SKKN In the suggestion of some methods of teaching and learning English vocabulary

TABLE CONTENT
A. INTRODUCTION
	I. Resons for choosing the topic
 	II. Aims of the study
	III. Scope and research methodology
B. MAIN CONTENT
	I. Theoretical backgroud
	II. Practical background
	III. Methods for implementation
C. RESULT AFTER APPLYING THE STUDY
D. CONCLUSION
E. REFERENCE BOOKS
A. INTRODUCTION:
I. REASONS FOR CHOOSING THE TOPIC. 
English is widely used as an international language and it is considered the second language of all countries in the world. Thanks to the English that people around the world know and understand each other. English is one of the languages that have rich vocabulary, so students and people who use it do not encounter difficulties. 
Vocabulary is one of the most important parts of language learning, in any case: listening, speaking, reading or writing we also need a relatively large vocabulary. Unlike the learning of grammar, which is essentially a rule based system, vocabulary knowledge is largely a question of accumulating individual items. In fact, students are "afraid" to learn new words, the use of words is limited: misspelling, using the word incorrect, inconsistent with context. Most of the students have a habit of memorizing the meaning of words.
 All the above is because the students do not find themselves appropriate methods to learn vocabulary. As a teacher of English at Quang Xuong 4 high school in recent years, I fully understand and sympathize with the difficulties my students often encounter in the learning of English vocabulary. Somehow I want to help them overcome these difficulties. That is the reason for which I choose this topic.
I have applied these methods in teaching and learning English at Quang Xuong 4 high school, especially for 11th grade students in school year 2017-2018 and got satisfactory results. I, therefore, would like to share my own experience in this study.
II. AIMS OF THE STUDY.
In the suggestion of some methods of teaching and learning English vocabulary.
III. SCOPE AND RESEARCH METHODOLOGY.
- Scope: Researching in the process of teaching English at Quang Xuong 4 high school.
- Research methodology: making survey, reading reference books, applying in teaching, observing and drawing out experiences.
B. MAIN CONTENT.
I. THEORETICAL BACKGROUND
Principles of learning and teaching vocabulary:
However many theories about vocabulary learning process were written , it still remains the matter of memory. Thus, there are several general principles for successful teaching , which are valid for any method. According to Wallace, 1988 the principles are: 
+ Aim – what is to be taught, which words, how many.
+ Need – target vocabulary should respond students’ real needs and interests
+ Frequent exposure and repetition.
+ Meaningful presentation – clear and unambiguous denotation or reference should be assured.
Learning vocabulary is a complex process. The students’ aim to be reached in learning vocabulary process is primarily their ability to recall the word at will and to recognize it in its spoken and written form. Generally, knowing a word involves knowing its form and its meaning at the basic level. In deeper aspects it means the abilities to know its (Harmer 1993):
1-Meaning, i.e. relate the word to an appropriate object or context.
2-Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as style and register (the appropriate level of formality), to be aware of any connotations and associations the word might have.
3-Word formation, i.e. ability to spell and pronounce the word correctly, to know any derivations (acceptable prefixes and suffixes).
4-Grammar, i.e. to use it in the appropriate grammatical form.
II. PRACTICAL BACKGROUND
1. The views of teachers and students.
Teachers:
Most teachers are subjective and less attentive to explore how students learn the vocabulary, the majority of teachers only briefly examine students through their reading or writing the words. This leads to a remain problem, students only learn the vocabulary to cope with the situations.
Students:
The majority of students when are asked whether they enjoy learning English or not? The answer is yes, however, the big problem that they often meet is how to learn vocabulary effectively. Because they find that learning English vocabulary is difficult and takes more time to remember, so most students are lazy and afraid to learn.
III. METHODS FOR IMPLEMENTATION 
1. Learning word families: 
A word family is the base form of a word plus its inflected forms and derived forms made from affixes. In the English language, inflectional affixes include third person -s, -ed, -ing, plural -s, possessive -s, comparative -er and superlative -est. Derivational affixes include -able, -er, -ish, -less, -ly, -ness, -th, -y, non-, un-, -al, -ation, -ess, -ful, -ism, -ist, -ity, -ize, -ment, in- . The idea is that a base word and its inflected forms support the same core meaning, and can be considered learned words if a learner knows both the base word and the affix. 
Learning word families helps beginning learners to analyze and decode words. As learners know some of the basic word building patterns of English, particularly plural, past tense, present tense, stem+ing, stem+ed, possessive, it is more sensible to count word families than to count word types. 
For example: 
 Employ	Happy	 Success
 	Employment	Happily	Successful
 	Unemployment	Happiness	Unsuccessful
Employed	 Unhappy	Successfully
Unemployed	Unhappiness	Unsuccessfully	Employee	 Succeed
Employer	 Succeeding	
UNIT 4: VOLUNTEER WORK, PART A: READING (English 11)
Task 1. The word volunteer appears in the passage in different parts of speech. Use an appopriate form of the word volunteer to complete ech of the following sentences.
+Teacher elicits different parts of speech of the word “volunteer” and writes these words on the board.
+Instructs students to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank.
+Reminds students to pay attention to the word preceding and following the blank to fill in the right form of the word.
1-When she retired, she did a lot of ... service for the Red Cross.
2-She was not fired. She left the company .. .
3-She needs some .. to cleen up the kitchen.
4-Last month the company  to donate fifty trucks to help the flooded areas.
 Answer keys: 
 1. voluntary	 2. voluntarily	
 3. volunteers 4. volunteered
Furthermore, an understanding of word families allows either the form or the meaning of unfamiliar words to be guessed with some confidence. For example, students can guess that someone using a skate-board is a skate-boarder. It is easy to remember.
2. Using synonyms and antonyms.
Students can explore and recall the words they have learned before by giving the synonyms and antonyms of the words.
In the class, the teacher or one student of each group gives a word or phrases and asks the other students to give their synonyms or antonyms. This activity can be conducted as a game with two groups of students. The winner should be awarded prizes, which certainly encourages students. 
At home, students will rewrite the words they have learnt in the class on their vocabulary notebooks. This method is the useful way to inculcate the words.
For example: 
UNIT 1: FRIENDSHIP, English 11.
Teacher asks students to work in pairs and do the Task.
Match each word with the best synonyms.
1. __________ affair 	a. honest	
2. __________ constancy 	b. busines	
	3. __________ pursuit 	c. whisper
4. __________ rumour 	d. hobby, pastime
5. __________ sincere 	e.fidelity 
3. Learning collocations:
Collocations are combinations of words that are commonly used together like absolutely fantastic, educational development, object to, give up, the rich and famous, at once, in a minute, the United States of America.
Collocation forms:
+ Adj + noun
+ Verb + noun
+ Noun + verb
+ Adv + adj
+ Verb + adverb/ prepositional phrase
+ Noun + noun
+ Phrasal verbs
The best way to learn English collocations is to find the most frequently used words in the English language, write these collocations (they should be devided into topics so that it is easy to remember) on notebooks and study the most frequently used collocations with those words. 
Learning collocations helps students use the language fluently, and they are easy to identify and understand the exact meaning of the word in different concrete context. 
For example:
UNIT 10: NATURE IN DANGER, PART A: READING (English 11)
Read the passage and complete the following table.
The human race is only once small species in the living world. Many other species exist on this planet. However, human beings have a great influence on the rest of the world. They are changing the environment by building cities and villages where forests once stood. They are affecting the water supply by using water for industry and agriculture. They are changing weather conditions by cutting down trees in the forests. And they are destroying the air by adding pollutants to it.
It can be said that human beings are changing the invironment in all respects through their actions and by their habits. This has resulted in two serious consequences. The first is that many kinds of rare animals are killed. The second is that the environment where these animals are living is badly destroyed. As a result, the number of rare animals is decreasing so rapidly that they are in danger of becoming extinct.
Topic: Nature In Danger
Line
Collocations
Meaning
Example
1
human race 
loài người 
The human race is only once small species in the living world.
4. Miming: 
Especially for actions, we can act out a word to demonstrate its meaning. For example, when teaching the words blow, laugh, smile, cough, pain, have a headache/ toothache, kick or shoot, jump, etc. 
To check that students understand the words correctly, teacher writes the words on cards and asks some students to act out in front of the class, the other students have to say the word. This engages students in their learning.
5. Giving examples.
After learning the words in class teachers guide students to make simple sentences with those words at home. From which students can remember words and phrases in a simple way and they can use the words correctly.
For example: 
floppy
glance
embrace
Students can give examples as follows:
I like this floppy hat.
 He glances at his watch.
She embraced her son warmly.
6. Using pictures.
Using appropriate photographs, prints, pictures or paintings to introduce the new words is one of the meaningful way that helps students understand and remember the words quickly.
For example:
A floppy cotton hat. (Unit 2: PERSONAL EXPERIENCES _ Reading, English 11)
A wad of dollar notes. (Unit 2: PERSONAL EXPERIENCES _ Reading, English 11)
A roast turkey. (Unit 8: CELEBRATIONS _ Speaking, English 11)
A sailboat (Unit 11: SOURCES OF ENERGY _ Reading, English 11)
7.Using drawing to visualize, understand and picture vocabulary: 
Drawing pictures is a brain compatible aid to learning new vocabulary. In foreign language classes, the picture can represent both the meaning and the pronunciation. 
Teacher guides students to draw what comes to their mind about the given word. Students can create their own set of pictorial vocabulary words or create one and present that word to the class. This method is easy to study. Students can either drawing or learning, which helps them understand and inculcate the words in their mind. 
For example:
Body parts such as 	Animals such as
– lips 	ÿ pegion
 N eye
Emotions such as 	Things such as
 J happy 	b a bike	
 L Sad	¹ an o’clock
Caution: N dangerous
8. Learning logically, beginning with the last letter of the previous word. 
In the class, students are guided to make circles (6 - 8 members each). Students will play three or four minutes per round. The teacher will give the key word and the members of each group in turns will give the word that begins with the last letter of the previous word. The students who cannot give the answer in their turn will have to leave the circle. The group with most members left wins. 
(Students can do this activity in 15- Minute Class Meeting everyday. It is really exciting).
At home, students are advised to write the list of the words again on their notebooks, and teacher will collect the books at weekends for checking.
This method helps students systematize the words they have learned, so they would remember the words easily.
For example:
 	 scream – memorable – enthusiasm – mutual – lift - tension – network.. 
9. Learning through topics:
With this method, students can systematize the words they have learned, consolidate and remember the words deeper and longer.
Examples:
	PARTY( Unit 3, English 11)	HOBBIES (Unit 13, English 11)
	Food 	Fishing
	Drink 	Keeping fish
	Gift 	Swimming
 	Dress	Shopping
10. Improving vocabulary by reading: 
This method helps learners practise and expand their vocabulary, because “practice makes perfect” and the more learners read, the more words they will see, and the more they will understand and remember.
C. RESULT AFTER APPLYING THE STUDY
 After a year applying methods of teaching and learning English vocabulary at Quang Xuong 4 high school, I have got some satisfactory results. Most of my students have become more interested in learning English vocabulary and of course their ability to use English in communication has been improved step by step. Moreover, their learning results in English subject has got better ( as detailed in the following tables) 
 - At the beginning of the school year: 
Students
Excellent-good
Average
Weak (bad)
11 A
35%
50%
15%
11D
30%
50%
20%
 - At the end of the school year: 
Students
Excellent-good
Average
Weak (bad)
11 A
70%
30%
0%
11D
65%
35%
0%
D. CONCLUSION
Vocabulary teaching and learning is a large and continuing task. Although teachers can provide useful input and support to help learners deal with this, it is ultimately 
the learners who have to learn and carry on learning.
Vocabulary learning cannot be left to itself. It needs to be strengthened by careful planning and well-directed teaching. The methods I have given in this study can be applied in avariety of ways and in a variety of types of courses. What is most important is that a principled approach is taken to vocabulary development so that learners get the best return for their learning effort.
Surely, this study can not avoid having limitations and making mistakes. Yet I hope it will be helpful for teaching and learning English vocabulary at high school.
I sincerely thank you!
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Thanh Hoa, May 20, 2018.
This is my own work!
 Nguyễn Văn Tâm
E. REFERENCES:
1. English vocabulary in use (Michael McCarthy/ Felicity O’Dell, Cambridge University Press)
2. Harmer, Jeremy: The Practise of English Language teaching, Longman, 1993 .
3.Wallace Michael: Practical Language Teaching, Teaching Vocabulary, Heinemann, 1988
4. Methodology handbook for English teachers in Vietnam (Ron and Carol Forseth, Ta Tien Hung, Nguyen Van Do).
5. Hirsh, D.; Nation, P. (1992), "What Vocabulary Size Is Needed to Read Unsimplified Texts for Pleasure?".
6. Bauer, L; Nation, P (1993), "Word Families" . 
DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Văn Tâm
Chức vụ và đơn vị công tác: TTCM- Trường THPT Quảng Xương 4
TT
Tên đề tài SKKN
Cấp đánh giá xếp loại
(Ngành GD cấp huyện/tỉnh; Tỉnh...)
Kết quả đánh giá xếp loại
(A, B, hoặc C)
Năm học đánh giá xếp loại
Một số phương pháp dạy đọc hiểu theo hướng tích cực.
Cấp ngành
C
2009-2010
Các kỹ năng dạy đọc hiểu theo hướng tích cực đạt hiệu quả cao môn tiếng Anh tại trường THPT Quảng Xương 4
Cấp ngành
C
2012-2013
Kỹ thuật sử dụng trò chơi trong dạy tiếng Anh.
Cấp ngành
C
2013-2014
Technique of using games in teaching English lessons for grade 12 at Quang Xuong 4 high school.
Cấp ngành
B
2015-2016
* Liệt kê tên đề tài theo thứ tự năm học, kể từ khi tác giả được tuyển dụng vào Ngành cho đến thời điểm hiện tại.