VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN THỊ HÀ THU

AN INVESTIGATION INTO USING COMPILATION
OF THEME – BASED LEXICAL LISTS
ON PRIMARY STUDENTS’ VOCABULARY RETENTION
(Dạy từ vựng cho học sinh tiểu học
thông qua phương pháp sưu tập từ theo nhóm)

M.A MINOR THESIS

Field: English teaching methodology
Code: 8140231.01

Hanoi, 2019


VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

TRẦN THỊ HÀ THU

AN INVESTIGATION INTO USING COMPILATION
OF THEME – BASED LEXICAL LISTS
ON PRIMARY STUDENTS’ VOCABULARY RETENTION


i


ACKNOWLEDMENTS
First and foremost, I would like to express my heartfelt gratitude to my
supervisor, Dr, Mai Thị Loan for her valuable guide, patient support and
encouragement in the completion of this M.A. Thesis.
I am so grateful to the writers of many books and Web pages I read which
have stimulated my thinking on doing this paper.
This study has been also completed with the invaluable help and the co –
operation of the students and the English teachers at Khanh Nhac A Primary
School. Without their enthusiastic contribution and cooperation, this research would
certainly not have been completed.
Finally, I am greatly thankful to my family and friends, who are forever a
great source of support and encouragement.

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ABSTRACT
The study aims at investigating the use of compilation of theme-based lexical
lists in teaching vocabulary to primary students at a primary school in Ninh Binh. In
order to fulfill the aim of the study, the instruments employed to collect data were
test, classroom observations and questionnaire for the students. The results of the
data analysis indicate that the students gave prominence to vocabulary teaching and
learning through compilation of theme-based lexical lists. The students also
achieved considerable progress in their vocabulary retention after attending
vocabulary lessons using compilation of theme-based lexical lists. In addition, the
findings of the research point out some recommendations to better situation for the

2.3. Teaching English to young learners ................................................................... 12
2.3.1. Characteristics of young learners ................................................................... 12
2.3.2. Teaching English vocabulary to young learners ............................................ 13
2.4. Methods in vocabulary teaching ......................................................................... 14
2.4.1. The Grammar -Translation Method ............................................................... 14
2.4.2. The Direct Method ......................................................................................... 15
2.4.3. The Audio-Lingual Method ........................................................................... 15

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2.4.4. Communicative Language Teaching .............................................................. 16
2.5. Compilation of theme-based lexical lists in English vocabulary teaching and
learning ...................................................................................................................... 16
2.5.1. Theme-based teaching approach .................................................................... 16
2.5.2. Planning vocabulary teaching using compilation of theme-based lexical lists18
2.6. Summary ............................................................................................................. 19
CHAPTER 3: RESEARCH METHODOLOGY ................................................. 20
3.1. Experimental research ........................................................................................ 20
3.2. The setting of the study ...................................................................................... 20
3.3. Participants ......................................................................................................... 21
3.4. Data collection instruments ................................................................................ 22
3.4.1. Test ................................................................................................................. 22
3.4.2. Classroom observations.................................................................................. 22
3.4.3. Questionnaire ................................................................................................. 23
3.5. Data collection procedure ................................................................................... 24
3.6. Data analysis procedure ...................................................................................... 24
3.7. Summary ............................................................................................................. 25
CHAPTER 4: DATA ANALYSIS AND DISCUSSION ...................................... 26
4.1. Data analysis ....................................................................................................... 26


:

Content-Based Instruction

CLT

:

Communicative Language Teaching

GTM :

Grammar Translation Method

UK

:

United Kingdom

US

:

United States

%

:

viii


CHAPTER 1: INTRODUCTION

1.1.

Rationale
Today, with the world’s borders more porous than ever, coming along with

the international globalization and technological advancements, the importance of
foreign languages is obviously proved. Foreign language can be considered as an
effective tool to deepen our understanding and appreciation for the rich and
complex world we are living in. English, which is the most common language, has
been now widely taught in almost every school in Vietnam. Besides four main skills
of English including listening, reading, speaking and writing, it is necessary to
consider the importance of vocabulary which is not only the tool for expressing
ideas but also the basis to improve the four skills. Underlining the essential role of
vocabulary acquisition, Schmitt (2000:55) likens lexical knowledge to center of
communicative competence and the acquisition of a second language”. Therefore,
vocabulary is presented throughout every unit in the English textbook published by
the Ministry of Education and Training, integrated into four skills in English
lessons.
Being a teacher of English, I am well aware of the importance of applying
effective methods in teaching vocabulary to primary students. The previous studies
have provided various methods of teaching vocabulary at primary schools. Pham
Thị Thu Trang (2012) conducted a study on teaching vocabulary to primary
students by using story telling method. Vũ Thị Thanh Tâm (2012) introduced an
action research on using stories and drama in vocabulary teaching. Besides, Naveen
(2009) proved the effect of other vocabulary teaching methods including


exploration:
(1) To what extent does compilation of theme-based lexical lists affect students’
vocabulary retention?
(2) What is the current situation of vocabulary teaching and learning by using
compilation of theme-based lexical lists?
(3) What are some recommendations on vocabulary teaching through
compilation of theme-based lexical lists?
1.4.

Method of the study
The study was carried out by these steps:
First, the pre-test were administrated to the students in experimental and

control class.

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Second, compilation of theme-based lexical lists was applied in the English
lessons in experimental classes in four weeks. Simultaneously, classroom
observations were made by the researcher in order to discover the use of
compilation of theme-based lexical lists in English lessons.
After that, the questionnaire was delivered to forty students of experimental
class to investigate their attitudes toward learning vocabulary through compilation
of theme- based lexical lists as well as their recommendations to promote teaching
and learning vocabulary in classes.
The post-test were administrated after four weeks of applying compilation of
theme-based lexical lists to investigate the students’ vocabulary retention after the
course.

objectives, research questions, method, scope and design of the study.
Chapter 2 is the Literature Review. In this chapter, the writer focuses on some main
points: the role and types of vocabulary in English teaching and learning, the
importance and the characteristics of teaching vocabulary to primary children,
methods of vocabulary teaching and compilation of theme-based lexical lists in
vocabulary teaching.
Chapter 3 focuses on Research Methodology which includes the description of the
setting and the participants of the study. Data collection instruments and data
analysis procedure are also introduced.
Chapter 4 – Data analysis and Discussion aims at analyzing the collected data.
Based on the analysis, some discussion on the use of compilation of theme-based
lexical lists on primary students’ vocabulary retention was given.
Chapter 5 provides the summary of the main issues and some recommendations for
the effective use of the compilation of theme-based lexical lists in English teaching.
The limitations as well as some suggestions for further study are also included in
this part.

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CHAPTER 2: LITERATURE REVIEW

2.1.

Previous studies on theme-based teaching
There have been a lot of researchers carrying out studies on the use of theme-

based teaching in the world.
Examining the effective of theme-based syllabus for young second language
learners, Alptekin, Ercetin and Bayyurt (2007) reported a longitudinal


2.2.1. Definition of vocabulary
Many different definitions of vocabulary have been given by linguists.
Wilkins (1972: 11) stated that vocabulary is an important part of language
learning and the human existence, without which no communication can be
successful. Vocabulary is collection of all words that constitute a language under
discussion or a particular subject. According to Richards and Renandya (2002: 255),
vocabulary is the core component of language proficiency and provides much of the
basis for how well learners speak, listen, read, and write. Richards (2000: 70) said
that vocabulary is one of the most obvious components of language and one of the
first things applied linguistics turned their attention to.
In Advanced Learners Dictionary of Current English, Hornby (2006: 1645)
stated that vocabulary is: (1) all the words that a person knows or uses, (2) all the
words in a particular language, (3) the words that people uses when they are talking,
and (4) a list of words with their meanings especially in a book for learning a
foreign language. A vocabulary, usually developed with age, serves as a useful and
fundamental tool for communication and acquiring knowledge. Acquiring an
extensive vocabulary is one of the largest challenges in learning a second language.
Furthermore, according to Hamer (1991: 151 – 161), teaching vocabulary is
clearly more than just presenting a new words. This may, of course have its place but
there are other issues too. However, not all vocabulary can be learned through
interaction and discovery techniques. Thus, statement implies that learning vocabulary
cannot always be done through interaction and discovery techniques for the beginners.
The reason is that, in doing such as technique, the learners are demanded to have an
adequate number of vocabularies that have been mastered before.

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From the above definitions, it can be concluded that vocabulary is all about



a thing and can be generic (common nouns) or specific (proper nouns). They can
serve as the subject or object or a verb or as a possessive or the object of a
preposition. Pronouns are nonspecific words that take the place of nouns. They are
small, short words that help avoid repetition and cut back on the need for longer
nouns. Verbs are words that describe an action and come in many different tenses
and forms. Adjectives are words that describe nouns. They usually come before the
noun they modify. Adverbs are words that describe verbs. Prepositions are words
used to describe the relation between words in a sentence and are the beginning to a
prepositional phrase. Conjunctions are words used to bring two or more different
clauses, phrases, or items together in a sentence. Interjections are words used to
show a quick and immediate emotion. They often stand by themselves and are
followed by an exclamation mark.
2.2.2.4. Classification by the concept of morpheme
Basing on the concept of morpheme, there are simple words, derived words
and compound words. Simple words are words consisting of one root morpheme.
Derived words are words consisting of one root morpheme and one or more
derivational morphemes. Compound words are word consisting of at least two roots
with or without derivational morphemes.
2.2.2.5. Classification by level of usage
According to the level of usage, vocabulary can be divided into common,
literacy, colloquial, slang and technical words. Common words or popular words
often connect with the ordinary things or activities and make up the biggest part of
the vocabulary with its core as basic words stock. Literacy words are chiefly used in
writing, formal and elevated in style like the word purchase/ buy. Colloquial words
are used mainly in speaking to colleagues or friends and in informal writing. Slang
words are words of vigorous, colorful, fictitious or taboo nature, invented for
specific occasions or uses or derived from the unconventional use of the standard
vocabulary. Technical words are used in various special fields with functions partly

someone or something that is able to succeed. Nation (2001) also stated that
meaning encompasses the way that form and meaning work together, in other
words, the concept and what items it refers to, and the associations that come to
mind when people think about a specific word or expression. Use, as Nation (2001)
noted, involves the grammatical functions of the word or phrase, collocations that
normally go with it, and finally any constraints on its use, in terms of frequency,
9


level, and so forth. For form, meaning, and use, Nation (2001) declared there is both
a receptive and productive dimension, so knowing these three aspects for each word
or phrase actually involves 18 different types of lexical knowledge, as summarized
in the following table.
Table 2.1. What is involved in knowing a word. Source: Nation (2001: 27)
Aspect

Component
spoken

Form

Meaning

Use

Receptive knowledge
Productive knowledge
What does the word sound How is the word
like?
pronounced?

word occur?
people use this word?
What words or types of
What words or types of
collocations words occur with this
words must people use
one?
with this one?
constraints on Where, when, and how
Where, when, and how
use (register, often would people expect often can people use this
frequency…) to meet this word?
word?
written

What does the word look
like?

The researcher strongly agrees with Nation (2001) that form, meaning and
use are three significant aspects of vocabulary knowledge. Knowing a word is a
complex process that involves learning several different but interrelated types of
word aspects.
2.2.4. The role of vocabulary in English teaching and learning
Nation (2001) describes the relationship between vocabulary knowledge and
language use as complementary: knowledge of vocabulary enables language use,
10


and conversely, language use allows people to increase vocabulary knowledge. In
other words, a person cannot use a language without having certain knowledge of



2.3.

Teaching English to young learners

2.3.1. Characteristics of young learners
For the successful teaching of English in primary schools, above all, it is
essential for the teacher to understand the young learners’ characteristics, instincts,
and interests in their cognitive, linguistic, and emotional aspects.
Clark (1990: 6-8) gives a list of the characteristics which young learners share:
1. Children are developing conceptually: they develop their way of thinking
from the concrete to the abstract thing.
2. Children have no real linguistics, different from the adult learners that
already have certain purpose in learning language, for instances, to have a better
job, children rarely have such needs in learning a foreign language. They learn
subject what school provide for them.
3. Children are still developing; they are developing common skill such as turn
talking and the use of body language.
4. Young children very egocentric, they tend to resolve around themselves.
5. Children get bored easily. Children have no choice to attend school. The lack
of the choice means that class activities need to be fun interesting and exciting
as possible by setting up the interesting activities.
According to Phillips (1995), in learning a language, young learners respond
to the language, depending on what it does or what they can do with it rather than
treating it as an intellectual game or abstract system. Brewster (1991) supports it by
saying that theories of the children’s learning require that young learners be
supported by moving from the abstract to the concrete and through being involved
in activity. It can be understood that the children need activities that are more
concrete rather than abstract and to be involved in those activities in order that they

 Supported appropriately
 Part of a coherent whole
 Multisensory
 Active and experimental
 Memorable
 Designed to provide for personal, divergent responses and multiple
intelligences
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 Offered in a relaxed and warm learning atmosphere
In fact, we cannot expect our young students to learn the items we teach and
remember all the words in the lessons. Although children can learn new words very
quickly, they will also forget them quickly. Therefore, new words should be
introduced repeatedly in different situations in the following lessons. Since mere
practicing can be extremely boring and tiring to young learners, teachers should be
creative enough to wrap practicing in games, role plays and in singing songs,
activities that seem to be fun and interesting.
2.4.

Methods in vocabulary teaching
Lê Văn Canh (2003) affirms that a new approach to English language

teaching is needed due to the status of English as an international global language.
Indeed, in order to bring students with the large amount of vocabulary, it is
extremely important for teachers to apply various methods and techniques in
language teaching. Some major foreign language teaching approaches are briefly
given as follows.
2.4.1. The Grammar -Translation Method
The Grammar- Translation Method (GTM) derived from traditional

2.4.3. The Audio-Lingual Method
The Audio-Lingual Method (also called Army Method, Mim-mem Method or
Aural Oral Approach) is derived from The Army Method, so called because it was
developed through a U.S. Army programme devised after World War II to produce
speakers proficient in the languages of friend and foes. As Thornbury (2000) states, the
Audio-Lingual Method considered language simply as form of behaviour to be learned
through the formation of correct speech habits. Audio Linguists believe in the
separation of the four language skills: listening, speaking, reading and writing. The
Audio Lingual Method uses certain practical techniques like mimicry, memorization,
pattern practice and the language laboratory; it encourages the use of dialogues and
substitution tables. In the Audio-Lingual Method, like the Direct Method, students are
taught a language directly without using the students’ native language. However, while
the Direct Method focuses on teaching vocabulary, the Audio-Lingual Method drills
students in the use of grammar.

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