Techniques to improve the effectiveness of teaching english vocabulary in grades 10, 11

TABLE OF CONTENTS
Content	 Page
A. INTRODUCTION
I. Reason for choosing the topic
1. Theoretical basis
As we all know, 2010 - 2011 is the fifth academic year that whole education sector implements a “two zero” campaign with four contents to improve the quality of education, renovate textbooks, renovate teaching methods on a comprehensive basis to develop student’s positive quality, initiative, creativity, consider student as center. How the students understand the lesson, acquire the lesson the fastest, how to have exciting class, attract students to help them to master the lesson on the premises are always concerns for each teacher in general and English teacher in particular. Especially, English becomes a popular language all over the world at present, the aim of learning English is to be able to use fluently to communicate. To use English, learners must have rich vocabulary. Therefore, at present one of the ultimate needs is that teachers have to improve methods to help students have rich vocabulary to meet the communication needs.
2. Basis in reality
In the process of teaching English textbooks in grade 10 and 11, I realize that there are still some inadequacies such as the number of new words in each lesson is too much while the teaching of vocabulary is only a part (maximum ¼) of the duration of a lesson, so teachers don’t have enough time to provide all, if you try to provide the full amount of new words in the lesson, you will not have enough time to perform other activities. In addition, content of lesson’s topic is difficult and abstract that also makes teaching words harder. Some teachers still provide passive and inefficient new words by using mother language to translate, so students aren’t interested in studying. That leads to the fact that the majority of students rarely remember new words.
Chapter 1 is an overview of the research topic and chapter 2 shows the specific research contents. The conclusion part shows contribution of the topic and makes some suggestions.
II. RESEARCH PURPOSES
III. RESEARCH OBJECTS
IV. RESEARCH METHOD
V. STRUCTURE OF TOPIC
B. CONTENT
CHAPTER 1: OVERVIEW OF RESEARCH TOPIC
1.1. General principles of the vocabulary teaching
In order to bring into play the positive quality, initiative, creativity of the students, the teachers need to organize the teaching process in the direction of activating the learners' activities. At that time, the teacher is the only person who transfers the knowledge to the students, the students want to comprehend that knowledge then they have to learn themselves by their activities. Therefore, when teaching vocabulary, teachers need to master the principles:
*Teach cover of the language
Firstly, the teacher reads vocabulary for the students to listen. The teacher always has to start with listening activity. Then, teacher provides the spelling of the word by writing the word on the board. Finally, teacher provides the transcription and accentuation of words. 
*Teach the meaning of the word
The principle of providing English vocabulary is to make students discover the meaning of the word without using the mother language. So students don’t learn vocabulary passively, don’t forget words that they study the very next day. There are many tips to teach students to understand the meaning of words such as using real objects, pictures, examples, explanations, ...
*Teach the grammar of the word
When teaching the grammar of the word, teacher notes that the past or past participle form of the irregular verb, special form when switching to plural nouns and other special cases.
*Teach the use of words
For student to use the correct word, the instructor needs to show that which words can combine together, how to use words in specific contexts and can ask questions for student to use new words to answer.
Generally, when teaching, if teacher guarantees the four principles above, student will be provided all the necessary vocabulary elements. However, to teach a specific word, it is necessary to follow specific steps which will be presented in detail as follows.
1.2. Steps of introducing new words
To introduce a new word the instructor should carry out the following process:
First, teacher uses the appropriate skills to elicit and provide meaning of the word, then introduces the word in English and pronounces that word three times (require clear pronunciation). Next, teacher asks whole class to repeat in chorus (2-3 times), then calls some students to check (2-3 students) and corrects wrong pronunciation. After student can read the word, teacher writes new words on the board and provides elements as stress, transcription, part of speech.... then checks the meaning of the word in Vietnamese. Finally, teacher asks student to write words into notebook.
Example: Introduce “Detective” (English 10 – unit 13).
Firstly, teacher uses the example to introduce the word: "The adventure of Sherlock home is a detective film. So what does detective man mean?". Student answers: "Trinh tham". Teacher introduces the word which teacher want to teach in English: "So "Trinh tham" in English is detective." Then teacher reads 3 times, asks whole class to repeat and then calls 3 students to re-read the word to check student’s pronunciation and fix wrong errors if any. Teacher writes new words on the board and shows students that stress of the word is on the second syllable and part of speech is an adjective. Next, teacher asks questions to test the meaning of the word: "What does detective man mean?". Student answers: "Trinh tham". Finally, teacher requires the whole class to write the word which students have just learned in the notebook.
1.3. Tips to introduce new words
1.3.1. Visuals
1.3.2. Mime
1.3.3. Realia:
Teacher brings the real thing to class to introduce to students.
Example 1: Green bean
(English 11 – Unit 8: Celebration)
Example 2: Lucky money
(English 11 – Unit 8: Celebration)
1.3.4. Synonym / Antonym
a. Synonym
Teacher uses synonym to explain to students
Example: Decrease (English 11 – Unit 7: Population)
Decrease (v) = fall (v)
b. Antonym
Teacher uses antonym to explain to students.
Example: Increase (English 11 – Unit 7: Population)
Decrease (v) >< Increase (v)
1.3.5. Translation
Teacher translates the meaning of the word into Vietnamese for the students
Example: Conservation (English 10 – Unit 10: Conservation)
Conservation (N) = Su bao ton
1.3.6. Situation or explanation
Teacher gives the situation or explanation for the students to guess the meaning of the word.
Example: Champion (English 10 – Unit 14: The World cup)
Teacher: You play a game. Then you win. You will be the champion. What does the champion mean?
Student: Nha vo dich.
1.3.7. Example
Teacher gives example for the students to guess the meaning of the word.
Example: “Cartoon film” (English 10 – unit 13): Tom and Jerry, Micky mouse
Each technique above has its own strengths, however while teaching, teacher needs to be flexible in combining them to explain words as quickly as possible, not to waste time and help students remember new words easily and effectively.
1.4. Techniques of checking vocabulary 
In addition to the application of techniques to introduce words, to improve the efficiency of teaching vocabulary, teacher also has to apply the techniques of checking vocabulary as in diagram 2:
Jumbled words
Rub out and remember
Bingo
Techniques of checking vocabulary
Ordering
Matching
Slap the board
What and Where
Diagram 2: Techniques of checking vocabulary
1.4.1. Rub out and remember
Teacher introduces the new word into a list on the board, writes the Vietnamese meaning next to each word. Then students copy the new words into their notebooks and fold them. Teacher deletes a word and asks students: "What's this in English?". Students give the answer. When all words were deleted, teacher requires students to read all deleted words based on Vietnamese meaning. If there is time, teacher calls students to the board and asks students rewrite all new words which student learned. This technique helps students memorize new words as soon as they are in class.
Example: English 10 – unit 13: Film and cinema – Part A: Reading
.: century
.: a series
.: motion
.: existence
.: character
.: spread
1.4.2. Slap the board
Teacher writes new words on the board but not in order. If teacher wants to know that whether students can remember or not, teacher can write Vietnamese meaning or hang pictures on the board. Teacher calls two groups, each group consists of 5 or 6 people to the board. Teacher chooses one student from each group, distance from these students to the board is equal. Teacher reads clearly a word in Vietnamese, students must run quickly on the board and hit the corresponding English words. Person who hits faster and more accurately will score point for team. Teacher continues to choose other pairs. In this technique, if teacher reads English words, student will identify new words through listening. If teacher uses Vietnamese meaning or pictures, teacher can check whether student can remember the meaning of words.
Example: English 11 – unit 12: The Asian Games – Part C: Listening
Earth connection
Live transmission
Freestype swimming
Beam
1.4.3. What and Where
Teacher writes new words into circles on the board but not in order. When all new words are on the board, teacher asks student to repeat new words in the circle. Teacher deletes a word but does not delete the circle. Teacher requires student to read again all words including deleted words by pointing to the empty circle. This activity continues until there are no words on the board. If there is time, teacher calls a student to the board to write down all the learned new words. Teacher can give student mark. By using this technique, teacher can check student’s ability of remembering new word.
Example: English 10 – unit 14: The World cup – Part A: Reading
Champion
Compete
Defeat
Tournament
Elimination games
Trophy
1.4.4. Matching
Teacher writes new words into a column on the left, writes definitions, meaning of words, hangs or draws pictures in the right column. Teacher requires students to match the words to the definition, meaning, or pictures in the right column.
Example: English 11 – Unit 10 nature in danger
pollutants	a. Phá hủy
co-exist	b. Các chất làm ô nhiễm
destroy	c. Cùng tồn tại
1.4.5. Jumbled words
Teacher encloses the cardboard on which new words are wrote but letters aren’t in order. Teacher requires students to work in group. Group that writes words the fastest, the most correctly, will get mark. Teacher will correct if there is wrong word. Whole class reads again the words.
Example: English 11 – unit 14: Recreation
lwearfatl
wrildeesns
cgaompurnsd
edepersds
sueloitd
Selegnpi bga
1.4.6. Bingo
Teacher draws a table of 6 cells on the board. Then teacher asks students to copy any 6 new words in learned words into the table. Teacher reads new words. If students hear word which has in the table, students will cross that word. If student crosses all 6 words, he/she will say "bingo". Person who says "bingo" first is the winner. This technique can be used to test and revise new words taught in a lesson.
Example: English 10 – Unit 15: cities
Attract
Characterise
Finance
Located
Ice-free
Harbour
1.4.7. Ordering
Teacher writes new words on the board but not in order, students will copy to notebook. Teacher reads a paragraph. Students number words according to order of appearance. Teacher calls student to give the answer and reread the paragraph to check.
Example: English 11 – Unit 12: The Asia Games – Part D: Writing
“To prepare for the 22th Sea Games, we had to do a lot of things. First of all, we built My Dinh stadium and some more sport buildings. Next, we upgraded National sports Centre and local stadiums. Then, we widened the training areas and road to sports building. We also promote and advertised the preparations for the Sea Games on the radio and TV. Besides, we recruited volunteers to serve the Games. Finally, we held a competition to choose an official song.”
*Answer keys: Recruited (4)	Promote (3)	Finally (5)
	Upgraded (1)	Official (6)	Widened (2)
CHAPTER 2: SPECIFIC RESEARCH CONTENT
2.1. Current status of teaching vocabulary in Ethnic Minority Boarding High School
Ethnic Minority Boarding High School was established 48 years ago, has achieved remarkable achievement in recent years. However, for English subject, the achievement is not still high. English subject at the school has 5 teachers. To find out current status of teaching vocabulary in the school and to ensure objectivity, I conducted to investigate 4 remaining teachers of foreign language group.
Firstly, I ask them to answer the following question: "When introducing vocabulary, teachers often write on the board, then students will read or teachers introduce words before, then students will read and teachers write on the board." This question is asked to investigate the teacher's vocabulary teaching process. The results are as follows:
Process of teaching new words
Teach the reading, then write on the board
Writing on the board, then teach the reading
Quantity
2
2
Table 1: Results of investigating process of teaching new words
The table above shows that only 2 teachers are teaching students how to read before teaching the spelling. 2 remaining teachers write on the board first and then students will read words.
Secondly, I ask the question "Teachers show how often they use tips to teach vocabulary by ticking the following boxes." This question is asked to investigate how often teachers use tips of teaching vocabulary. I attain the following results:
Level
Techniques
Frequently
Sometimes
Rarely
Never
Visuals
2
2
Mime
1
3
Realia
4
Synonym / antonym
2
2
Situation & explanation
3
1
Example
2
1
1
Translation
4
Table 2: Results of investigating how often teachers use tips of teaching vocabulary
Through table 1 we can see that techniques for introducing vocabulary use visual tools such as visuals (use picture or draw picture on the board), mime (use expression, manner, and action) and realia (use real things) that aren’t used frequently, rarely used or never used. Two teachers sometimes use visuals and two remaining teachers rarely use. Three people never use mime tool and only one person rarely use mime tool. Realia tool is never used. Meanwhile, the verbal technique of introducing vocabulary is used more frequently. The most commonly used technique is: Translation (all 4 people use frequently), next is situation and explanation (3 people use frequently and 1 remaining people sometimes use), third is example (2 people use regularly) and finally is synonym / antonym (2 people use regularly, 2 remaining people sometimes use).
The third question to investigate the student’s study of the vocabulary in class. The question is as follows: "Teachers indicate how often to check the student’s study of vocabulary in class by ticking the following table." The answer is as follows:
Idea
Frequently
Sometimes
Rarely
Never
Quantity
1
1
1
1
Table 3: Results of investigating how often to check the student’s study of vocabulary in class
Table 2 shows that the level is mostly occasional and seldom. two people sometimes check and one people rarely check. Only one teacher regularly checks and still one person never checks
Thus, it can be seen that the application of techniques to teach vocabulary at the Ethnic Minority Boarding High School is quite frequent. However there are still some points to make good: firstly, 1/3 teacher still teaches vocabulary according to method of writing words on the board and then teaching the reading. Meanwhile the principle of teaching vocabulary is to teach the reading before writing on the board. As well as students learn mother language, they must start listening and then imitate and learn spelling. Secondly, when introducing vocabulary, teacher still uses rarely techniques of introducing words by visual tools while students are more likely to be attracted by visual tools. Thirdly, in addition to teaching vocabulary, teachers do not often check student’s study of vocabulary in the classroom. Once teacher check vocabulary right in the classroom, students will remember more vocabularies and it is easier for the students to re-learn vocabulary at home.
In short, in my opinion, if we can overcome the disadvantages above, surely the results of studying vocabulary of the students in particular and the results of learning English in general will be higher.
2.2. Experiment and experimental results
2.2.1. Experiment
To know if using skills of teaching vocabulary mentioned above in a flexible way, whether student’s study quality can be improved or not, I conducted experiment.
Firstly, I chose two classes with the same ability in four classes I was assigned to teach: 11B and 11G. After that, I conducted to teach unit 15: Space conquest part A: Reading in both classes with different vocabulary introduction. In class 11G, I taught the new words as follows: I wrote word on the board first and then taught how to read words, the new words were mainly introduced by translating into Vietnamese and I didn’t check student’s study of words in class. In class 11B I taught student how to read word, then I wrote words on the board, I used many different techniques to introduce vocabulary and used "rub out and remember" to check again. Detail as follows:
In unit 15: Space conquest – A: Reading, there are following new vocabulary that teacher needs to teach: Lift off, orbit, speed, uncertainty, tragic, rename
*Introduce “lift off”
- Teacher shows pictures to the students and asks.
Teacher: What is it about?
Students: A spacecraft is being blasted off
Teacher: In English “blasted off” is lift off. Now listen to me
Lift off (three times). Now listen and repeat. Lift off (three times)
Students: Lift off (three times)
Teacher calls 3 students in the class to read again (If they misread, teacher will correct right away)
Teacher writes words on the board.
Then teacher explains that "lift off" is a verb phrase to the students.
(Note that words have syllable which is difficult to read or students are easy to misread, teacher needs to write clearly transcription of that syllable for the students. For words with two or more syllables, teacher teaches accent of the word to the students).
Teacher checks the Vietnamese meaning of the word.
Teacher: So what does lift off mean?
Student: It means “phong len”
Teacher require students to write word that they have just learned in notebook.
Same steps with the remaining words. In the remaining words I used the new word introduction techniques as follows:
+ orbit (visuals):
+ Speed (example): 40km/h, 50km/h
+ Uncertainty (antonym) Uncertainty >< Certainty
+ Tragic (explanation) Tragic means very sad. Tragic accident means that the accident is very serious
+ Rename (example): The street was renamed TRAN HUNG DAO
Then I used tip of "rub out and remember" to check again. In the next lesson, I conducted to check whole class by reading the Vietnamese meaning of the word for the student to write word, stress, and part of speech.
2.2.2. Experimental results
The results after synthesis in two classes are as follows:
Class
Number of students
Classification
Excellent
Good
Average
weak
Student number
%
Student number
%
Student number
%
Student number
%
11B
29
15
51.7
10
34.5
4
13.8
0
0
11G
24
7
29.2
8
33.3
8
33.3
1
4.2
Table 4: Experimental results in both class 11B and class11G
From the table above we can see that when applying the techniques of teaching vocabulary in a flexible manner together with the implementation of reasonable teaching and the combination of teaching and testing improved the learning results of the students. Spec