1

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
PHẠM THỊ THU HIỀN INVESTIGATING DIFFICULTIES IN VOCABULARY
LEARNING OF ETHNIC MINORITY LEARNERS AT
SON LA ETHNIC BOARDING HIGH SCHOOL
AND SOME SUGGESTED SOLUSIONS

(Khó khăn trong việc học từ vựng của học sinh dân tộc thiểu số
ở trường PTDT nội trú Sơn La và 1 số giải pháp khắc phục)

M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 601410 Hanoi - 2010

Hanoi - 2010 6

TABLE OF CONTENTS
DECLARATIONS i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
PART A: INTRODUCTION 1
1. Rationale 9
2. Aims of the study 9
3. Scope of the Study 9
4 Methods of the Study 10
5. Design of the study 10
PART B: DEVELOPMENT 12
CHAPTER 1: LITERATURE REVIEW 12
1.1. General knowledge of English Vocabulary 12
1.1.1. What is vocabulary? 12
1.1.2. Classification of vocabulary 13
1.1.2.1. In term of the concept of morpheme 13
1.1.2.2. In term of the meaning 13
1.1.2.3. In term of the function of vocabulary items in a sentence 13
1.1.2.4. In term of the sequence of use 14
1.1.2.5.In term of the use of word 14
1.2. The role of vocabulary in language teaching and learning 14
1.3. Factors affecting vocabulary acquisition. 15

3.2. Results and discussion from the interview 31
CHAPTER 4: FINDING AND SOME SOLUTIONS FOR BETTER LEARNING
ENGLISH VOCABULARY TO ETHNIC MINORITY STUDENTS IN SON LA
ETHNIC BOARDING HIGH SCHOOL. 32
4.1. Students’ difficulties (through interview) 32
4.1.1. Lack of general knowledge 32
4.1.2. Lack of Motivation 32
4.1.3. Deficiency of Vietnamese 32
4.1.4 Lack of Time 33
4.1.5. Lack of an appropriate syllabus for ethnic minority students 33
4.1.6. Lack of communicative environment 34
4.2. Difficulties caused by the English differences between the written and spoken
form 34 8
4.3. Difficulties caused by other factors 34
4.3.1. Grammar-based examinations 34
4.3.2. Large class 34
4.4. Suggested Solutions 35
4.4.1. Using pictures 35
4.4.2. Using word guessing game 40
4.4.3. Using Semantic Mapping 41
4.4.4. Using Realia. 43
4.4.5. Guessing word in context 44
4.4.6. Organizing English speaking clubs 46
4.4.7. Guiding students’ home revision 46
4.5. Better current situations 46
4.5.1. Providing teachers with more professional support 46
4.5.2. Improving the students’ Vietnamese competence 46

Son la is a small, remote and mountainous province with many ethnic groups so
Son la Ethnic Boarding High School is established to cater for the education of their
children. At this school, each ethnic group has its own language, but they have to use
Vietnamese in teaching and learning. That is why when they learn English, it is really their
second foreign language. Surely, you can imagine the difficulties the pupils have with this
language.
In addition, I find out that my pupils are not successful learners, only because they
lack vocabulary. In fact they are provided with almost every word necessary for their
communication inside and outside the classroom, but many of my pupils complain that
they that forget most of learned words only a few day later. This proves that problems in
learning vocabulary are undeniable. For better vocabulary teaching and learning, I have
chosen Investigating difficulties in vocabulary learning of ethnic minority learners at
Son La Ethnic Boarding high school and some suggested solutions as the subject matter
of the study.
2. Aims of the study
- To identify the typical difficulties in learning vocabulary for ethnic minority
students at Son La Ethnic Boarding high school.
- To suggested some solutions to overcome the difficulties.
3. Scope of the Study
The study only concentrates on problems and possible solutions in learning
vocabulary from the textbook ― Tiếng Anh 10‖ by Hoang Van Van, Hoang Thi Xuan Hoa,
Do Tuan Minh, Nguyen Thu Phuong and Nguyen Quoc Tuan.
10

4 Methods of the Study
The study uses a combination of various methods to achieve its objectives such as
descriptive, comparative, and statistical. Various sources of data, including those obtained

11 12
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW

1.1. General knowledge of English Vocabulary
1.1.1. What is vocabulary?
Up to now there have been many definitions of vocabulary. Some linguists define it
according to semantic criterion while others refer to it according to the phonological or
potential one.
According to Parmer (1983:37),the semantic unit maybe a sequence of several
words. For example, ―look up‖ is a phrasal verb consisting of two words. But the meaning
of ―look up‖ can only be understood in the entire phrase, not by analyzing its single parts.
Word is also defined with phonological criterion. It is said that word is marked by
―spaces‖ and ―pauses‖.
According to Michael Lewis (1993:89), vocabulary ―…may be individual words, or
full sentences – institutionalized utterances – that convey fixed social or pragmatic
meaning within a given community.‖
Ur, P. (1996: 60) defines vocabulary as the words we teach in the language. The
author also emphasizes that a new item of vocabulary may be more than a single word; for
example, post office and mother-in-law, which are made up of two or three words but
express a single idea. There are also multi-word idioms such as call it in day, where the
meaning of the phrase can not be deduced from an analysis of component words. There
fore, a useful convention is to cover all cases by talking about vocabulary ―items‖ rather
than ― word‖.
Meanwhile in spite of the fact that many scientists talked about linguistics, the
notion of word, they did not give any definition of word on their own. According to Quirk
(1974), ―Thinking of word comes to us so naturally that it takes a serious effort to realize

in relation to the other words with which they are used. Functional words are particles,
articles, prepositions…
1.1.2.3. In term of the function of vocabulary items in a sentence
According to the function of vocabulary items in a sentence, vocabulary can be
divided into parts of speech: nouns, verbs, adjectives, adverbs, prepositions and pronouns.
Each part of speech has its own position complying with certain grammatical rules and
relating to others.
The teacher should point out the function of each item so that students can use its
grammatical rules correctly.
14
1.1.2.4. In term of the sequence of use
The sequence of use means the frequency of occurrence of words. There are three
groups of word according to this criterion. They are high frequency words, low frequency
words and specialized words.
It is very important for the teacher to show students which group a word be long to,
because it is unnecessary to spend so much time learning low frequency words.
1.1.2.5. In term of the use of word
According to this criterion we have active words and passive words. Active words
are those which students are able to use after they have learned them. Passive words are the
ones students do not have to use. They are used especially in the texts to create necessary
understanding and use them correctly and naturally.
1.2. The role of vocabulary in language teaching and learning
―Vocabulary is one of the three dimensions of a language (phonetics, grammar,
vocabulary). Without grammar, very little can be conveyed, without vocabulary nothing
can be conveyed”. (Wilkin, 1972:110)
The statement indicates the great importance of vocabulary. Since vocabulary is so
important, teaching and learning vocabulary should be paid enough attention to. The main

of task materials, task purposes, and tasks at various difficulty level demand different
strategies.
The third type of factor is the learning context. It is the socio-cultural-political
environment where learning takes place. The learning context can include the teachers, the
peer, the classroom climate, the family support, the social, cultural tradition of learning, the
curriculum, and the availability of input and out put opportunities. These factors have a
certain effect on the ways learners approach learning task and acquire vocabulary
knowledge.
Last but not least, we cannot forget to mention strategy. A learning strategy is a
series of actions a learner takes to complete a learning task. A strategy starts when the
learner analyzes the task, the situation, and what is available in his/her repertoire. The
learner then goes on to select, deploy, monitor, and evaluate the effectiveness of this action,
and decides if he/she needs to revise the plan and action.
In short, the factors discussed above (person, task, context, and strategy) exist
together and make a configuration of a particular learning situation that will help to bring
about the effectiveness of vocabulary.
1.4. Methods in vocabulary teaching
Markey (1978:138) states, “The method used has been said to be the cause of
success or failure in language learning, for it is ultimately the method that determines
what and the how of language instruction”. This statement shows us the importance of 16
methodology. It is methodology that determines success or failure in language teaching.
That is the reason why teacher have to understand well about different methods so that
they can choose the best ones for their learners. Below is a brief discussion on some
methods in vocabulary teaching in history and their role in vocabulary teaching and
learning.
1.4.1. The Grammar- Translation Method
The Grammar- Translation Method is the application of methods which was widely

is used. For vocabulary, words used are very common, active and concerning every day
activities. Concrete vocabulary is taught through demonstration, objects, and pictures while
abstract vocabulary is taught by association of ideas. At the same time, correct
pronunciation is greatly emphasized. Language learners, there fore, can use vocabulary
they have learnt effectively in communication. However this method is not easy for us to
apply as its needs small class sizes, enough teaching aid, talented teachers, budget and time.
This is why the Direct Method has not been used widely in Vietnam.
1.4.3. The Audio-lingual method
The Audio-lingual Method appeared in World War 2. At that time, the ―Army
Method‖ was developed to build communicative competence in translators through very
intensive language courses focusing on aural/oral skills. This is combination with some
new ideas about language learning coming from the disciplines of descriptive linguistics
and behavioral psychological went on to become what is known as the Audio-lingual
method. According to Brown (1994) and Prator and Celce- Murcia (1979), the overall goal
of the Audio-lingua Method was to create communicative competence in learners. Thus, in
this method, vocabulary is strictly limited and learned in context and there is much
dependence on mimicry, memorization of set phrases, and over learning. Furthermore,
great importance is attached to pronunciation. To carry out vocabulary teaching that way,
some common techniques are exploited such as repetition drill, single slot substitution drill
use of minimal pairs, etc.
With such kinds of practice, students will have better memory of words, terms and
phrases and know how to use them practically. This way of teaching also make the class
more active and motivated in learning. However, because of the lack of teaching and
learning facilities this method has not been commonly use in high schools in Vietnam.
1.4.4. The Silent Way
The Silent Way has founded by Caleb Gattegno as a method for language learning
for early 70s. The most prominent characteristics of the method was that the teacher
typically stayed ―silent‖ most of the time, as part of his/her role as facilitator and stimulator.
That is the reason why the method‘s popular name is ―The Silent Way‖.


grabbing, looking, etc) well before learners begin to use the language orally. It is also
focused on the ideas that learning should be fun and stress-free as possible, and that it
should be dynamic through the use of accompanying physical activity. According to this 19
method, vocabulary is emphasized over other language areas by using commands to direct
behavior, role reversal or action sequence.
For school students, if this method is used in combination with other methods, it
can interest them. However, it is not quite suitable for heterogeneous classes to take part in
activities that require total physical activities.
1.4.7. The Communicative Approach (Communicative Language Teaching – CLT)
Hubbarb( 1983:236) states: “ Communicative approach to language teaching takes
as its starting points the use of communicative purpose of language. The approach,
therefore strongly advocates careful attention to the use rather than merely form and
meaning. It would also favor functional organization of teaching materials. It might tend to
support a “deep-end” approach to presentation of new language, in which students are
first to cope with the communication task as fast as possible before being given the new
necessary form‖.
According to this method, vocabulary is learnt through ―real life‖ communication
in the class room, through interaction in the target language and through an enhancement
of the learners‘ own experiences as important contributing elements to classroom learning
and through an attempt to link classroom language learning activation outside the
classroom. This approach indicates that knowing a word does not mean knowing the
meaning of the word only. New words must be taught in combination with pronunciation,
spelling, grammar and collocation in order to help the students catch proper and effective
use of them. These are the most crucial principles that teachers should bear in mind when
teaching vocabulary:
 New words must be taught in context;
 A few words are presented at a time and creating favorable conditions for the

activities in class are used to get learners to use the language they are learning to interact in
a realistic and meaningful way. Thus, they are an important part of the learning process.
Finally, they provide opportunities to promote relationships among learners and
between learner and the teacher. This relationship can help to humanize the classroom and
create a environment that supports the students in their effort to learn.
1.5.2. Characteristics of vocabulary communicative activities
According to Nation, P. and Newton, J. (2000:224), communicative activities that
encourage vocabulary learning have following features:
- Helping speakers to set their speech to a suitable level for particulars listeners
and to adjust it when listeners indicate a lack of understanding; 21
- Providing a meaningful context or an illustrated setting within which to
encounter new vocabulary;
- Learners being exposed to repeated use of the new items during the course of the
activity;
- Learners being likely to be required to use new items productively in the activity.
These features include the choice of vocabulary and its placement within the textual input
for the activities, the teacher‘s and learners‘ strategies for arriving at the meaning of these
features and the way they affect learners‘ responses to unfamiliar vocabulary, teachers can
improve the quality of vocabulary learning that is likely to occur during performance of
communicative activities.
Another point to remember is that communicative activities encouraging vocabulary
learning are not limited to oral productive language. A communicative activity can be a
written format such as vocabulary exercises including word-building, matching words with
various types of definitions, studying vocabulary in context, semantic mapping, and split
information activities focusing on vocabulary. Thus, choosing a relevant communicative
activity for teaching requires teachers‘ though and planning.
1.5.3. Vocabulary teaching techniques in combination with communicative

ii) Use of synonyms and definitions: Teachers often use synonymy where they
have to compromise and restrict the length and complexity of their explanations. Besides,
definition alone is often inadequate as a mean of conveying meaning , and clearly
contextualized examples are generally required to clarify the limits of the item.
iii) Contrasts and opposites: This technique often asks ―What is the opposite
of…?‖
iv) Examples of the type: To illustrate the meaning of super ordinates such as
‗furniture‘, ‗vegetable‘, ‗meat‘ and ‗transport‘, it is common procedure to exemplify them,
ex. Table, chair, bed and sofa are all furniture. Some of these can of course also be dealt
with through visual aids.
1.5.3.3. Using Games
Up to now games have proved to be very effective in vocabulary teaching and
learning as they can encourage, entertain, teach and promote fluency. Haycraft (1987: 50)
suggest that there are large varieties of word games that are especially useful for practicing
and revising vocabulary after it has been introduced . Numerous puzzles, word squares,
crosswords, jigsaw task, picture- describing, are useful for pair or group work. More
clearly, games provide a situation in which they provide a setting in which
communication is essential and therefore they will become a stimulating and interesting
way to help students acquire the target language without even realizing it.
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1.5.3.4. Role play
Role-play activities can involve a written text or oral production. However oral
activities are more effective since they help to create the presence of a real-life situation in
the classroom. Ladouse, G.P (1987:5) stresses, “When students assumes a „role‟, they play
a part either their own or some body else‟s in a specific situation. „Play‟ means that the
role is taken on in a safe environment in which students are as inventive and playful as
possible. In the roles, students are experimenting with their knowledge of the real world

1. What kinds of difficulties do ethnic minority learners in Son La Ethnic Boarding
high school often meet when learning vocabulary?
2. What are the most effective ways to teach vocabulary to these learners?
2.2. Subject of the study
2.2.1. The students’ background and learning condition
The study was conducted at the Son La Ethnic Boarding High School, which is one
of the high schools in Son La that teach ethnic minorities students.
The researcher chose 40 ethnic minority students in Son La ethnic boarding high
school for the subjects of this study. They are both male and female students at the age of
fifteen. All of them are minor ethnic people (the Thai). They have been learning English
since they were in 6
th
form. However, the knowledge of their English vocabulary is still
very poor.
Most of the students in this study come from every part of the province and belong
to ethnic minority groups. They come from farmer families in the remote villages. They
study and live in Son La ethnic Boarding High School, they are far away from home, so
some of them suffer from being homesick because this is the first time they have to live far
from their family. This certainly affects their study.
In addition, at the weekend they come back home and have to spend most of their
time helping their parents do farming and house works, so they do not have time to do their
homework. Also, their parents are too busy to help them with their lessons. On the other
hand they think that, schooling is their children‘s responsibility and teacher‘s job, so they
pay little attention to their children‘s schooling or do not encourage them to learn harder.
Moreover, the school‘s equipment is very poor, and out of date. All the classrooms
are simply brick built, the furniture was old and not very comfortable. The school is
located at the main street so it is very noisy. Sometimes the street‘s activities distracted
students‘ attention from their lesson. The class size is large (40 – 45) so the teachers can
not control the classes effectively. Besides, all the teaching facilities the teachers have are
the text books, chalk, and old board so that the teachers‘ lectures are often boring. More

The purpose of the questionnaire was to examine how important the ethnic minority
students think of their learning English and what difficulties they often meet when learning
vocabulary. On this basic, the researcher will propose some relevant suggestions to help
learners to over come these difficulties. 26
2.3.2. The interview
A one – to – one interview was conducted after the administration of student
questionnaire in class. It was carried out in Vietnamese, in the form of informal
conversation between the researcher and the students. While formulating the interview
questions, the interviewer made sure that the questions were clear, precise and motivating.
10 ethnic students were randomly selected for the interview. The questions in the
interviews were basically based on those in the questionnaire to get more understanding
about the difficulties in learning English vocabulary of the ethnic minority students. Each
conversation lasted for 5 – 7 minutes, in order that the interviewees have enough time to
answer all questions.


can not express complicated things in Vietnamese.
3. Do you think that English is important for your job in the future?
They know clearly that, English is very important for their job in the future, all of
them chose the answer ―yes‖. But they still do not spend enough time on learning English,
because of many factors that hinder them from doing so. Firstly, they do not have time to
learn, secondly, some of them think they can learn it later when they have opportunity.
4. How long have you learned English?
To this question, the students have the same answers, they have studied English for
four years (since they were in 6
th
form).
5. What do you think of learning English vocabulary?
Items
Number of students
Percentage (%)
a. Very difficult and boring
25
62.5%
b. Difficult
13
32.5%
c. Interesting and easy
2
5%
Table 1 28
It can be seen from question 4 that approximately 62.5% of the students considered
vocabulary learning difficult and boring. 32.5% of students feel vocabulary learning