VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
POST GRADUATE DEPARTMENT
NGUYễN THị THANH HằNG

TEACHERS ATTITUDES TOWARDS APPLYING CLT IN
TEACHING VOCABULARY FOR GRADE-10 STUDENTS
AT NGUYEN VAN CU HIGH SCHOOL
( Nghiên cứu thái độ của giáo viên đối với việc dạy từ vựng theo đ-ờng h-ớng giao
tiếp cho học sinh lớp 10 tại Tr-ờng THPT Nguyễn Văn Cừ)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE:
SUPERVISOR: Dr. Đỗ TUấN MINH HANOI, 2010

1.4. Factors affecting teachers’ attitudes 8
1.4.1. Definitions of teachers’ attitudes 8
1.4.2. Factors affecting teachers’ attitudes 8
1.5. Summary 10

CHAPTER 2: THE INVESTIGATION 11
2.1. Current situation of the teaching and learning of English at Nguyen Van Cu High
School
2.1.1. School factors 11
2.1.2. Teachers’ factors 11
2.1.3. Learners’ factors 12
2.1.4. The teaching materials 12
2.2. Methodology 13
2.2.1. Subjects of the study 13
2.2.2. Data collection instrument 13
2.2.3. Data analysis and result 15
2.2.3.1. Results and discussions from the questionnaires 15
2.2.3.2. Results and discussions from the observation 26
2.2.3.3. Results and discussion from the interviews 28

CHAPTER 3: FINDING AND SOME POSSIBLE SOLUTIONS 29
3.1. Finding 29
3.1.1. Teachers’ attitudes towards applying CLT in teaching vocabulary for grade-10
students at NVCHS 29
3.1.2. The reason causing teachers’ attitudes in teaching vocabulary communicatively and
their own solutions 29
3.2. Suggestions 30
3.2.1. Suggestions for overcoming the problems in teaching vocabulary communicatively
3.2.1.1. Training and retraining teachers in CLT 30
3.2.1.2. Redefining students’ role and teacher’s role 31


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PART A: INTRODUCTION
1. Rationale
Vocabulary is an essential element of language. Whether in speaking or writing, learners
need vocabulary to communicate and understand others. Unlike native speakers, second
language learners are unable to absorb new vocabulary from a natural, English-speaking
environment. They acquire language mostly by learning at school. However, in Vietnam
for most of teachers, the most common way to communicate meaning of words is by
translating through wordlist and many learners use rote strategies as their major way of
vocabulary learning.
Together with innovation in English teaching and learning methods everywhere in
Vietnam, the new series of English textbook for grade 10 was introduced nationwide in
academic year 2006-2007. The new textbooks are designed to apply the communicative
approach with learner-centered learning. This has leaded teachers and learners to face
some difficulties in English teaching and learning especially in teaching and learning
vocabulary. The reason is that it is the first time for them to adapt the new method of
teaching and learning instead of the old one, the grammar translation approach, which has
existed in our education for along time. As a teacher of English at Nguyen Van Cu High
School ( NVCHS), I found that thanks to the movement of Communicative Language
Teaching (CLT) many language teachers are now aware of the need to take vocabulary
seriously, but their students are unable to use English effectively. There maybe problems in
their students’ ways of using vocabulary, but problems in teaching vocabulary are
undeniable. In order to better vocabulary teaching and learning, I have conducted a

basic of situation analysis, material collection, survey questionnaires, class observations
and follow-up interviews.
In the first place, for the theoretical basis, a lot of reference material on vocabulary, its
relevance in teaching and learning methodology, and factors affecting teachers’ attitudes
have been gathered, analyzed and synthesized thoroughly. Secondly, situation analysis has
a look at the background to the study including the description of the current context at
Nguyen Van Cu High School.
Eventually, for the practical basis, questionnaires, classroom observation, follow-up
interviews were carried out with the teachers to gather the most reliable data for analysis to
find answer to the research questions mentioned above.
7. Design of the study
This thesis consists of three parts:

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Part A is the introduction, which present the rationale, aims, significance, scope, research
questions methods and design of the study
Part B consist of three chapters
Chapter1 deals with a literature review. It starts with vocabulary and its status in language
teaching and learning, then an overview on language teaching methods in teaching
vocabulary. The next is about CLT on teaching vocabulary which includes the definition of
CLT, characteristics of vocabulary communicative activities, vocabulary teaching
techniques in combination with communicative activities. The final is some factors
affecting teachers’ attitudes.
Chapter2 presents the survey. First, there is a description about the present situation of
English teaching and learning at NVCHS. Second, the methodology is performed in the
study. It provides participants, instruments and data analysis.
Chapter 3 presents the findings and suggestions. Firstly, the findings of the study are
analyzed and discussed. Secondly, some suggestions for overcoming the problems in
teaching vocabulary communicatively for 10-grade students at NVCHS are proposed.
Some communicative activities for a vocabulary lesson are also recommended.

or three word items expressing a single idea and multi-word idioms whose meaning cannot
be deduced from the analysis of the component words. A useful convention is to cover all
such cases by talking about vocabulary “item” than “words”.
1.1.2. The status of vocabulary in language teaching and learning
The status of vocabulary in language teaching and learning has changed dramatically in the
last two decades. “Since the mid-1980s, there has been a renewed interest in the role of
vocabulary in second language learning”. ( Coady & Huckin,1997:IX).
According to Mc Carthy (1990:VIII), vocabulary is the biggest component of any language
course and “ No matter how well the student learn grammar, no matter how successfully
the sounds of L2 are mastered, without words to express a wide range of meaning,
communication in an L2 just cannot happen in any meaningful way”.
In fact, vocabulary is an essential component of language. A good knowledge of
vocabulary will help learners develop the four skills: speaking, listening, reading, and
writing. Nowadays, vocabulary is considered an important aspect of teaching and learning
a foreign language. Thus, second language vocabulary acquisition has been paid the
attention of researchers, teachers, and learners of concern.
1.2. An overview on language teaching methods in teaching vocabulary
There are many influential method widely used by language teachers in the world in
general and in Vietnam in particular, but the following is a brief discussion of some major
foreign language teaching approaches and their role in teaching vocabulary.

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1.2.1. The Grammar- Translation Method
It is one of the oldest method foreign language teaching. According to Rivers (1981:29), it
“aims at inculcating an understanding of the grammar of the language and training the
students to write the new language accurately by regular practice in translating from the
native language…”. Using this method, teachers teach vocabulary in the form of bilingual
lists and the intricacies of grammar are provides by long elaborate explanations to give the
rule for putting words together. Respecting the teaching of vocabulary, this approach may
be easy, cheap and useful but its relevance is restricted because it concentrates on form and

adjust it when listeners indicate a lack of understanding;
- provide meaningful context or an illustrated setting within which to encounter new
vocabulary;
- learners will be exposed to repeat use of the new items during the course of the
activities;
- learners are 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 teachers’ and learners’ strategies for arriving at the meaning of
unfamiliar items, and the processing demands of the activity. By being aware 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. In addition, 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 word 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 require thought and planning on the part of the teacher.
1.3.3. Vocabulary teaching techniques in combination with communicative activities
Based on communicative activities, students can acquire vocabulary through more
effective techniques such as visual techniques, verbal techniques, games or role -play.
1.3.3.1. Visual techniques
According to Zebrowska ( cited in Grain and Redman (1986)), visual techniques pertain
visual memory. It is clear that learners can remember better the material that has been
presented by many means of visual aids. Therefore, communicative using visual aids such
as flashcards, photographs, blackboard drawing, wall charts and relia can stimulate
students to speak the language. Regarding visual aids, students can benefit from
communicative activities since they “ help to provide the situation which light up the
meaning of the utterances used” ( Lee, W.R. and Coppen, H,1970:1). In addition, mine

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either their own or somebody 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.

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In the role, students are experimenting with their knowledge of the real world and
developing their ability to interact with other people”. Moreover, activities of this kind let
students develop and practice vocabulary in combination with other language skills such as
grammar and speaking, and create the motivation and involvement necessary for learning
to occur. Teacher can prepare a lot of situations such as preparing a meal, going camping,
interviewing for a job. With such situation, students should work in pairs, improvise a
suitable dialogue for each situation. As a result, students will have less pressure and will be
more willing to participate in the role-play.
In conclusion, there are various communicative activities for teachers to choose. They must
know how to adapt each type of activities so as to make it suitable for their students.
1.4. Factors affecting teachers’ attitudes
1.4.1. Definitions of teachers’ attitudes
Despite different definitions of “ attitudes” , the following one is the most comprehensive
definition. “Attitudes and beliefs are a subset of a group of constructs that name define,
and describe the structure and content of mental sates that are thought to drive a person’s
actions” ( Richardson;1996:102). It can be seen that, attitudes are defined within the
framework of social psychology as a subjective or mental preparation for action. Attitudes
are outward and visible posture. Attitudes determine what each person will see, hear, think
and do. Attitudes can be positive and negative.
It is known that attitudes have a profound impact on teacher practices and behaviors.
Teachers’ attitudes mean teachers’ view and behavior in school. These attitudes are
implicit and unconscious, teachers’ personal pedagogical knowledge. These attitudes also
include cognitive and affective components, create links between practice, experience and
decisions which have to be made. These attitudes greatly impact their teaching in class.
1.4.2. Factors affecting teachers’ attitudes
1.4.2.1. Culture values

In EFL environment, English is rarely heard outside school, thus practicing English outside
is very rare. Without the reinforcement of an English-environment, motivation becomes a
product of teachers’ initiative on the one hand and the learners’ will to succeed or fear of
failure- on the other. EFL is often a part of the school training program and therefore
subject to not only contextual factors such as support from local community, government
policies, etc. but also to teachers’ language proficiency, resources, materials, and the
ability to evaluate learners as well
1.4.2.6. Syllabuses and text books
In the designing of a language of a language course or syllabus, one of the factors that
should be taken into account is time. In a communicative class, learners need to have

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enough time to update knowledge and to practice what they have learnt. Thus time plays an
important role in teaching and learning a language.
Texts books are of great importance in any language program because in most cases,
textbooks include goals and objectives. Administrators and teachers then should
collaborate to answer the question of whether the textbook being used is appropriate to
learners’ needs to the social and institutional setting.
1.4.2.7. Test and evaluation
Teaching and testing are interwoven and interdependent; therefore it is difficult to separate
them. Tests can serve positive and negative even give them a lot of anxiety. For the reason,
it is certain that teachers need make tests positive experiences for learners by creating tests
with care and effort. Tests should relate with high degree to course content and program
objectives. Moreover, the evaluation of learners should be both based on test results and
derived from classroom observation and teachers/ learners feedback. In brief, testing is a
vital component of curriculum development and evaluation and cannot be separated from
teaching and learning.
1.5. Summary
In this chapter, some brief information about vocabulary and its position in language-
teaching are reviewed. Different vocabulary teaching methods such as the Grammar

is that it is designed for only 30 students , while there are about 45 students in each
class and 34 classes in school. The school has 1 overhead projector for 34 classes, 2
multi-function study rooms for nearly 80 teachers of 12 different subjects, but
teachers hardly use them as teaching aids because these teaching aids are not
enough if many classes are in need.
- Materials: Materials for reference and self-study are not available. There is also a
library in NVCHS but there are few English references.
- All of the classroom are designed for lecture lessons. It means that the seating is
arranged orderly in front of the teacher and classroom equipment is just a
chalkboard.
2.1.2. Teachers’ factors
Teachers are the most important factors in the process of teaching. In order to carry out this
process properly. The school has 8 English teachers including 7 females and 1 male, and
age from 25 to 50. They are energetic and are willing to devote their time and energy to
teaching. Of the 8 English teachers who got B.A degree, 2 ones are following M.A course
of University of Language & International Studies -VNUH. The youngest has nearly three
teaching experience. The oldest has over 25 years teaching experience, however, she had
been teaching Russian for 18 years before starting her English teaching career.

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In term of language teaching method, the teachers at NVCHS are familiar with traditional
teaching method as they are used to teaching the old syllabuses. When following the new
syllabuses, they feel difficult to initiate activities and manage the class. However, the
teachers are always aware of the new trend in teaching methods and aware of the
importance of the communicative approach when teaching English to their students in
general and vocabulary in particular.
2.1.3. Learners’ factors
Students are important elements in the process of teaching and learning. It is essential to
collect as much information as possible before the syllabus is designed, lessons are
planned and method of teaching is chosen. Every year, the school receive about 550

characterized features of the new textbook. Self-study activities are drawn attention to after
every 3 units by Test yourself in which listening, reading, grammar and writing are
presented respectively. The book is ended with glossary as well as pronunciation and
phonetic symbols that has been introduced in the textbook. This is to help both teacher and
learner easily.
2.2. Methodology
2.2.1. Subjects of the study
The sample was drawn from two sources: 180 students in class 10A2, 10A6, 10A10,
10A12, and 8 teachers in English teaching staff.
The first group who I took at random includes non-English majors at different classes.
They are also at different levels of English proficiency. All of those have experience in
English for 4 years at lower-secondary schools. The textbook in use is the new “Tieng Anh
10”. Also, the subject is completely taught by Vietnamese teachers of English
The other group involves all 8 teachers of English aged from 25 to 50 years old. All of
them have more or fewer opportunities to learner new teaching techniques in English
Teacher Training Project methodology course.
2.2.2. Data collection instruments
In order to collect data for the study, three kinds of instruments are used: questionnaire,
classroom observation and interview.
2.2.2.1. Questionnaire
The survey questionnaire is one of the instruments which are often used to collect data in
social sciences. Many significant advantages of using questionnaires are indicated by many
researchers, such as less pressure on informants, not under pressure of interview bias and
analysis of answers is straightforward.
The questionnaires were delivered to 8 teachers and 180 students.
2.2.2.1.1. Questionnaire for the students

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The second questionnaire consists of two types of questions including 9 closed and
opened-ended one (see Appendix A). To ensure the students’ accurate misunderstandings


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were for gathering information needed for the study. Classroom observation is important
given to the purpose of this study because it helps to show the researcher how English
vocabulary is being taught and also to test what challenges facing teachers when they apply
CLT in teaching vocabulary for grade-10 students.
2.2.2.3. Interviews with teachers
According to Sagor.R (1993) when using interviews to collect data, it is helpful to produce
relevance information and insights. Although a interview usually requires considerable
time commitments from both interviewer and interviewee, it is excellent way co collect
data. In other words, interview is an extremely useful and valuable way to get in-depth and
comprehensive information. They involve one person interviewing another person for
personal or detailed information.
In this study, parallel with the survey questionnaire and classroom observation, interviews
with teachers for more in depth data were also carried out. Each of the interviewees was
asked 3 questions (see Appendix C).
2.2.3. Data analysis and result
2.2.3.1. Results and discussions from the questionnaires
2.2.3.1.1. Questionnaire for the students
a. The students’ attitudes and motivations towards learning English in general and
learning in particular (question 1, 2, 3, 7)
Question 1,2, 3 dealt with the students’ attitudes and motivations towards learning English
in general and learning in particular.
Question 1 relates to students’ attitudes towards learning English at school. The results are
presented as follows:
Students’ attitudes towards learning English
at school
Number (No)
Percentage
(%)

A compulsory subject
68
37.8%
Table 2: Students’ reasons for learning English
According to the statistics of table 2, the grade students at NVCHS were aware of the
importance and benefits of learning English. 36.7% of the students said that they learned
English for their future jobs. 2.2% learned English for their interest, 23.3% learning
English for communicating. Especially, 37.8% said that it was a compulsory subject. This
revealed that a great number of students in this school were not really motivated in
learning English.
Question 3 aims at exploring the students’ attitudes towards vocabulary learning
Students’ attitudes towards vocabulary learning
Number (No)
Percentage
(%)
Very important
107
59.4%
Important
64
35.6%
Not very important
9
5%
Table 3: Students’ attitudes towards vocabulary learning
As shown in the table 3, most of the students consider vocabulary a very important element
in language learning. This number presents 59.4%, only 35.6% of them think vocabulary is
important and 5% not very important. This means that most of these students are well
aware of the importance of vocabulary in their English learning. This awareness lead to
motivation in their learning process.

satisfied because they find them not efficient much. The survey and the observation
showed that the teachers often wrote all the new words with their Vietnamese equivalents
on the board and asked students to copy down all the new words in their notebooks. Then,
they asked the students to repeat in chorus and individually.
Most of the students said that their teachers rarely carry out the three techniques ( use
synonyms and antonyms, use mimes, gestures and facial expressions and use English to
define the new word). Only 12% of the students say that their teachers sometimes use
synonyms and antonyms and 17% confirm that their teachers use target language to define
the new word, and 15% state that their teachers use mimes, gestures and facial
expressions. Moreover, 20% of the students also reveal that teachers sometimes use the
technique of using visual aids. For their teachers’ way of teaching vocabulary, 31% of the
participants say that they like their teachers using visual aids to show them the meaning of
words. 30% state that they are interested in their teachers using mimes, gestures and facial
expressions in introducing the meaning of words. Furthermore, 15% of the respondent

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confirm that they like their teachers to use the target language to define the new words.
According to them, these techniques are efficient.
Question 4 also aims at exploring the students’ evaluation of their teacher’s way of
consolidating vocabulary. In order to consolidate students’ vocabulary, 20% of the students
say that their teachers often ask them to do exercise of reordering words, doing multiple
choice items, and matching words. With their teachers’ way of consolidating vocabulary,
39% of the respondents confirm that they like matching words. 35% state that they enjoy
doing multiple choice items. And 30% of the participants say that they are interested in
reordering words. As a result, they state that these techniques are efficient.
Most of the students said that their teachers sometimes ask students to complete sentences,
fill in the gaps, make sentence with given words, discuss in pairs or in groups, ask and
answer questions. 31% of the students say they are asked to do completing sentences. 25%
state that they have to do the exercises in the form of filling in the gaps and making
sentence with given words. And 20% confirm that their teachers ask them to discuss in

(No)
(%)
Always
0
0
Sometimes
54
30
Rarely
90
50
Never
36
20
Table 6: Teachers’ application IT in teaching vocabulary
The findings shown in the table indicated the students’ comment towards the teachers’
application IT in teaching vocabulary. The result from table 6 showed that only 30% of
teachers sometimes use IT in teaching vocabulary. 40% of them rarely use it. And up to
20% never apply it into teaching vocabulary.
c. The students’ difficulties in learning vocabulary (question 5, 6)
Question5 aims at exploring the students’ difficulties in learning vocabulary
Parts students find most trouble when dealing with an English
words
(No)
(%)
Spelling rule
23
12.7%
Stress
15

90%
There are too many words in the course book “Tieng Anh 10”
144
80%
The teacher’s method is not efficient much
99
55%
Being afraid of making mistakes when using English
135
75%
There are not enough extra-books
18
10%
Teaching aids are inadequate
61
33.8%
The facilities are poor
27
15%
Table 8: Other elements affect towards vocabulary learning
Result in question 6 showed that the most serious difficult to the students is the changes of
words in English, but not in Vietnamese ( 91.6% of the students have this problem). As a
result, 75% feel afraid of making mistakes when they use English. 90% of the students
asked complained that they had few chances to apply the learnt vocabulary to
communicate. In fact, because of the lack of language environment, the students hardly
have opportunities to use the target language to communicate outside the classroom. In
addition, 80% stated that there are too many words in the course book “Tieng Anh 10”,
and 55 % do not feel pleased with English teaching method. Big class size, and teaching
aids are not available also cause difficulties to the students accounting for 60% and 34.8%
respectively. Vocabulary is quite difficult to most the students so 25% asked complained

According to Question 2, 3, 5/ 8 teachers have been trained in CLT in university method
course, and the rest have been never trained in CLT. Only 5 out of 8 have had chance to be
retrained in CLT by attending a three-day course by Hanoi Department of Education and
Training held in August, 2006, 2007, 2008 in Hanoi, or in M.A course.
Question 4 discovers how the teachers are aware of the characteristics of CLT. The results
are illustrated as follow:
Teachers’ opinion on CLT
(No)
(%)
CLT emphasizes language functions more than form
3
37.5%
CLT creates a lot of opportunities for students to communicate
8
100%
CLT always emphasizes on both fluency and accuracy
2
25%
CLT creates a secures, non-threatening atmosphere in the classroom
2
25%
CLT use authentic materials
6
75%
In CLT, language items are necessarily contextualized
3
37.5%
Translation may be used where student need or benefit from it
6
75%