VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
NGUYỄN THỊ MAI CHUNG TEACHERS AND STUDENTS’ ATTITUDES TOWARDS THE
EFFECTIVENESS OF TEACHING AND LEARNING
VOCABULARY IN CONTEXTS: A SURVEY RESEARCH AT
NGUYEN DU HIGH SCHOOL, THANH OAI, HANOI

(Thái độ của giáo viên và học sinh với hiệu quả của việc dạy và học
từ vựng thông qua ngữ cảnh: Khảo sát tại trường THPT Nguyễn
Du, Thanh Oai Hà Nội)

M.A Minor Thesis
Programme I


(Thái độ của giáo viên và học sinh với hiệu quả của việc dạy và học
từ vựng thông qua ngữ cảnh: Khảo sát tại trường THPT Nguyễn
Du, Thanh Oai Hà Nội)

M.A Minor Thesis
Programme I Major: English Language Teaching Methodology
Code: 60.14.10
Supervisor: Trần Hiền Lan, M.A
HANOI, 2012

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LIST OF TABLES AND CHARTS Table 1
Students and teachers’ attitudes towards the role of vocabulary
in language learning and teaching
Table 2
Students’ common ways in vocabulary learning

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TABLE OF CONTENTS
Declaration p. i
Acknowledgements ii
Abstract iii
List of charts and tables iv
Table of contents v

Part A: INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. Research questions 2
4. Scope of the study 3
5. Methods of the study 3
6. Design of the thesis 3
Part B: DEVELOPMENT 5
Chapter 1: LITERATURE REVIEW 5
1.1 Vocabulary 5
1.1.1 Definitions of vocabulary 5
1.1.2 Classification of vocabulary 6

3.5. Summary 44
Part C: CONCLUSION 45
1. Conclusions 45
2. Limitations and suggestions for further study 46
REFERENCES
APPENDICES 1

Part A: INTRODUCTION
1. Rationale
Nowadays, we have witnessed the wide use of English as an international
language in different fields of life. English has become the most popular foreign
language in Vietnam. This trend has led to much focus on teaching and learning
English from linguistic competence to communicative one. Therefore, the
important role of teaching and learning vocabulary is more paid attention. It is
known to most second language learners that the acquisition of vocabulary is a
fundamental and important component in the process of their learning. The
importance of vocabulary was emphasized by Wilkins (1972) that “without
grammar very little can be conveyed; without vocabulary nothing can be
conveyed” (p.111). Besides, Pyles and Algeo (1970) also stated that “when we
first think about language, we think about words. It is words that we arrange
together to make sentences, conversation and discourse of all kinds”. Generally,
the teaching and learning of vocabulary is obviously a very significant aspect in
foreign language teaching in general and in English language teaching in
particular.
In Vietnam vocabulary teaching is still not quite concerned. Developing
students’ strategies for handling unknown words has always been one of the
principal challenges of English reading classes. Dealing with this challenge, many

3. Research questions
In order to achieve the set goals, the following questions were proposed:
1. What is the current situation of teaching context-based vocabulary to
students at Nguyen Du high school?
2. How effective is the teaching context-based vocabulary to students at
Nguyen Du high school?
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4. Scope of the study
The study is limited to the area of teaching English vocabulary at Nguyen Du high
school. Specifically, this minor thesis deals with the current situation of using
contexts to teach vocabulary to the eleventh grade students at Nguyen Du high
school and suggests some pedagogical implications to the teachers.
5. Method of the study
To find answers to the above - stated research questions, the study uses a
combination of qualitive and quantitive research approaches, which include data
analysis and survey questionnaires. In the study, data which is collected through
questionnaires will be processed and analyzed to investigate into vocabulary
teaching and learning strategies.
6. Design of the study
The study is designed as follow:
Part A: Introduction provides a general introduction of the study with the specific
reference to the rationale, the aims, the scope, the methods and the design of the
thesis.
Part B: Development consists of three chapters:
Chapter 1: “Literature Review” gives a brief view on the theoretical background
of English vocabulary, contexts and the benefits of using contexts in teaching

for learning language in general and particularly for learning foreign language.
According to Cambridge Advanced Learner's Dictionary Third Edition
(2008), vocabulary is defined as “all the words which exist in a particular
language or subject” (p.1624). This definition covers vocabulary’s meaning on the
whole. However, it is not the knowledge of words and word meanings, vocabulary
is more complex than this definition suggests. The definition does not totally show
a deep understanding about vocabulary.
In conclusion, there are different ways to define the concept “vocabulary”.
However, the idea that vocabulary is the total number of words existing in a
language, including single words as well as multi-word items is more favorable.
1.1.2. Classifications of vocabulary

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Vocabulary can be classified in various ways depending on different criteria,
features or functions.
1.1.2.1. Semantics: There are two main kinds of meanings in a word, lexical
meaning and grammatical meaning. Thus in term of semantics, vocabulary can be
categorized into notional words and functional words (Read, 2000: 18).
 Notional words: Their meanings are lexical, form a great mass of the
speaker’s vocabulary. Those words name objects, actions, qualities and
have meanings themselves. In terms of part of speech, they can be nouns,
verbs, adjectives, adverbs and so on.
 Functional words: They are grammatical words, which only have their
meanings in relation to other words with which they are used. They can be
particles, articles, prepositions, etc.
1.1.2.2 Grammar: In terms of grammar, vocabulary items are divided into
different parts of speech such as nouns, verbs, adjectives, adverbs, etc. (Quirk,
1987: 18)
1.1.2.3. Methodology: In terms of the use of word, vocabulary can be divided into

Similarly, Gower (2005) pointed out that “vocabulary is important to students – it
is more important than grammar for communication purposes, particularly in the
early stages when students are motivated to learn the basic words they need to get
by in the language” (p.142). The idea emphasized the communicative purpose in
learning vocabulary as an ultimate goal for leaning a new language.
For those statements, it is undeniable that vocabulary is a decisive element in
language communication.
Moreover, the importance of vocabulary is also indicated in all four language
skills. In terms of speaking, it is impossible to communicate without vocabulary.
And sometimes, students have difficulties in finding the proper words to express
oneself. In terms of listening, the vocabulary errors caused confusion of the texts
and difficulty in listening comprehension. Most importantly, vocabulary plays a
role in reading. It is indicated that the lack of vocabulary is a serious obstacle for
readers, which prevents them from thoroughly comprehending the text. In terms of

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writing, it was asserted by Mayher and Brause (1986) that writing highly depends
on the ability to choose words when describing events.
To conclude, vocabulary is a language component that plays an important
role in deciding a learner’s language proficiency. The role of vocabulary in second
language learning is immediately recognized and it implications for teaching are in
great demand.
1.1.4. Principles of vocabulary teaching
1.1.4.1. Criteria for selection of vocabulary
It is unnecessary for the teachers to spend the same amount of time and care on
presenting all new vocabulary. Some vocabulary will be more important to students
than the others. Doff (1988) clarify two types of vocabulary which teachers should
distinguish. Firstly, for the words needed to understand and use which are called
active vocabulary, it is worth spending time giving examples and asking questions

form (spelling, pronunciation, grammar), and its use in appropriate contexts.
1.1.4.2.1. Forms of a word
 Pronunciation and spelling
Each English word has its spelling and pronunciation. Learners have to know all
the spelling, pronunciation and irregularities of the words they are learning. In
teaching, these aspects must be presented and learned accurately.
 Grammar
Learners should also understand the grammar function, the change of form in
certain grammatical context, the regularity as well as the irregularity, etc so that
they can use the word correctly.
1.1.4.2.2. Meaning
 Denotative and connotative meaning
The denotative meaning of a word is its actual meaning, with no spin on it
intended to persuade. For example, the actual meaning of the word "propaganda"
is "plan for the propagation of a doctrine or of a system of principles." There's no
implication here that such a doctrine or system is either good or bad.

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The connotative meaning of a word is the associations or positive or negative
feeling it evokes. It is the meaning of a symbol that is personal to an individual and
not shared.
 Meaning relationship
How the meaning of one word, especially its denotative meaning, relates to the
meaning of others can also be useful in teaching. There are various relationships as
synonyms, antonyms, translation, etc.
It should be noted that the teacher has to make a careful choice of and decision on
which meaning of the word to teach and how many words to teach in the limited
class time. If not, the learners may not absorb these words and the vocabulary
teaching process may become a failure.

to knowledge of the other parts of the text, sometimes referred to as co-text.
Additionally, Yule (1996) defined context as “physical environment in which a
word is used”
In short, context includes both linguistic and non-linguistic aspects (Nunan, 1993).
Thus, this study is carried out basing on both these two aspects of context which
help students derive the meanings of a word.
1.2.2. Reasons for teaching vocabulary in contexts
In the past and even somewhere now, vocabulary was taught in isolation from any
context. That is, it was taught in lengthy lists consisting only the words and their
meanings in the mother tongue. By using the method, a lot of words could be
learnt in only a short time without the need of teachers’ help and learners’ attempts
to clarify the texts or participate in real-life situations. During their teaching,
nothing concerning contexts in which the words appeared was mentioned, which
led to the extremely weak point that soon made the method out of fashion because
of the inability to communicate. Learners had a lot of words in their minds but
failed to produce the language. Thus, all their vocabulary became dead and
useless.

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Today, words are mainly taught and learn in their contexts. It means that all the
relationships of the words with other ones in the texts are exploited to make clear
the meaning and usage of them. This way takes more time and thus the teaching
process is slower than teaching vocabulary in isolation but teaching of vocabulary
in contexts will be far more effective than the one in isolation. Learners of this
new method can use their vocabulary to communicate at their levels. Hereafter are
specific advantages of teaching vocabulary in contexts.
1.2.2.1. Meaning guessing
Basing on clues in contexts to get the meaning of words is undoubtedly a good
strategy. It is emphasized by Nation (2001) that “guessing from contexts is the

Putting the words in context helps students not only learn words but also know
how to use them in certain context. Guessing the meaning of a word from its use
in context requires an understanding of semantic properties, register, and
collocation. It makes readers aware of one important feature of vocabulary,
namely, that context determines the meaning of words. If teachers only tell what
the word means without any contexts, all their vocabulary will become dead
vocabulary because students do not know how to use it appropriately.
1.2.3. Techniques to teach vocabulary through contexts
1.2.3.1. Techniques for presenting vocabulary in contexts
As discussed in the previous part, contexts can be classified into linguistic
context which include language surrounds such as words, phrase, sentence in a
text and non-linguistics one relating to the environment or situation words occur.
Thus it is necessary to consider both these two sides when words are taught
through contexts.
Firstly, showing the meaning of words visually is a way of putting the words in
the context. Lee and Coppen (1970) claim that visual aids can help teacher create real
communicative situations (contexts), clarifying the meaning of the words used.
According to Doff (1988: 82), visual aids often draw students’ attention, and help to
make language used in the class more real, lively and interesting. Visual techniques
include flashcards, pictures, photographs, realia (object themselves), gesture and
mime, etc. are useful for teaching concrete words
 Realia:

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This is the way of using real objects to show the meaning of words. It can help
teachers avoid boring class, and make it easier for students to remember the words
and recall them for later use. When presenting vocabulary with real objects, the
teachers simply points at them and says: “Look – this is…”
 Pictures (pictures, photos and postcards)

word presented. For example, to show the meaning of word “lazy”, teacher can
give out a situation/ explanation “I have a brother. He always gets up late and does
nothing all day. He is very lazy.”
 Using synonym or antonyms
This is a quick way to show the meaning of word in contexts. However, the
technique should be used only when the synonyms or antonyms of the new words
are already known to students. Besides, most words in English are polysemantic, it
is essential to give out at the same time the contexts in which we give the
synonyms or antonyms of the words.
For example: the word “plain” (Unit 4 English 11) is similar in meaning to “clear”
in the sentence “It is plain to see how greedy she is”. But we have “plain flour”
but not “clear flour”.
1.2.3.2. Techniques for practicing vocabulary in contexts
At this stage, teachers not only treat new vocabulary items as a means to
comprehension of the context but also are able to exploit new lexis in its own
right. The reason is that “if we are to bring new vocabulary into active use and not
just passive understanding, it is not sufficient for us just to teach it. We must
provide ways to make sure that it is learnt and used” (Cranmer, 1986, p. 60). In
other words, after students have been shown the meaning of a word in the pre-
stage, teachers should provide them with enough practice of that word. Most
students need lots of practice with new vocabulary in order to remember and use
the new words correctly. According to Cranmer (1986), all of the techniques he
suggests using in the pre-stage can also be used subsequently, but there are a
number of additional techniques:
 Matching

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 Inference and Definition
 Use of monolingual learner dictionaries

will be signaled by a conjunction like but, because, if, when, or by an adverb like
however, as a result. Often there will be no signal. The possible types of
relationship include cause and effect, contrast, inclusion, time, exemplification,
and summary.
Step 4. Use the knowledge you have gained from steps 1 to 3 to guess the meaning
of the word.
Step 5. Check that your guess is correct.
(1) See that the part of speech of your guess is the same as the part of speech of
the unknown word. If it is not the same, then something is wrong with your guess.
(2) Replace the unknown word with your guess. If the sentence makes sense, your
guess is probably correct.
(3) Break the unknown word into its prefix, root and suffix, if possible. If the
meanings of the prefix and root correspond to your guess, good. If not, look at
your guess again, but do not change anything if you feel reasonably certain about
your guess using the context.
Among different techniques above, this is probably a very useful technique
because it gets students to work out the meaning of words by themselves. It is the
context of the text that helps students to learn new vocabulary items easily and
acquire how words are actually used in speech and writing.
1.3. Summary
So far, in this chapter of literature review, the theoretical issues related to
the topic of the research have been discussed. The next chapter will describe the
methods employed in the study.


because many of them did not pay attention to studying English at lower classes.
They do not know the best way to learn English, especially, vocabulary. They find
it difficult to learn and memorize vocabulary. During vocabulary learning
activities, it is the teachers who have to talk much and students have a very
passive learning habit.

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2.2. Instruments
In order to obtain in-depth, rich data and information for investigating the attitudes
of teachers and students towards the effectiveness of teaching vocabulary through
contexts, the study used two methods of data collection: questionnaires and class
observation
2.2.1. Questionnaires
To gain data for the research, two questionnaires were administered to the
respondents. One was designed for the teachers and the other for the 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).
The questionnaires were delivered to 10 teachers and 90 students. After carefully
examining the available instruments and basing on certain knowledge about
learners, I design these questionnaires to get information as follows.
2.2.1.1. The teachers‟ survey questionnaires
The teacher questionnaire, comprising 8 questions, was delivered to ten
teachers of English who are teaching English at Nguyen Du high school. The
questionnaire completed by the teachers covered these main points.
(1) Teachers’ attitudes towards the role of vocabulary in language teaching
(question 1)
(2) Kinds of vocabulary teachers often choose to teach (question 2).
(3) Techniques used to present vocabulary through contexts and the frequency

this study were carried out at the same time.
Classroom observation is important to this study because it helps to show the
researcher how effectively contexts are exploited to teach vocabulary.
2.3. Data collection and analysis
Both of the teachers and students filled out the questionnaire. The
participants were asked to complete the questionnaire seriously in their classroom.
Four classes (with about 90 students) were selected by chance. The researcher
asked the teachers for permission to have personal contacts with the study
population in order to explain the purpose, relevance and the importance of the
study, as well as to clarify any questions that the students might have.

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The data collected from the survey were read through to obtain a sense of the
overall data. They were then categorized and analyzed. The results were then
displayed in forms of table of figures; charts or pie charts while qualitative data
from the open – ended questionnaire items were presented by quoting relevant
responses from the respondents.
2.4. Summary
In short, this chapter presents the research methodology as well as the procedure
of data collection and data analysis to find out answers to the research questions.