatical words.
- From the standard pronunciation.
- Mastering the words may or may not be used with it.
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- Spelling words correctly.
- Use a suitable context.
Also, according to these linguists, not only one or several times learning a word the

drills, role plays, video …
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Through the students: A wide range of unanticipated and unpredictable items will
certainly occur from the students enquires, queries, and errors…
Through specific vocabulary activities designed by language teachers for their particular
group of students.

Nu (2004) also said that there may occur many new words in a lesson. However, it is the
teacher who will decide for vocabulary selection. In fact, a language leaner can only absorb
from 5 to 7 new words in a lesson. So, the teacher should select to teach active words
which help students understand or complete a task. The other new words can be guessed
from the contexts or even translated if necessary.

2.3.2. What needs to be taught?

2.3.2.1. Forms of a word

 Pronunciation and spelling
Words that are difficult to pronounce are usually difficult to learn (Rodgers, 1969; Ellis
and Beaton, 1993). Words that are easy to pronounce can more easily be held in working
memory and thus have a greater chance of entering long-term memory. Thus the words
introduced early in an English course should be easy for learners to pronounce. Substantial
listening practice and a small amount of guided pronunciation practice can make it easier
for words with unfamiliar sounds to be learned.

 Grammar
Just as words change, according to their grammatical meaning, so the use of certain words

frustration in dealing with someone.

 Meaning relationship
Meaning relationship indicates the ways the meaning of one item relates to the meaning of
the others. There is a variety of this relationship such as synonyms, antonyms, hyponyms,
co-hyponyms or co-ordinates and super-ordinates. The language teachers can exploit these
to clarify the meaning of a new word to help the students practising or preparing the testing
materials.

2.3.2.3. Use of a word

To all language learners, knowing how to use the word appropriately should be concerned
as it indicates whether a particular item is appropriate one to be used in a certain context.
Using a new word well can help the learners collocate it with other words accurately as
well. It is noted that the students should be taught forms, meaning, and use of words in
vocabulary lesson so that they can learn and revise vocabulary items effectively and
sufficiently.

2.3.3. When necessary to teach vocabulary?

In learning foreign language, it is important that learners know how to a certain vocabulary
item to master four language skills such as speaking, listening, writing and speaking. Thus
vocabulary teaching should precede teaching skills. The teachers do pre-teach vocabulary
in a reading or listening task: in other words, new vocabulary should be introduced in
contextual situation for students before assigning reading or listening task.

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3. Recent research in second language vocabulary teaching and learning

As we enter the 21
st
century, acquisition of vocabulary has assumed a more important role,
and as some would argue the central role in learning a second language (Lewis, 1993).
Many recent researches have contributed much in finding out the approaches to highly
effective vocabulary teaching and learning to help students store and retrieve words in the
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target language. According to the linguists, there are three approaches: incidental learning
(indirect or implicit learning), explicit instructor and independent learning strategies.

3.1. Incidental vocabulary learning

Many linguists have made the definition of incidental learning. Nation (2001, p.232)
defines the incidental vocabulary learning as an important strategy in vocabulary learning.
It refers to the learning, which occur without specific intention to focus on vocabulary. One
can develop vocabulary knowledge subconsciously while being engaged in any language
activities especially reading.

Other defines the incidental vocabulary as that there is no special attention given to
linguistic problems unless they arise spontaneously in the course of instruction.
Particularly, it involves the use of unfocused communicative tasks which are designed to
elicit general sample of the language rather than specific forms (Ellis, Basturkman &
Loewen 2002, p.419-432)



It is obviously impossible for students to learn all the vocabulary they need in the
classroom. Thus, helping students learn how to continue to acquire vocabulary on their
own is essential in learning foreign language. There is no need to motivate the students to
want more words under their command. When vocabulary gets the attention it deserves,
that is, when instructors model explicit methods of vocabulary acquisition which require
deep processing and plan re-encountering of words, students not only learn words but
experience (Resnick, 1989).

Independent strategy involves practicing guessing from contexts and training learners to
use dictionary. It is clear that guessing context is a complex and often difficult strategy to
carry out successfully” to guess successfully from contexts, learners need to know about 19
out of 20 words (95%) of a text which requires knowing 3,000 most common words (Lui
and Nation, 1999). However, helpful context are rare and difficult to guess the meaning of
words in a long and difficult context.

Nation and Coady (1988, p.104-150) introduced a five - step procedure that students could
follow:
 Determine the part of speech of unknown word.
 Look at the wider context.
 Guess the meaning of unknown word.
 Look at the intermediate context
 Check that the guess is correct.

Liu and Nation (1985) also suggest that this method should be practiced in class rather than
just their own individual practice to help learners can learn and share more experiences.

The second independent learning strategy mentioned below is using dictionaries in
vocabulary learning process. Day and Luperscu (1995) when talking about the use of
dictionary in vocabulary acquisition, point out those students who used a dictionary scored

and learning vocabulary.

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CHAPTER 2: PRESENT SITUATION OF VOCABULARY TEACHING AND
LEARNING AT UK FLC, HAIPHONG

It can be said that the learners‟ success or failure in learning foreign language especially in
learning vocabulary depends much on teachers, learners‟ background, their needs and
motivation, learning environment and the materials as well. Furthermore, they are decisive
factors towards the success of each EFL course.

In this chapter, I would like to give a brief overview on learners‟ English background and
vocabulary learning methods, teachers‟ methods of vocabulary teaching at UK FLC. What
is more, a brief description of material and material assessment are also mentioned.



2.2. Teachers and their teaching vocabulary methods

There are about 20 teachers with nine full time teachers and the others work there as part-
time jobs at UK FLC, in which only 30 % is M.A of English. They have been teaching
English for years. Most of the teachers have to teach in a large and crowded class with over
30 students and the duration for each English communicative course is 2 months only.

From the observations and talks to the teachers and their students, it can be obviously seen
that most of the teachers favor traditional method; that is teacher- centered. When teaching
vocabulary, they prefer translation and making–up sentences tasks. The teachers
themselves are too deeply influenced by grammar-translation method. As a result,
vocabulary learning activities is not adequate enough for students to practice their
vocabulary. The activities to practice the learnt vocabulary are often assigned to students as
homework rather than class work without checking. This leads to the vocabulary learning
and teaching is usually not as effective as expected.

2.3. The material “Let’s talk 1” and material assessment.

Although historically the importance of vocabulary has been minimised, some of the more
recent published EFL course books have adopted a systematic approach to vocabulary
learning and have become increasingly aware of the importance of developing vocabulary
learning strategies. Thus, to help teachers to access vocabulary component of the course
books systematically, in the book “Working with words‖: A guide to Teaching and
Learning Vocabulary (Gains, R & Redman, S. 1999), the authors suggest the checklist
which should help the teachers to select the suitable material and supplement the lexical
items and material items as well.

SELECTION
 Is there a lexical syllabus?

skills for students at the high-beginning/low-intermediate level including and innovating
topics that encourage students to express their feelings, ideas and opinions. The book
consists of 16 four–page thematic units divided into two-page lesson and four review
puzzles lessons with a lot of speaking and listening activities and activities are presented
for practising vocabulary (at least two vocabulary exercises per unit in the Student book).
The vocabulary provided in this book are the words and phrases which are useful in daily
life such as weather and climate, free time, food and drink, entertainment, travel and
tourism … Vocabulary exercises are given in pre-listening tasks or pre-speaking tasks so
that the teachers can combine them with other skills to teach students new words before
practising.

The table below shows nine types of vocabulary exercises in the material.

Types of vocabulary exercises
1.Put the words given in the correct group
6.Search words in square
2.Fill in the blanks with the words given
7. Put the scrambled letters in the correct
orders.
3.Find synonyms /antonyms
8. Look at a picture and choose the words
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that describe the picture.
4.Do a crossword
9. Complete a vocabulary network with the
words given.
5.Match words to make collocation
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CHAPTER 3: DATA COLLECTION, FINDINGS AND DISCUSSION

In chapter one, I present the rationale, the aims, and objectives, scopes and the setting of
this study. Chapter two introduced a review of literature related to teaching vocabulary has
been discussed. The chapter that follows presents the research methods and techniques for
data collection. This is following discussion of the instruments of the research and the
procedure of the data.
3.1. Research methodology

3.1.1. The subject

The study is conducted with the participants of 20 full-time teachers and 200 non-major
students at UK FLC. The students under investigation are mainly in the second term of the
first year at four universities and other colleges in Haiphong. They are between 18 and 20
years old, both female and male, randomly selected from eight different classes at UK
FLC. These students have finished the “Let‟s talk 1‟‟course. They all have similar
background, that is, they are supposed to be at high- beginner level of English. Of the 20
teachers, nine are full-time teachers and 11 are part –time teachers at universities or
colleges in Haiphong. They all have Diploma Degree in English; six of them have M.A
Degree.

3.1.2. Instruments for collecting data

The study aims at investigating into vocabulary teaching and learning methods in the

To guarantee the reliability and validity of the information and to be able to offer a more
comprehensive analysis and recommendations, the writers also used feedback from
informal interview with teachers/students in classes at UK FLC. In this research, the
interviews were taken placed after the analysis of the two survey questionnaires‟ data so
that the researcher could clarify the information which is unclear from the surveys and seek
more data needed.

3.2. Findings and discussion

In this part, research data will be analyzed in detail according to the classifications in the
questionnaires which are designed for both teachers and learners. As mentioned in the
previous chapter, the questionnaires focus on four main problems: the role of vocabulary in
teaching and learning English, vocabulary aspect in the course book ―Let’s talk 1 “ ,
teachers‟ and learners‟ teaching and learning methods, teachers‟ and learners‟ comments
on vocabulary teaching at UK FLC and their expectations .

3.2.1. Findings and discussions about students
3.2.1.1. Students’ attitude towards vocabulary and their difficulties in vocabulary
learning

Q1: What do you think about the role of vocabulary in learning English, in your opinion?

Options
Students (%)
a. Very important
72%
b. Rather important
28%