VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
BUI THI PHUONG THAO

A STUDY ON USING VISUAL AIDS TO TEACH ESP VOCABULARY
FOR THE STUDENTS OF THE SHIPBUILDING FACULTY AT THE
CENTRAL VOCATIONAL COLLEGE OF TRANSPORT NO. II

(NGHIÊN CỨU VỀ VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN ĐỂ DẠY
TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN KHOA
ĐÓNG TÀU TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI
TRUNG ƯƠNG II)
M.A. MINOR THESIS
Field: English Teaching
Methodology
M.A. MINOR THESIS Field: English Teaching Methodology
Code: 60.14.10.
Supervisor: VŨ THỊ THU THỦY, M.A. HANOI - 2012

iv

TABLE OF CONTENTS
Contents
Page
number

Declaration……………………………………………………….

i
Acknowledgement……………………………………………….


3
PART 2: DEVELOPMENT………………………………………

5
CHAPTER 2: LITERATURE REVIEW………………………… 1.1. An overview of ESP………………………………………

5
1.1.1. The definitions of ESP………………………………

5
1.1.2. Classification of ESP………………………………….

6
1.2. Vocabulary in ESP teaching……………………………….

7
1.2.1. Definition of vocabulary……………………………

7
1.2.2. Classification of vocabulary and ESP vocabulary….… 8

v

1.2.3. The issue of teaching ESP vocabulary………………

9
1.2.3.1. Selection of vocabulary for teaching……………

1.4. Benefits of using visual aids to teach ESP vocabulary…… 15
CHAPTER 2: METHODOLOGY………………………………

16
2.1. Situation analysis…………………………………………

16
2.1.1. Learning situation……………………………………

16
2.1.2. Textbook……………………………………………

16
2.1.3. Students……………………………………………….

17
2.2. Research methodology……………………………………

17
2.2.1. Research questions……………………………………

17
2.2.2. The participants……………………………………….

18
2.2.3. The instruments……………………………………….

18
2.2.3.1. Instrument A – Survey questionnaires……………


25
3.1.1.5. Benefits of using visual aids to teach and learn
vocabulary in shipbuilding………………………………… ……

26
3.1.1.6. The teachers’ and students’ difficulties in teaching
and learning vocabulary in shipbuilding through visual aids…….

28
3. 1.1.7. The suggestions made by the teachers for using
visual aids to teach vocabulary in shipbuilding………………….

31
3.1.2. Data from the classroom observation…………………

32
3.2. Discussion of major findings……………………………

34
3. 2.1. The situation of current teaching and learning ESP
vocabulary…………………………………………………………

34
3.2.2. The kind of visual aids to teach ESP vocabulary…….

34

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3.2.3. The frequency of using visual aids to teach ESP
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LIST OF ABBREVIATIONS GE: General English
ESP: English for Specific Purposes
EST: English for Science and Technology
EBE: English for Business and Economics
ESS: English for Social Studies
EAP: English for Academic Purposes
EOP: English for Occupational Purposes
M.A: Master of Arts
CVCOT: Central Vocational College of Transport No. II
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especially ESP vocabulary. There is no reason for them to feel that learning
vocabulary is dull. At my college, visual aids have been used to teach ESP
vocabulary. So I conduct this study to get an insight of the current situation of
using visual aids to teach ESP vocabulary at the Central Vocational College
of Transport No.II. It is hoped that this study will be of some values to my
colleagues and those who want to improve their ESP vocabulary teaching.
2. Aims of the study
To clarify the answer to the research question, the study aims at:
● Investigating the current situation of using visual aids to teach ESP
vocabulary at the Central Vocational College of Transport No.II.
● Exploring the difficulties facing teachers and students in teaching and
learning ESP vocabulary through visual aids.
● Providing some solutions to those difficulties to help teaching ESP
vocabulary through visual aids more effectively.
3. Scope of the study
Due to the time constraints and the scope of the study, the study only
concentrates on how visual aids are used to teach ESP vocabulary to the
students of the Shipbuilding Faculty at CVCOT.
4. Significance of the study
The study is significant for the following reasons: firstly, it studies current
situation of using visual aids at CVCOT. Secondly it finds out difficulties in
using visual aids to teach ESP vocabulary. Thirdly, it suggests
recommendations to teach ESP vocabulary more effectively. So it is useful for
both teachers and students of English. In addition, it would become a good

3

source of reference to those who are concerned with vocabulary teaching and


PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter surveys the literature on some basic concepts related to ESP,
vocabulary, ESP vocabulary and visual aids. Besides, the issue of teaching
vocabulary and the benefits of using visual aids to teach vocabulary are
presented to provide a theoretical background for the study.
1.1 An overview of ESP
1.1.1 The Definitions of ESP
The study of English for specific purposes (ESP) has had a long and
interesting history. ESP became a vital and innovative activity within the
teaching of English in the 1970s. It really has had a relatively long time to
mature. So there are a great number of definitions for ESP.
A definition of ESP was offered by Hutchinson and Waters (1987:19) “ESP
is an approach to language teaching in which all decisions as to content and
methods are based on the learners’ reason for learning”. They mean that ESP
does not involve a particular kind of language, teaching material or
methodology. For them, the foundation of ESP involves the learners, the
language required and the learning context which are based on the primary
need in ESP.
According to P. Strevens (1988) ESP consists of English teaching which is
● designed to meet specified needs of the learner;
● related to content (i.e. in its themes and topics) to particular disciplines,
occupation and activities;

6

● center on the language appropriate to those activities in syntax, lexis,
discourse, semantics, etc;
● in contrast with General English

English for
(Academic)
Science and
Technology
English for
(Academic)
Medical
purposes
English for
(Academic)
Legal
purposes
English for
Management.
Finance and
Economics
English for
Professional Purposes

English for Vocational
Purposes English for

There have been different definitions of vocabulary by linguists depending on
the criteria that they consider the most important in terms of linguistics,
semantics, lexicology, etc. Richards and Platt (1992: 400) define that
vocabulary is “a set of lexemes including words, compound words and
idioms”. This statement indicates that vocabulary is “the total number of
words in a language” (Hornby, 1995: 1331). We can conclude that vocabulary
is a single word or a group of words from two or more words expressing an
idea to multi-word idioms which can be only understood in the sentence or in
the context.
1.2.2. Classification of vocabulary and ESP vocabulary
Vocabulary can be classified in different ways based on different criteria,
features or functions.
Semantically, it can be divided into notional words which are objects, actions,
qualities, etc. and functional words which are those whose meanings are
grammatical. Grammatically, vocabulary can be divided into different parts of
speech: nouns, verbs, adjectives, adverbs, prepositions, etc. Methodologically,
there are two kinds of vocabulary classification. They are active vocabulary
and passive vocabulary. Active words consist of words which the learners can
understand and pronounce the words correctly and use them constructively in
speaking or writing. Passive vocabulary includes words 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.
Recently, some methodologists of the Communicative Language Teaching
approach have split vocabulary into productive and receptive vocabulary. The
productive vocabulary is concerned with the words that a learner can use
effectively to express his/ her ideas both in speaking and in writing forms.

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The receptive vocabulary refers to the words that help a learner to receive and

account the criteria of learnability and teachability. Harmer (1991:154-156)
confirms that “one of the most common principles of vocabulary selection is
to teach at first concrete words and gradually abstract words”. Concrete words
are easily presented and explained because students can see and imagine the
real thing which the words present. On the contrary, abstract words are more
difficult to explain. There are also words that concerned each other in theme.
Words that have this kind of word thematic relationship are said to belong to
the same lexical field. After selecting words to teach, it is essential for
teachers to determine what to teach about each naming unit. According to
Thornbury (2002:15), knowledge of a word involves knowing its meaning
(meanings in context, sense of relation “synonyms/antonyms”), its form
(spelling and pronunciation affixes, parts of speech), grammar (plural,
countability, past simple/participle form) and its usage (collocations and
appropriate register).
1.2.3.2. Stages in teaching vocabulary
There are three stages in teaching vocabulary namely presenting, practicing
and revising.
1.2.3.2.1. Presenting
The main aim of presenting vocabulary is to introduce the meaning, the form
and appropriate usage. There are quite a lot of methods and techniques to
present the form and meaning of vocabulary. It depends on teachers who
decide which form of presentation is the most suitable for a particular topic.

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According to Gairns and Redman (2003:73), a variety of ways can be used in
introducing vocabulary such as:
● Visual technique: visuals, demonstrating.
● Verbal technique: illustrative situations (oral or written), synonyms and
antonyms, definitions and explanations, scales, example of the type,

In accordance with presenting and putting words into practice, checking
students’ comprehension and revising those words are a final important stage
in teaching this specific field. Thornbury (2002:100) states that the third stage
sounds familiar and may be equated to the second one, however; as its name
suggests, in this stage, students are advised to complete high-level tasks
namely production tasks. So, production tasks are one of the most important
tasks in this stage.
1.3. Visual aids in teaching and learning vocabulary
Visual aids are defined by Dictionary of English and Culture (1998: 1490) as
“something that people can look at to help them understand, learn, remember,
etc. such as a picture, a map, a photograph, or a film. Visual aids are often
used as materials in education”. Here are some typical types of visual aids.
1.3.1. Boards
Boards are found in most classrooms. They are chalk boards and white boards.
● Chalk boards are usually black or green. They are easy, cheap to use and
very adaptable. Some chalks boards are magnetized allowing pictures, word
cards, etc. to adhere to the surface if magnets are placed on top of them.
● White boards are rather common nowadays. They are more expensive than
chalk boards. Special pens must be used. White boards are easier to keep

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clean and to stick pictures and cards to their surface with sticky or adhesive
plastic than chalk boards.
It is obvious that boards are common and very important. They can serve
different purposes. As they can be used to present vocabulary, spelling, giving
a model. More importantly, teachers can draw on the board to present new
words. Also, by that way they can create visual aids and make their lessons
much more interesting.
1.3.2. Overhead projectors

objects.
● Real objects (realias) are anything available around class without special
preparation or materials that students can see in class such as tables, chairs,
chalks, pens, boards, etc. They are the simplest thing and easily to be used for
teaching and learning’s purposes.
● Representational objects are objects that can replace real objects in case the
teachers and students can not prepare realias for use in classroom. Using
representational objects can lead to misunderstanding of word meanings so
teachers should make a choice carefully and prepare well.
1.3.5. Gestures, mine, actions and performance
According to Billow (1961:147), actual representation of an action or
performance, dramatically, represents the action and performance better than
any picture. This proves the importance of dramatization, mime, gesture,
facial expression, etc. in language class room. This kind of visual aids costs
the teachers nothing but some energy to mime, make gestures or express
his/her face. Although they are the cheapest visual aids, they can have big
effects on teaching vocabulary.

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1.4. Benefits of using visual aids to teach vocabulary.
Vocabulary is an aspect of a language. Thus, most teachers notice that using
visual aids to teach vocabulary will certainly bring a lot of benefits.
First and foremost, using visual aids can create real situation. It helps to make
language used in the classroom more lively and interesting. Doff (1988)
indicated that “having something to look at keeps the students’ attention, and
make the class more interesting”. Visual aids can help teachers clarify the
meanings of the words used. Visual aids can quickly and effectively
demonstrate ideas that are difficult to explain verbally. Many sciences and
arts can only be effectively taught by showing students as well as, or instead

them teach both GE and ESP, the rest only teach GE. Students at the Central
Vocational College of Transport No.2 need English for their future job. In
order to read English drawings, documents written in English to improve their
career-related knowledge or work with foreigners, they have to learn English
well, especially ESP.
2.1.2. Textbook
English is taught for the first year and the second year students at CVCOT.
Textbook for all the first year students is Lifeline. It is the course of General
English. Students start the course with the beginners’ level of English and are
supposed to obtain the elementary level in the end to gain basic knowledge of
English grammar and vocabulary to prepare for the following course of ESP.
ESP courses are courses for all the second year students. Textbook for second
year students depends on which faculty they are in. The textbook entitled
“English for Shipbuilding” which is edited by Do Thai Binh and other

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members in Van Phong group has been used in ESP course for the students in
Faculty of Shipbuilding. It consists of 30 lessons. Each lesson is divided into
a reading comprehension and a translation task. Each lesson is discovered in
both grammar and vocabulary aspects in which vocabulary accounts for a
bigger percentage and are mostly technical terminologies in shipbuilding.
2.1.3. Students
Students who learn at CVCOT do not have to pass an entrance exam. They
enter the Vocational College by their marks of three years at high school. So
their level is low. Besides, their English knowledge is very different because
they are from different parts of the countries where living conditions are poor
and English is not paid much attention to. Generally, their English proficiency
is not high. When studying at CVCOT they have to take part in GE course
and then ESP course. Vocational students do not have any problems in getting

The second group involves one hundred second year students at the
Shipbuilding Faculty at CVCOT. They all have finished GE course with the
textbook “Lifelines” and are taking part in ESP course with the textbook
“English for Shipbuilders”.
2.2.3. The instruments
2.2.3.1. Instrument A- Survey questionnaires
In this study, in order to collect the data, two sets of survey questionnaires
were administered to get information about the use of visual aids in teaching
and learning vocabulary in shipbuilding. One is designed for teachers and
another for students to investigate the aims and the objectives of the study.
Nine questions are delivered to ten English teachers and eight ones are for one