Researcher : M.A. Nguy n Th nh D ng Presentation Outline 1. - - PowerPoint PPT Presentation

Researcher: M.A. Nguyễn Thị Ánh Dương

ENHANCING STUDENTS’ VOCABULARY RETENTION THROUGH VOCABULARY CHECKING TECHNIQUES

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Presentation Outline

• 1. Problem Identification
• 2. Aims of the study
• 3. Research questions
• 4. Methodology
• 5. Major findings
• 6. Implications
• 7. Limitations of the study

• 1. Problem Identification
• 1. Difficulty retaining

words

• 2. Do not know how to

learn, remember, use

• 3. Forget soon, become

dead → difficulty in communication (oral, written)

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Vocabulary

• “It is the experience of most language teachers

that the single, biggest component of any language course is vocabulary. No matter how well the students learn grammar, no matter how successfully sounds of L2 are mastered, without words to express the wide range of meaning, communication in an L2 just cannot happen in many meaningful way .” (McCarthy, 1990, p.2)

Vocabulary

• “Vocabulary maybe individual words, or full

sentences – institutionalized utterances – that convey fixed social or pragmatic meaning within a given community.”

(Michael Lewis, 1938, p.89)

• “… with different function of vocabulary in

sentences, English vocabulary can be divided into different items as part of speech. They are nouns, verbs, adjectives, adverbs, prepositions and pronouns.”

(Quirk, 1987, p.18)

Retention of vocabulary

• “Retention as a function of the number of

repetition.”

(Baddeley, 1990)

• “Understanding how we store information in the

memory and why certain chunks of it seems t “stick” while others slip away is obliviously a matter of concern to anyone whose work involves helping others to learn. For language teachers this knowledge should help to establish classroom procedures that will promote more effective learning and retention of new language items.”

(Grains, 1999, p.86)

Vocabulary learning strategies

• “English vocabulary learning strategies include

those techniques that help learners to remember what have learnt – their storage and retention of new information.”

(Oxford, 1990)

• “The most suitable activities for fluency practice

are ones in which a substantial part of the requirements of the task are already within the experience and capacity of the learner.”

(Paul Nation, 1994, p.207)

• 2. Aims of the study
• experiment two different methods in control class,

experimental class to determine effective techniques to help learners acquire vocabulary

• investigate impact of vocabulary checking

techniques on vocabulary retention of 10th grade Ss at SPHS

• improve 10th graders’ vocabulary retention through

different activities to check vocabulary; help learners find most effective way to remember, develop vocabulary

• 3. Research questions

Research question: Is there any significant relationship between vocabulary checking techniques and learners’ vocabulary retention? Research hypothesis: The mean for the experimental group is significantly higher than that for the control group?

Quantitative research methodology

• quasi – experimental method
• 4. Methodology

4.1. Data collection

Questionnaires Pre- test and post-test T-test

1 2 4

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Teacher’s diary

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Questionnaires

• 5 Yes/No questions translated into Vietnamese (closed‐

ended items)

• Conducted at beginning of research as pre‐test and after

experimental process as post‐test.

• Each test consists of 5 vocabulary questions (Time

allowance: 15 minutes): 2 objective tests (matching, multiple choice), 1 word formation exercise, 1 checking stress, 1 phonemic script

• useful statistical tool

Instrument Pre‐test and post‐test T‐test

Visual techniques

• flashcards, photographs, blackboard drawings, wall charts,

relia, mine, gesture

• Illustrative situations (oral or written), synonym and

definition, contrasts and opposites, examples of the type.

• numerous puzzles, word squares, crosswords, jigsaw tasks,

picture‐describing

Vocabulary checking techniques Verbal techiques Games Role‐play

• T: situations; Sts: dialogues

Vocabulary checking techniques

Participants

• Grade 10 (10A1, 10A5)
• 31 students each class
• 4+ years studying English
• same cognition, learning motivation
• equal contributions for each

learning activity

Quantitative: tests

4.2. Data analysis

• 5. Major findings and discussion

Table 1: Comparison of mean scores in pre-test of the two groups

Groups Number of students Mean Control 31 3,8 Experimental 31 3,9

Major findings and discussion

Table 2: Pre-test score frequencies of the two groups The control group Valid scores Frequencies Valid percent (%) 1,5 1 3,2 2 4 12,9 2,5 4 12,9 3 5 16,1 3,5 1 3,2 4 3 9,6 5 9 29 5,5 3 9,6 6 1 3,2

Major findings and discussion

Table 3: Pre-test score frequencies of the two groups The experimental group Valid Frequencies Valid percent (%) 1,5 1 3,2 2 4 12,9 2,5 4 12,9 3 6 19,3 4,5 2 6,4 5 10 32,2 5,5 3 9,6 6,5 1 3,2

Major findings and discussion

High frequencies were at mark 3. 5, no good students, mainly at under par → students’ English proficiency, vocabulary size was at low level → many students did not have a good retention

• f the words introduced in previous lesson.

Major findings and discussion

Table 4: Frequency of distribution of the two groups in post- test Control class Valid Scores Frequency Valid percent (%) 3,5 2 6,4 4 4 12,9 4,5 2 6,4 5 3 9,6 5,5 10 32,2 6 3 9,6 6,5 2 6,4 7 2 6,4 7,5 2 6,4

Major findings and discussion

Figure 3: Frequency of distribution of the two groups in post- test Experimental class Valid Scores Frequency Valid percent (%) 4 1 3,2 4,5 2 6,4 5 4 12,9 5,5 1 3,2 6 1 3,2 6,5 4 12,9 7 12 38,7 7,5 3 9,6 8 2 6,4

Results

Table 5. Means of the pre-test and post-test

Means Control class Experimental class Pre‐test Post‐test Pre‐test Post‐test 3,8 5,5 3,9 6,5

How effective are different vocabulary checking techniques?

• motivation (aware responsibility, good preparation)
• positive learning environment (Sts: active, relaxed,

enjoyable, curious, eager, attentive; Vocab. leaning process: willing, natural)

• interesting lesson, comfortable classroom

atmosphere (T – Sts, Sts- Sts share ideas, views; learning

environment: cheerful, joyful)

• 6. Implications

Teacher’s thoughtful planning (games,

activities carefully chosen and organized: not too difficult/easy, related to lesson)

More vocabulary checking techniques used (help weak sts catch up with others, give

strong ones opportunities to improve vocab. )

Games, activities used more frequently (sts: encouraged → active, hard working,

enthusiastic, improve vocabulary acquisition)

• 7. Limitations of the study
• short time to general conclusion

(experimental process: seven weeks, 21 periods, 10‐15 mins each period spent on vocabulary work)

• types of work and activities could not be

varied

• small‐scale study

Suggestions for further research

• supplementary instruments (survey

questionnaire observations)

• conduct on longer period of time, larger scale

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