The exploitation of pictures in teaching
vocabulary according to communicative
approach for first year students at Vietnam
National University, Hanoi University of
Economics and Business Khương Hà Linh

University of Languages and International Studies
M.A Thesis: English Teaching Methodology; Code: 60 14 10
Supervisor: M.A Đỗ Bá Quý
Year of graduation: 2011 Abstract. English has become the key role of in the world of communication and
vocabulary is seen as one of the most important elements of the language. Notably, the
big question of how to teach vocabulary in communicative approach effectively is
categorically in consideration. Therefore, this study aims to examine the current
exploitation of pictures in teaching vocabulary to first year students at Vietnam National
University, Hanoi University of Economics and Business. The advantages, hindrances,
and the desires of this technique perceived by teachers and students are also made clear.
Data was collected by means of interviews and questionnaires. Results showed that
pictures were used to teach vocabulary with remarkably high frequency. However,
pictures exploited were mainly from the course book. It is worth noting that almost all of
teachers and students assumed a great number of outstandingly strong points of this type
of visual aid and desired to apply pictures in teaching vocabulary. The findings
emphasize all of these results and present pedagogical suggestions from both surveyed
teachers and students for further exploitations of pictures. In addition, the researcher’s
major recommendations are also listed out to enhance the effectiveness of picture
exploitation in teaching vocabulary.

4. Do teachers and students desire to use pictures in teaching vocabulary?
What are their suggestions for more exhaustible exploitation of pictures in teaching
vocabulary?
4 Scope of the study
The study is restricted to the area of investigating in the uses of pictures-one type of visual
aids in teaching vocabulary not a wide range of visual aids. The samples of the study are also
limited to only first year students from main stream classes at Vietnam National University, Hanoi
University of Economics and Business.
5 Significance of the study
As one of the trail-blazing studies on teaching vocabulary with the help of pictures to
freshmen at VNU, HUEB, the thesis could be particularly useful for students, teachers, and
researchers who develop an interest in the topic.
6 Methods of the study
6.1 Data collection methods
During the process of data collection, the researcher employed the questionnaires and
interviews.
6.2 Data analysis methods
In the first place, the collected data would be classified according to four research
questions. The needed combination of gathered responses from both teachers and students was to
analyze four research questions.
7 An overview of the rest of the study
The rest of the thesis includes five chapters
Chapter 1 (Literature review) provides the background of the study, including definitions of key
concepts and aspects of vocabulary.
Chapter 2 (Methodology) describes the participants and instruments of the study, as well as the
procedures employed to carry out the research.
Chapter 3 (Data analysis and discussion) presents, analyzes and discusses the collected data from
the questionnaires, interviews and class observations
Conclusion summarizes the main issues discussed in the thesis, the findings that the researcher
found out from the data collected according to the four research questions, the limitations of the

Nobert, S, 1997, p.34)
1.2.4.1 Features of Communicative Language teaching approach
Norbert Schmitt, (1997, p.14) pointed, “The focus is on the message and fluency
rather than grammatical accuracy.
1.2.4.2 Principles of teaching English vocabulary in CLT approach
The various pedagogical principles of CLT approach to language teaching in general and
vocabulary in particular are shown quite clearly. According to Hubbard et al (1989) in Nation
(2003) (as cited in To Thu Huong et al, 2006, p.91) general principles could be summarized in the
following main ones.
1.3 Pictures
1.3.1 Definition of pictures
Being one major type of visual aids, a picture, as defined in the Oxford Advanced
Learners’ Dictionary is “a visual representation or image painted, drawn, photographed, or
otherwise rendered on a flat surface
1.3.2 Benefits of pictures
Concerning the benefits of using pictures in teaching vocabulary, it is said that pictures are “of
great help in stimulating the learning of a foreign language” (Bowen, 1982, p.1).
1.3.3 Main types of pictures in vocabulary teaching
 Picture Flashcards
 Drawings
 Wall pictures

CHAPTER 2: METHODOLOOGY
2.1 Participants
The process of data collection involved the participation of both English teachers and first
year students at VNU, HUEB.
2.2 Data collection instruments
2.2.1 Questionnaire
Two different sets of questionnaires were utilized, one for the teacher and the other for
first-year students.

3.2.1 Teachers’ perception of the advantages of using pictures
F requenc y of us ing
pictures
A
4.3
16.8
29.3
41.3
8.3
never
rarely
s ometimes
us ually
always

Table 2: Advantages of using pictures in teaching vocabulary as perceived by teachers

3.2.2 Students’ perception of advantages of using pictures

15
18
7
3.72
3
35
20
22
19
24
3.19
4
31
27
28
15
19
3.29
5
22
41
17
21
19
3.22
6
13
30
39
10

Strongly
agree
(5pts)
Agree

(4 pts)
Neutral

(3pts)
Disagree

(2pts)
Strongly
disagree
(1pts)
On
average
1
7
3
1
0
0
4.55
2
8
3
0
0
0

1
2
2
4
1
2.55
8
1
2
3
4
1
2.64
9
1
1
3
3
2
2.4

Figure 4: Difficulties in using pictures to teach vocabulary perceived by teachers Figure 5: Difficulties in using pictures to teach vocabulary perceived by students

3.4 The desires and pedagogical suggestions for more exhaustible exploitation of pictures
3.4.1 The desires for using pictures to teach vocabulary as perceived by teachers and
students


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A
20.5%
12.2%
67.3 %
Y es No It depends
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th
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