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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY LE THI THANH THI EFL TEACHERS’ PERCEPTIONS OF TEACHING VOCABULARY TO YOUNG LEARNERS AT QUY NHON-BASED PRIMARY SCHOOLS Field
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY LE THI THANH THI EFL TEACHERS’ PERCEPTIONS OF TEACHING VOCABULARY TO YOUNG LEARNERS AT QUY NHON-BASED PRIMARY SCHOOLS Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Dr Truong Van Dinh Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN LÊ THỊ THANH THI NHẬN THỨC CỦA GIÁO VIÊN ANH NGỮ VỀ VIỆC DẠY TỪ VỰNG CHO HỌC SINH NHỎ TUỔI TẠI CÁC TRƯỜNG TIỂU HỌC Ở QUY NHƠN Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS Trương Văn Định i STATEMENT OF AUTHORSHIP The thesis entitled “EFL Teachers’ Perceptions of Teaching Vocabulary to Young Learners at Quy Nhon-based Primary Schools” is conducted under the direction of Dr Truong Van Dinh at Quy Nhon University I declare that the information reported in this study results from my work and effort, except where due reference is made This thesis has not been submitted to any university for the award of a degree Binh Dinh, 2023 Le Thi Thanh Thi ii ACKNOWLEDGEMENTS First, I would like to express my gratitude to the EFL teachers at primary school who participated in this study Without their participation, this study would not have been accomplished I am enormously grateful to my supervisor, Dr Truong Van Dinh, for his excellent guidance, support, patience, and invaluable assistance He has always been available to support me not only academically but also spiritually I would also like to thank the lecturers in English, Department of Pedagogy, Quy Nhon University, for their support and guidance throughout the research process Besides, I am also indebted to the cooperation and support of 15 EFL teachers who spent their valuable time participating in the survey for my data collection Last but not least, my family members have been enormously supportive of my efforts to complete this project I am grateful to my parents for always encouraging and guiding me in my pursuits They are the epitome of good role models Le Thi Thanh Thi iii ABSTRACT Nowadays, early English education has become one of the increasing demands in the world The purpose of this research is to find out about primary school EFL teachers’ perceptions of teaching English vocabulary to young learners at primary level This research was phenomenology research which was conducted in 4 Quy Nhon-based primary schools To answer the research questions, the researcher employed both quantitative and qualitative approaches The qualitative approach was used with a questionnaire distributed to 15 primary teachers at 04 Quy Nhon-based primary schools and the qualitative approach was employed with interviews with these primary teachers to explore their perceptions and challenges of teaching English vocabulary to young learners The results showed that the primary school EFL teachers had positive perceptions of the importance of teaching English vocabulary to young learners Most primary school EFL teachers agreed that teaching vocabulary, selecting vocabulary and employing techniques are of great importance because of its usefulness in enhancing young learners’ ability to learn vocabulary The results also revealed many essential aspects of vocabulary instruction, ranging from selecting vocabulary and challenges for primary school EFL teachers This study is expected to give reference and knowledge to primary school EFL teachers so that they can implement some suitable strategies for their own classes Keywords: vocabulary, teaching English vocabulary to young learners, primary schools, primary school EFL teachers iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii CHAPTER 1: INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 2 1.2.1 Aim of the Study 2 1.2.2 Objectives of the Study 2 1.3 Research Questions 2 1.4 Scope of the Study 3 1.5 Significance of the Study 3 1.6 Design of the Study 4 CHAPTER 2 LITERATURE REVIEW 5 2.1 Theoretical Background 5 2.1.1 Child Language Acquisition and Learning 5 2.1.2 Characteristics of Young Learners 6 2.1.3 Teaching English to Young Learners 7 2.1.4 Challenges of Teaching Vocabulary to Young Learners 11 2.2 Teaching Vocabulary 12 2.2.1 Definition of Vocabulary 12 v 2.2.2 Types of Vocabulary 13 2.2.3 Importance of Vocabulary 14 2.2.4 Techniques for Teaching Vocabulary 16 2.2.5 Perception of Teaching Vocabulary to Young Learners 19 2.3 Previous Studies 20 2.4 Summary 24 CHAPTER 3: METHODOLOGY 25 3.1 Research Approach 25 3.2 Participants 26 3.3 Data Collection 27 3.3.1 Questionnaire 28 3.3.2 Interview 29 3.4 Data Analysis 30 3.5 Summary 30 CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Questionnaire Findings and Discussion 31 4.1.1 PSEFL Teachers’ Perceptions of Importance of Teaching English Vocabulary to Young Learners 31 4.1.2 PSEFL Teachers’ Perceptions of Choice of Vocabulary 34 4.1.3 PSEFL Teachers’ Perceptions of Techniques for Teaching Vocabulary 37 4.1.4 PSEFL Teachers’ Perceptions of Challenges in Teaching English Vocabulary to Young Learners 40 4.2 Interview Findings 42 4.2.1 Importance of Teaching Vocabulary to Young Learners 42 4.2.2 PSEFL Teachers’ Perceptions of Choice of Vocabulary 44 vi 4.2.3 Challenges Faced by PSEFL Teachers in Teaching Vocabulary to Young Learners 45 4.3 PSEFL Teachers’ Suggestions 47 4.4 Summary 50 CHAPTER 5: CONCLUSION AND IMPLICATIONS 51 5.1 Conclusion 51 5.2 Implications 53 5.3 Limitations 53 5.4 Suggestions for Further Research 54 REFERENCES 56 APPENDICES 62 vii LIST OF ABBREVIATIONS YLs Young Learners L1 Native Language or Mother Tongue EFL English as a Foreign Language PCK Pedagogical Content Knowledge PSEFL Primary School English as a Foreign Language viii LIST OF TABLES Table 3.1 Ethnological Information about participants……………… 27 Table 3.2 Description of items in the questionnaire…………….…….29 Table 4.1 PSEFL teachers’ perceptions of importance of teaching English vocabulary to young learners………………… …32 Table 4.2 PSEFL teachers’ perceptions of choice of vocabulary…… 35 Table 4.3 PSEFL teachers’ perceptions of techniques for teaching vocabulary ……………………………………….……… 37 Table 4.4 PSEFL teachers’ perceptions of challenges in teaching English vocabulary to young learners……………………… …… 41