VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THU HOÀ
USING PICTURES IN TEACHING VOCABULARY OF ENGLISH TO
THE SECOND YEAR STUDENTS OF MECHANICAL DEPARTMENT
AT HAI PHONG INDUSTRIAL VOCATIONAL COLLEGE (Sử dụng tranh ảnh trong việc dạy từ vựng Tiếng Anh cho
sinh viên năm thứ hai khoa Cơ Khí trường Cao Đẳng nghề
Công Nghiệp Hải Phòng)

M.A. MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 601410
M.A. MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 601410
SUPERVISOR: KHOA ANH VIỆT, M.A
Hanoi - 2010

iv
TABLE OF CONTENTS

CANDIDATE
’
S STATEMENT i
ACKNOWLEDGEMENT ii
ABSTRACT iii
TABLE OF CONTENTS iv

2.2. Material and facilities 16

CHAPTER 3: THE METHODOLOGY 18
3.1. Research questions: 18
3.2. Participants 18
3.3. Instruments 18
3.3.1. Questionnaires 18
3.3.1.1. Objectives 18
3.3.1.2. The teachers
'
survey questionnaires 19
3.3.1.3. The studdents
'
survey questionnaires 19
3.3.2. Class observation 19
3.3.2.1. Ojectives 19
3.3.2.2. The criteria for observation 19

CHAPTER 4: DATA PRESENTATION AND DISCUSSION 21
4.1. Data presentation 21
4.1.1. Data from the survey questionnaires 21
4.1.1.1. Data from the teachers
'
survey questionnaire 21
4.1.1.2. Data from the students
'
survey questionnaire 27
4.1.2. Data from the class observation 31
4.1.2.1. Introduction 31
4.1.2.2. Data analysis of the class observation 32

role in the development of society. Millions of people in all over the world are learning and
using English in their study or in their work.

English teaching involves four language skills Listening, Speaking, Reading and Writing.
In teaching and learning a language, there are four elements that support four language
skills above: grammar, vocabulary, spelling and pronunciation that are also taught in
English teaching and learning process.

In four elements above, vocabulary plays an important role in learning language as Wilkin
(1972:11) emphasizes: “Without grammar, very little can be conveyed, without vocabulary
nothing can be conveyed”.

In Vietnam in general and Haiphong Industrial Vocational College in particular vocabulary
teaching has not been paid attention deservedly. Vocabulary has been taught within lesson
of reading, writing, speaking and listening. There are many difficulties in teaching such as
mixed-level students, large class, and passive students in order to apply suitable teaching
method. So skills and techniques of teaching vocabulary are crucial for language teachers.

Besides, students in Haiphong Industrial Vocational College in particular and Vietnam
students in general have not changed their habits of learning vocabulary through the
teacher
’
s explanations. Being a teacher of English at Haiphong Industrial Vocational
College, the author realizes a number of problems that the teachers and students encounter
in teaching and learning vocabulary. That is the reason why the author would like to carry
out this research entitled: “Using pictures in teaching vocabulary of English to the second
year students of Mechanical Department at Haiphong Industrial Vocational College”. As

questionnaires and were analyzed statistically, while the qualitative data were collected
from the class observation. Survey questionnaires were used to collect information and
evidence for study with the hope that the research would be reliable. Class observation
was carried out to supplement the survey questionnaires. It is hope the combination of
the two methods would make the data more valid and reliable.

5. Design of the study

This study is divided into three parts: 3

Part A presents a general introduction of study including the rationale, the aims, the
scope, the method and the design of the thesis.

Part B presents the development consisting of four chapters:
Chapter 1 deals with the theoretical background of the research. It is concerned with
the issues relevant to the topic of the research: Vocabulary theory consists of
definitions of vocabulary, the classification of vocabulary, the roles of vocabulary, the
stages in teaching vocabulary and picture theory includes concept of pictures, the
principles of selecting a pictures, the types of pictures, the roles of pictures.
Chapter 2 presents English teaching and learning vocabulary context at Haiphong
Industrial Vocational College.
Chapter 3 presents the methodology including the research, the information of
instruments, participants, and the procedures of data collection.
Chapter 4 deals with the data presentation and discussion consisting of the data

pictures which consist of the concept of pictures, principles of selecting a picture, the types
of pictures and the roles of pictures.

1.1 VOCABULARY TEACHING

1.1.1 Definition of vocabulary

There are different definitions of vocabulary as it is an important factor in learning a
foreign language. Each linguist gives his own definition of vocabulary depending on the
criteria that he considers the most important in terms of linguistics, semantics, lexicology,
etc.

Penny Ur (1996:60) defined vocabulary “as the words we teach in the foreign language.
However, a new item of vocabulary may be more than a single word, a compound of two
or three words and multi word idioms”.

Hatch and Brown define vocabulary as a list or set of words for a particular language or a
list or set of word that individual speakers of language might use.

Pyles and Alge (1970:96) also indicates that “When most of us think about language we
think first about words. It is true that the vocabulary is the focus of language. It is words
that sounds and meanings interlock to allow us to communicate with one another, and it is
word that we arrange together to make sentences, conversation and discourse of all kinds”.
That is reason why vocabulary is essential for learning a language.

The American Heritage Dictionary defines vocabulary as “the sum of words used by,
understood by, or at the command of a particular of group”.

words in which the learners can understand and pronounce the words correctly and use
them constructively in speaking or writing. On the other hand, passive vocabulary refers to
the words in which the learners can recognize and understand while they are reading or
listening to someone speaking, but they do not use the words in speaking or writing.

However, some methodologists of the Communicative Language Teaching approach
classify the learner
’
s vocabulary into productive and receptive vocabulary. The productive
vocabulary is the words which the learners can use effectively to produce information in
speaking and writing. The receptive vocabulary is the words for the learner to receive and
understand information in listening and reading.

As foreign language teacher, the teachers should know these classifications so that they can
help students learn vocabulary better, especially help students widen their vocabulary with
more active and productive words. 6

1.1.3. The roles of vocabulary in language teaching and learning

It can not be denied that vocabulary is one of the most important language elements among
pronunciation, grammar and vocabulary. Wilkins (1972:11) emphasized that “without
grammar, very little can be conveyed, without vocabulary nothing can be conveyed”. It
does not mean that the author wants to compare between vocabulary
’

that both these aspects of a word should be presented in “close conjunction in order to
ensure a tight meaning-and-form fit”. 7 Proposed by Doff (1988) and Thornbury (2002) and Nation (2000) a variety of ways can
be used or combined in introducing vocabulary. Such as the latter listed a set of choices
related to presenting the meaning through: Translation, Real things, Pictures, Actions/
Gestures, Definitions, Situations and presenting the word through: Spoken form, or written
form. According to Doff, the most common way in the first stage to present vocabulary is
that using pictures (mostly for concrete words), using realia (the real object to bring to
classroom) or using mine (demonstrate meaning of the word by actions or facial
expressions).

1.1.4.2. Practicing

Gower, Phillips and Walters (2005:148) state that students often need a little time for the
new lexical items (or new words for short) to “sink in”. Additionally, Gower, Phillips and
Walters pointed out that learners may recognize new item but often delay putting it into
active use. In this case, the use of planned activities for recycling and reactivating the new
vocabulary is necessary. This kind of practice, as implied by Thornbury (2002:93)
underlines the popular belief that “practice makes perfect”. Thornbury also emphasized the
action of moving words from short-term memory into permanent memory. Thornbury
(2002:93) indicated that “new knowledge – i.e. new words – needs to be integrated into
existing knowledge – i.e. learner’s existing network of word associations, or what is called

dimensional visual representation of person, place, and things. Picture may not only be
worth thousand words but it may also be worth a thousand year or a thousand mile. A
picture is also simple in that it can be drawn, printed, or photographically processed and it
can also be mounted for preservation for the use in future”. Through pictures, learners can
see people, place and things from areas for outside their own pictures and can also
represent image from ancient times or the future. According to Cobuild (1987:1320),
“pictures” can be defined as “a visual representation or image painted, drawn,
photographed, or otherwise rendered on a flat surface”.

Besides, pictures are kinds of visual instruction materials could be used more effectively to
develop and retain motivation in producing positive attitudes towards learning English and
to teach or strengthen language skills. As stated by Wright (1989:29) that “picture is not
just an aspect of method but through its representation of place, object, and people, it is
essential part of the overall experiences”. And Mckenchnie (1980:1357) defines pictures in
Webster dictionary that “Picture is an image or likeness of an object, person, or scene
produce on a flat surface, especially by painting, drawing or photography”.

From the definitions above, the author comes to the conclusion that picture is a two-
dimensional visual that is used to clarify or show things, person, and place from areas
outside learners
’
experience. And pictures can exchange and represent the real object into a
simple device which has displayed series of places, object, person, or even experiences.

1.2.2. Principles of selecting a picture

Selecting a picture is one of the most important factors when teachers use pictures in
teaching vocabulary. Bowen (1982:5) put forward the following principles that teachers
should consider before selecting a picture:


pictures showing a single object. General things to talk about:
Food: appearance; naming; preferences; comparing foods of the same type; countable and
uncountable; cost; origin; containers; weight; how to cook; good or bad for health.
Clothes: appearance; naming; preferences; suitability; cost; fashion
Cars: naming the manufacturer; country of manufacture; performance; suitable to different
kinds of people; appearance; cost; comparisons.
Animals: appearance; naming; habitat; characteristics; rarity; relationship with people;
comparison.
Everyday objects: naming; possession; cost; usefulness; purpose and appropriateness;
unusual uses; comparisons.
Gifts: naming; preference for self and for others; appropriateness; cost. 10

For some examples of the use of pictures of single objects, Wright wants to state ideas on
the teaching of meaning”.
b. Pictures of one person: pictures of famous people, pictures of several people, pictures of
people in action.
Wright (1989:196) points out that “pictures of people invite us to speculate who they are,
what sort of people they are (age, family, work, concerns) and what they are thinking and
feeling”.
c. Pictures of places: Pictures of places might include: home or abroad; landscapes;
townscapes; single buildings; views.
d. Pictures from history: Pictures illustrating scenes, customs and objects from history can
be used like other pictures but have the additional quality of inviting the use of past tense
forms.
Generally, wall pictures can be seen by the whole class. So they are used with the whole
class. Conversely, wall charts are usually complex, with printing too small to be seen by
the students from their seats. Therefore, Bowen (1982:15) states that “wall charts are ideal,
however, for pair or group work intermediate and advanced classes. Word cards can be
prepared to accompany the charts so that students may work together to prepare a
presentation before the whole class and/or to prepare a wall display”
b. Sequence pictures is a series of pictures of a single subject its function that told a story
or a sequence of events.
c. Flash cards
- Word Flash cards: According to Bowen (1982), word flash cards are cards on which
words have been printed and they can be held up rapidly or “flashed” by the teacher before
class. Bowen (1982:25) put it “a good width is 10 cm (4 inches) but the length varies
according to the number of the letters in the word to be printed on the card”. Generally,
word flash cards are inexpensive, easy to make, store and carry to classes, and they can be
held, propped, or stuck to any objects in the classroom.


Wall pictures and wall posters illustrate scene, people or objects and are large enough to be
seen by all the students.
13

The picture can be displayed quickly and its complexity can provide a rich source of
vocabulary practice.
b. Picture flash cards
Wright & Haleem (1991:50) state that “picture flash cards are pictures mounted or drawn
on cards approximately 15 cm by 20 cm”.
Wright & Haleem (1991:50) also pointed out the following characteristics of picture flash
cards: “Like word flash cards, picture flash cards are inexpensive, easy for teachers to use
in the conduct of the lesson. The cards must be small enough to handle easily but large
enough for every student to see. One or more cards can be displayed at any one time by
teachers or students. One or both sides of picture cards can be used”.

In summary, there are various types of pictures to be used for language teaching, learning,
practicing and organizing, which help students understand and remember new words better
and they help the teachers to make the lesson more effective, interesting and beneficial.

1.2.4. The roles of pictures


learning”. The key function of these pictures is to make concepts more concrete or visible
to the learner. In the foreign language classroom, the learners can speak and memorize
vocabulary better and more automatically from the images than by listening to a long
explanation.

In summary, pictures when in conjunction with various effective teaching techniques by
the teachers will attract the learner and make him or her to want to pay attention and want
to take part. Besides, picture will be useful in teaching and learning processes if they are
carefully and creatively prepared by the teachers, and they, then, are used effectively to
support the teaching new vocabulary.

15


With such a time frame, the students can not learn much, especially for English for specific
purposes they can not come to know a number of technical terms or concepts in English.

Most of the students who enter Haiphong Industrial Vocational College are aged from
sixteen to twenty and male students and they come from different provinces in the North
such as Thaibinh, Quangninh and Haiduong. The majorities of the students are from rural
areas. It is the fact that teaching and learning conditions at different schools across the
areas differ greatly so students entering this College are mixed up in their levels of English.
Most of them have learned English in high school for three years. Some have six years of
English: three years in primary school and three years in high school. But their English
knowledge especially vocabulary is still limited. Their attitudes towards learning English is 16

also a matter considered. Most of them are not interested in learning English because their
level of knowledge is low and foreign language seems to be too difficult for them to learn
well. Moreover, they are not students of English and they do not devote themselves to
learning English. The fact is that many of them do not prepare the lesson at home or review
the lesson regularly. Especially, in English learning periods they are not also enthusiastic
with topics which teachers give to discuss in the classroom and they always sit silently and
write things being written on the blackboard by teachers in their notebooks. Meanwhile,
some of them only try to learn in order to pass the exam or get at least the score five and
the others try to get award or scholarships. Most of them lack of vocabularies so they can
not have a certain source of word to express their ideas in speaking and writing. Moreover,
it was difficult for them to communicate in English as they did not know how to apply

have ability to communicate in common situations of daily life and have amount of the
vocabulary as well as the basic knowledge of grammar after the course.
For part 2, the ESP material at Haiphong Industrial Vocational College is “English for
technical students” by David Bonamy. According to the author, the ESP materials are little
concerned with students
’
specialization and their content is not suitable for developing
current science and technicality.

In summary, both teachers and students still have a lot of difficulties in teaching and
learning English subject. The author hopes that leaders at Haiphong Industrial Vocational
College should be more interested in teaching and learning English subject.

Industrial Vocational College. They all have Diploma Degree in English.

The second group involves one hundred second year students at Haiphong Industrial
Vocational College. These students are between sixteen and twenty years old, almost of
male. All of them have similar background, that is, they are supposed to be at elementary
level English.

3.3. Instruments

3.3.1. Questionnaires

3.3.1.1. Objectives

To gain data for the research, two questionnaires were administered to the respondents.
One was designed for the teachers and the other was designed for students. This method is
chosen because it is easy to construct, extremely versatile and uniquely capable of
gathering a huge amount of information in a short time (Dornyei, 2003). 19

3.3.1.2. The teachers
’
survey questionnaires

The teacher questionnaire, comprising nine questions, was delivered to twenty teachers of
English. The questionnaire completed by the teachers covered two main parts. The first


3.3.2.2. The criteria for observation

With an attempt to check the questionnaire results in real life, the class observation was
carried out basing on the following criteria:
- the types of pictures used in the lesson 20

- how pictures are used
- the students
’
attitudes, reaction and knowledge toward learning vocabulary through
pictures