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

KHƯƠNG HÀ LINH

THE EXPLOITATION OF PICTURES IN TEACHING
VOCABULARY ACCORDING TO COMMUNICATIVE
APPROACH FOR FIRST YEAR STUDENTS AT VIETNAM
NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF
ECONOMICS AND BUSINESS

KHAI THÁC TRANH ẢNH ĐỂ DẠY TỪ VỰNG THEO HƯỚNG
GIAO TIẾP CHO SINH VIÊN NĂM NHẤT TRƯỜNG ĐẠI HỌC
KINH TẾ, ĐẠI HỌC QUỐC GIA HÀ NỘI

M.A. Minor Programme Thesis

Field: English Teaching Methodology
Code: 601410

Hanoi, 2011
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
***


1 Rationale 1
2 Aims of the study 2
3 Research questions 2
4 Scope of the study 2
5 Significance of the study 3
6 Methods of the study 3
7 An overview of the rest of the study 4
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Vocabulary
1.1.1 Definition of vocabulary 5
1.1.2 The roles of vocabulary 5
1.1.3 Aspects of vocabulary to be taught 6
1.2 Approaches and Methods in teaching vocabulary
1.2.1 Grammar translation method 7
1.2.2 The Direct method 7
1.2.3 Audio-lingual method 8
1.2.4 Communicative Language Teaching approach 8
1.3 Pictures
1.3.1 Definition of pictures 9
1.3.2 Benefits of pictures 9
1.3.3 Main types of pictures in vocabulary teaching 10
CHAPTER 2: METHODOLOGY
2.1 Participants 12
2.2 Data collection instruments 13
2.3 Procedures of data collection 15
2.4 Data analysis methods and procedures 16

v
CHAPTER 3: RESULTS AND DISCUSSION 1
TÓM TẮT LUẬN VĂN
ABSTRACT
English has become the key role of in the world of communication and vocabulary
is seen as one of the most important elements of the language. Notably, the big question of
how to teach vocabulary in communicative approach effectively is categorically in
consideration. Therefore, this study aims to examine the current exploitation of pictures in
teaching vocabulary to first year students at Vietnam National University, Hanoi
University of Economics and Business. The advantages, hindrances, and the desires of this
technique perceived by teachers and students are also made clear. Data was collected by
means of interviews and questionnaires. Results showed that pictures were used to teach
vocabulary with remarkably high frequency. However, pictures exploited were mainly
from the course book. It is worth noting that almost all of teachers and students assumed a
great number of outstandingly strong points of this type of visual aid and desired to apply
pictures in teaching vocabulary. The findings emphasize all of these results and present
pedagogical suggestions from both surveyed teachers and students for further exploitations
of pictures. In addition, the researcher’s major recommendations are also listed out to
enhance the effectiveness of picture exploitation in teaching vocabulary.
Business?
2. What are the advantages of pictures in teaching vocabulary as perceived by teachers and
students?
3. What are the main difficulties in exploiting pictures in teaching vocabulary as
perceived by teachers and students?
4. Do teachers and students desire to use pictures in teaching vocabulary?
What are their suggestions for more exhaustible exploitation of pictures in teaching
vocabulary?
4 Scope of the study
The study is restricted to the area of investigating in the uses of pictures-one type of
visual aids in teaching vocabulary not a wide range of visual aids. The samples of the study
are also limited to only first year students from main stream classes at Vietnam National
University, Hanoi University of Economics and Business.
5 Significance of the study

3
As one of the trail-blazing studies on teaching vocabulary with the help of pictures
to freshmen at VNU, HUEB, the thesis could be particularly useful for students, teachers,
and researchers who develop an interest in the topic.
6 Methods of the study
6.1 Data collection methods
During the process of data collection, the researcher employed the questionnaires
and interviews.
6.2 Data analysis methods
In the first place, the collected data would be classified according to four research
questions. The needed combination of gathered responses from both teachers and students
was to analyze four research questions.
7 An overview of the rest of the study
The rest of the thesis includes five chapters
Chapter 1 (Literature review) provides the background of the study, including definitions

1.2.1 Grammar translation method
According to Richards and Rodges (1996), “In the nineteenth century, the
Grammar Translation Method was the primary method used to teach English” (As cited in
To Thu Huong et al, 2008, p. 28).
1.2.3 Audio-lingual method
Because of weak points of previous methods in developing students’
communicative skills, a new pedagogical direction was needed and Audio-lingual method
naturally continued as a rule of development.
1.2.4 Communicative Language Teaching approach
In the late 1950s the Audiolingualism proved ineffective, and it began to fall out of
favor. Hymes (1772) added the concept of communicative competence, which emphasized
using language for the meaningful communication_ Communicative Language Teaching
(as cited in Nobert, S, 1997, p.34)
1.2.4.1 Features of Communicative Language teaching approach
Norbert Schmitt, (1997, p.14) pointed, “The focus is on the message and
fluency rather than grammatical accuracy.
1.2.4.2 Principles of teaching English vocabulary in CLT approach
The various pedagogical principles of CLT approach to language teaching in
general and vocabulary in particular are shown quite clearly. According to Hubbard et al
(1989) in Nation (2003) (as cited in To Thu Huong et al, 2006, p.91) general principles
could be summarized in the following main ones.
1.3 Pictures
1.3.1 Definition of pictures
Being one major type of visual aids, a picture, as defined in the Oxford Advanced
Learners’ Dictionary is “a visual representation or image painted, drawn, photographed, or
otherwise rendered on a flat surface

5
1.3.2 Benefits of pictures
Concerning the benefits of using pictures in teaching vocabulary, it is said that pictures are

Teachers'answers
Students' answers
Yes
No

Figure 1: Using pictures to teach vocabulary according to teachers and students’
answers
3.1.1 The frequency of teachers using pictures in teaching vocabulary
18.2
36.4
9
36.4
never
rarely
s ometime
s
us ually
always

Figure 2: The frequency of using pictures to teach vocabulary
A) Students’ responses B) Teachers’ responses
3.1.2 Teachers’ ways to exploit pictures in teaching vocabulary
9.1
91.9
1
1
1
72.7
27.3
100

90%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13
No
Y es
`

Figure 3: Teachers’ ways to exploit pictures to teach vocabulary
F requenc y of us ing
pic tures
A
4.3
16.8
29.3
41.3
8.3
never
rarely
s ometimes
us ually
always

7
3.2 Advantages of using pictures to teach vocabulary perceived by teachers and
students
3.2.1 Teachers’ perception of the advantages of using pictures
Table 2: Advantages of using pictures in teaching vocabulary as perceived by
teachers
3.2.2 Students’ perception of advantages of using pictures


18
7
3.72
3
35
20
22
19
24
3.19
4
31
27
28
15
19
3.29
5
22
41
17
21
19
3.22
6
13
30
39
10
28

(4 pts)
Neutral

(3pts)
Disagree

(2pts)
Strongly
disagree
(1pts)
On
average
1
7
3
1
0
0
4.55
2
8
3
0
0
0
4.73
3
2
4
3

2.55
8
1
2
3
4
1
2.64
9
1
1
3
3
2
2.4

8
Table 3: Advantages of using pictures in teaching vocabulary as perceived by
students
3.3 Main difficulties in using pictures to teach vocabulary as perceived by teachers
and students
0%
10%
20%
30%
40%
50%
60%
70%
80%

15
28.5
30.8
15
17.5
14.2
22.5
12.5
8.3
28.5
28.5
22.2
12.5
15.8
17.5
29.2
25
5.1
17.5
13.3
23.3
40.8
0%
20%
40%
60%
80%
100%
1 2 3 4 5 6 7 8
strongly

Initially, the study confirmed that pictures had been widely exploited in teaching
English vocabulary by English teachers at VNU,HUEB in the light of Communicative
Language Teaching Approach.
Secondly, the study also detected significant advantages and difficulties of the
exploitation of pictures in teaching vocabulary as perceived by both teachers and students.
Most of the participants showed their strong agreement on major strong points of using
pictures such as making vocabulary more enjoyable, drawing students’ attention,
enhancing motivation to learn, boosting students’ abilities to remember and use words for
communicative purposes and especially bringing images of the real life into the classroom.

A
20.5%
12.2%
67.3 %
Y es No It depends

10
Thirdly, main obstacles for further exploitation of pictures in teaching vocabulary
were also elaborated apparently. Among the detected hindrances, the problems of being
time-consuming for teachers to choose the suitable pictures and design effective exercises
was one of the most momentous ones as perceived by both teachers and students
Finally, it was considerable that there were strong desires of the exploitation of
pictures among all of the surveyed students.