VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRẦN THỊ NINH THE EFFECTIVENESS OF VISUAL AIDS TO VOCABULARY LEARNING BY 10TH GRADERS IN LE QUY DON HIGH SCHOOL HAI PHONG (Tính hiệu Giáo cụ trực quan việc học Từ vựng học sinh lớp 10 trường THPT Lê Q Đơn, Hải Phịng) m.a minor thesis Field: English Teaching Methodology Code: 60 14 10 Hanoi - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRẦN THỊ NINH THE EFFECTIVENESS OF VISUAL AIDS TO VOCABULARY LEARNING BY 10TH GRADERS IN LE QUY DON HIGH SCHOOL, HAI PHONG (Tính hiệu Giáo cụ trực quan việc học Từ vựng học sinh lớp 10 trường THPT Lê Quý Đôn, Hải Phòng) m.a minor thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Nguyễn Bàng, M.A Hanoi - 2010 iv Table of contents DECLARATION………………………………………………………………………………………………………………………… i ACKNOWLEDGEMENTS………………………………………………………………………………………………………… ii ABSTRACT…………………………………………………………………………………………………………………………….……… iii TABLE OF CONTENTS…………………………………………………………………………………………………….……… iv Part a: Introduction…………………………………………………………………………………………………………… 1 Rationale………………………………………………………………………………………………………………………………… Aims of the study…………………………………………………………………………………………………………….…… Significance of the study…………………………………………………………………………………………….……… Scope of the study…………………………………………………………………………………………………………….… Research questions…………………………………………………………………………………………………………….… Design of the study……………………………………………………………………………………………………….……… Part b: development Chapter I: Literature review…………………………………………………………………………………………… 1.1 Vocabulary and it roles in language learning ……………………………………………………… 1.2 What students need to know ?………………………………………………………………………………… …… 1.2.1 Form: pronunciation and spelling…………………………………………………………………… … 1.2.2 Meaning and use in communication…………………………………… ……………………………… 1.2.3 Grammar…………………………………………………………………… ……………………………………………… 1.2.4 Collocation…………………………………………………………………… …………… ……………………………… 1.3 Visual aids in teaching and learning vocabulary……………………………………………………… 1.3.1 Definitions of visual aids…………………………………………………………………………………… … 1.3.2 Classification of visual aids in term of the different media of visual aids 1.3.3 Classification of visual aids in term of significant difference of function 14 in the teaching process…………………………………………………………………………………………… 14 1.3.4 The effectiveness of visual aids in teaching and learning vocabulary……………….… 15 Chapter II: Methodology…………………………………………………………………………………………………… 18 2.1 Research questions…………………………………………………………………………………………………………… 18 v 2.2 The participants…………………………………………………………………………………………………………………… 18 2.3 The methods of the study ……………………………………………………………………………………………… 18 2.3.1 The questionnaires……………………………………………………………………………………………… …… 18 2.3.2 Class observation……………………………………………………………………………………………………… 18 Chapter Iii: Data analysis and discussion………………………………………………………………… 22 3.1 Situation analysis…………………………………………………………………………………………………………… … 22 3.1.1 The setting of the study…………………………………………………………………………………………… 22 3.1.2 Learners and their background…………………………………………………………………………… 22 3.1.3 Materials and facilities…………………………………………………………………………………………… 23 3.2 Findings and discussions form survey questionnaires…………………………………………… 24 3.2.1 Survey questionnaire for students……………………………………………………………………… 24 3.2.2 Survey questionnaire for teachers……………………………………………………………………… 29 3.3 Data from the class observation……………………………………………………………………………………… 32 Chapter IV: Pedagogical implications…………………………………………………………………………… 35 Part c: conclusion…………………………………………………………………… …………………………………… …… 38 Recapitultion……………………………………………………………………………………………………………………….… 38 Limitation of the study ……………………………………………………………………………………… ………….… 39 Suggestions for further study …………………………………………………………………………………………… 39 References 40 APPENDICES………………………………………………………………………………….…………………………………… …… I PART A: INTRODUCTION Rationale In a language, vocabulary plays a significant role It helps people arrange ideas, prepare speeches to communicate with others etc That vocabulary is of great importance to language is agreed by many researchers Rivers (1981: 462) emphasized : "Language is not dry bones It is living growing entity, clothed in the flesh of words” As a result, vocabulary learning is a means of mastering a foreign language In teaching and learning English, it is the basis for learning other skills Despite the importance of vocabulary in helping learners of English improve their language competence, the question of how to teach and learn vocabulary effectively is always raised by both teachers and students As beginners, the 10 th graders at Le Quy Don high school often find it challenging to learn vocabulary, and a lot of questions about how to learn vocabulary in an effective way are raised What students are wondering is always haunted in the teachers’ mind most of the time, which inspires them to find out suitable solution to vocabulary teaching and learning to satisfy their students’ needs One of the most effective way to teach vocabulary is through visual aids Using visual aids to help students learn vocabulary is not the newly - arisen one However, their effectiveness to students’ vocabulary learning worth considering by all teachers, because what students can see and touch will be perceived in their mind better than what they can hear only Learning vocabulary through visual aids brings about good results When a teacher uses visual aids, the students’ attention is more completely focused since visual aids provide one mechanism to direct and focus attention In addition, visual aids make a teacher more persuasive in teaching vocabulary then increase students’ understanding of the topic The adage “A picture is worth a thousand words” is totally true because visual aids can help establish organization for presentation In other words, one of the most effectiveness of visual aids is establishing the overall organization for the presentation; therefore, students look for order in everything they have experienced However, up to now there have not been any studies on the effectiveness of visual aids in learning vocabulary All the above reasons are the motivation and the driving force for this study in which the use of visual aids and their effectiveness to 10th graders in Le Quy Don high school, Hai Phong will be investigated It is hoped that this study will help those wanting to improve their vocabulary teaching find feasible ways to raise students’ interest in learning vocabulary Aims of the study The aims of the study are: - The students’ attitude toward visual aids - To investigate the effectiveness of visual aids to vocabulary learning by 10th graders in Le Quy don high school, Hai Phong Significance of the study It is hoped that this study will be significant for both teachers and learners of English in terms of vocabulary teaching and learning In addition, it would become a good source reference to those who concern vocabulary Therefore, it is believed that this study will contribute to the development of English teaching and learning throughout the country Scope of the study Visual aids are really a large category which may be applied to teach all language skills such as: listening, reading, speaking and writing as well as other language components: vocabulary, grammar, pronunciation, etc However, since both limited time and experience the study could hardly cover all aspects It, therefore, would focus on the effectiveness of visual aids to vocabulary learning by 10th graders at Le Quy Don high school, Hai Phong Research questions The study was carried out to investigate the effectiveness of visual aids to vocabulary learning by 10th graders at Le Quy Don high school, Hai Phong, therefore, aimed at answering the following questions: Do you students like learning vocabulary through visual aids? How effective are visual aids to students’ vocabulary learning ? How much progress have students made in learning vocabulary with visual aids? Design of the study The study is divided into three parts Part A: Introduction This part provides a general introduction of the study with the specific reference to the rationale, the aims, the methods, the significance and the design of the study Part B: Development The development of the study consists of four chapters, as follows: Chapter one- “Literature Review”: Gives a brief view on motivation, the theoretical background of English vocabulary, the overall view of some visual aids and the effectiveness of visual aids in vocabulary lessons Chapter two - “Methodology”: Gives an insight into the research methods to find out the answers to the research questions Also, this chapter gives a brief view on the subjects and the procedures of the study Chapter three - “Finding and discussion”: Presents the data collected from the survey questionnaires, class observation and the discussion of these data Chapter four - Pedagogical implications: Suggests some solutions to vocabulary teaching and learning Part C: Conclusion This part presents a conclusion and review of the study ending with limitation of the study and suggestion for further research PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Vocabulary and it roles in language learning Vocabulary in English is a large aspect Therefore, it has been paid much attention to by many linguists However, there have been different definitions of vocabulary Each linguist gives his/her own definition of vocabulary depending on the criteria that s/he considers the most important in terms of linguistics, semantics, lexicology, etc Vocabulary is defined as words used by a particular language book Ur (1996) defined vocabulary roughly as “the words we teach in the foreign language” However, she also accepted, “a new item of vocabulary may be more than a single word” Pyle and Algeo (1970: 96) also stated, “When most of us think about language we think first about words It is true that the vocabulary is the focus of language It is words that sounds and meanings interlock to allow us to communicate with one another, and it is word that we arrange together to make sentences, conversation and discourse of all kinds” These statements indicate that vocabulary is the total number of words of a language and it is an essential part of language Therefore, it cannot be denied that vocabulary plays a significant role in language teaching and learning Davies and Pearse (2000: 59) stated, “In communication, vocabulary is often more important than grammar It is frustrating for intermediate learners when they discover they cannot communicate effectively because they not know many of words they need” Supporting their points of view, Wilkins (1972: 111) emphasized that “Without grammar, very little can be conveyed Without vocabulary, nothing can be conveyed” From researchers’ ideas, it shows a fact that non-native speaker needs vocabulary first in order to communicate If a language was a house vocabulary would be as construction material to build up that house Thus, it is needless to say vocabulary is important or not In teaching and learning English, learning vocabulary is worth learners’ great attention Vocabulary has not been a subject for students to learn lately but has been taught within lessons of reading, writing, speaking and listening It is true that vocabulary knowledge contributes to reading success in other important ways that are perhaps less obvious If a learner has a wide range of vocabulary, he/she can understand others easily; on the contrary, if his vocabulary is limited he /she will surely has difficulty in mastering English To sum up, knowing vocabulary of a language is a minimum self-requirement for those who want to learn a foreign language 1.2 What students need to know? According to Ur (1996) there are many aspects concerning words, which need to be taught They are form, grammar, collocation, meaning and word formation Davies and Pearse (2000: 60) also emphasized that: “the aspects of new vocabulary items that you may need to know about and learners may need to learn are similar to those of other new language items such as grammatical patterns or functional expressions Essentially, these aspects are meaning, use in communication, pronunciation and spelling, and grammar.” As mentioned above, learning a word means learning at least, its form, its meaning, and its use 1.2.1 Form: Pronunciation and spelling Ur (1996) stated, “The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling) These are fairly obvious characteristics, and one or the other will be perceived by learners when encountering the item for the first time In teaching, we need to make sure that both these aspects are accurately presented and learned” It means that in learning vocabulary, “students must learn how item is pronounced, and how it is written” (Davies and Pearse, 2000: 63) Therefore, this can be particularly problematic for learners of English because there is often no clear relation between pronunciation and spelling 1.2.2 Meaning and use in communication Another important aspect of vocabulary teaching and learning is the meaning Ur (1996) indicated that the meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary For example, ‘dog’ denotes a kind of animal; more specifically, a common domestic carnivorous mammal; and both “dank” and ‘moist” mean slightly wet A less obvious component of the meaning of an item is its connotation: the associations, or positive or negative feelings it evokes This meaning may or may not be indicated in a dictionary For instance, the word dog, as understood by most British people, has positive connotations of friendship and loyalty; whereas the equivalent in Arabic, as understood by most of the Arab countries has negative associations of dirty and inferiority The connotative meaning of a word is varied from context to another A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not Thus, it is essential for learners to know that a certain word is very common, or relatively rare This means that words can suggest different things depending on context they occur in A learner who fails to understand the connotation of a word will probably fail to get the message of the text It is clear that how the meaning of one item relates to the meaning of others is important in teaching Therefore, it is paid much attention and taught in vocabulary acquisition Such various relationships are listed as synonyms (to distinguish between the different shades of meaning that synonymous words have), antonym (items that means the opposite), hyponyms (to distinguish between the various meaning of a single word for which has several meanings which are not closely related), co - hyponyms or co – ordinates (refer to other items that are the “same kind of thing”), super- ordinates (show general concepts that “cover” specific items), and translation In short, the words have various types of meaning It is required that the teacher has to make a careful choice of and decision on which meaning of a word to teach and how many meanings and words to teach in the given class time 1.2.3 Grammar 30 6% 4% 20% 70% Very important Important Not important Not important at all Pie chart 3: Teachers’ attitude towards the role of visual aids 76% 74% 72% 70% 75% 68% 75% 66% 64% 62% 63% 65% 60% 58% 56% motivating students in learning vocabulary helping students remember w ords longer helping students use the w ords exactly Helping w idening vocabulary Bar chart 7: Teachers’ attitude towards the roles of visual aids As can be seen from bar chart most of the teachers find visual aids very useful or useful in students’ vocabulary learning Only 17% of the teachers think that their students cannot make full use of visual aids in their vocabulary learning It is clear that not only the students but also the teachers agree that visual aids are useful in vocabulary learning 31 In terms of the general roles of visual aids, most of the teachers appreciate that the role of visual aids is helping students learn vocabulary better 70% of the teachers consider visual aids a very important element; 20% of the teachers consider visual aids to be an important element while only 6% of them not share their colleagues’ ideas In terms of the specific roles of visual aids in learning vocabulary, it is similar to their students; the teachers say that visual aids have many advantages About 70% of the teachers agree that visual aids not only motivate their students in learning vocabulary but also help them to widen their knowledge Furthermore, 63% also think that their students are able to remember words longer and 65% of them know how to use the words in the real situations owing to learning vocabulary through visual aids The above data explain why most of the teachers agree that almost the students are very interested or interested in learning vocabulary through visual aids According to the data, only 10 % of their students find learning vocabulary through visual aids neutral or not interested 3.2.2.2 Problems faced by teachers when using visual aids to teach vocabulary 90% 80% 70% 60% 50% 80% 40% 30% 20% 10% 40% 10% 0% There is no problem Preparing visual aids is complicated and w aste time, money and energy Visual aids make it difficult to control the class Bar chart 8: Problems faced by teachers when using visual aids to teach vocabulary 32 As can be seen from the data, the biggest problem facing the teachers (80%) is that preparing visual aids is quite time - consuming and complicated Obviously, the more successful a teacher wants his lesson to be, the more careful preparation he must make In fact, it takes teachers much time and effort to select visual aids and design suitable visual techniques since visual aids chosen must meet students’ needs and teaching purposes Another problem is that financial problem can make the teachers hesitate to use visual aids In reality, a lot of things must be done to prepare any lesson using visual aids and this is rather costly for high school teachers The data in the bar chart also indicate that 40% of the teachers agree that it is difficult for teacher to control the classes when visual aids are used because of the teaching of vocabulary with visual aids produce a lot of noise in large – size classes Only 10% of the teachers have no difficulties when using visual aids in teaching vocabulary 3.3 Data from class observation 3.3.1 The first observation As mentioned before, the researcher observed the students’ reactions to the visual techniques that the teachers conducted in three different classes with two lessons (Unit 1: A day in the life of…Lesson 1: Reading and Unit: 13: Film and Cinema - Lesson 2: Speaking ) and got different opinions of the impact of activities done in vocabulary teaching to motivate students The first observation was taken from class 10C5 with Reading lesson of Unit The lesson aims at talking about people daily routines At first, the teacher warmed students up by asking questions about their daily routine Some students were interested in answering the teacher’s question but some others seemed to be uninterested It is a rather long text with lots of new words However, none of these vocabulary items was introduced in “Before you read” of the course book as normal The teacher employed visual techniques to teach vocabulary in the text She introduced words and phrases to the students The teacher showed the students some pictures, and some word flash cards The words appeared in the word flash cards were: 33 peasant, plot of land, plough, harrow and transplant Then she asked the students to look at the pictures and the word flash cards She let students work in pairs to matching It seemed that most of the students were interested in this activity After checking students’ answers, the teacher read the words and asked students to repeat The whole class still remained attentive and students seemed really interested in the lesson 3.3.2 The second observation The second observation was taken from class 10C3 with the same lesson to the first observation, but the teacher didn’t use visual aids in teaching vocabulary The techniques that this teacher used to warm up the students was the same as the first teacher’s and most of the students got involved in the lesson However, after fifteen minutes of the teacher’s effort to explain the words in the text without using any types of visual aids, the students seemed uninterested and got bored with the lesson Consequently, when the teacher checked the students’ memory to the words they have learnt, the students could hardly remember all the words 3.3.3 The third observation: Unit: 13: Film and Cinema - Lesson 2: Speaking This lesson aims at providing students nouns about different kinds of films and the adjectives describing feelings In this unit the teacher used pictures to present the vocabulary and gestures to get students to practise the vocabulary they have learnt After greeting students, she introduced what they were going to Students kept silent and paid attention to the teacher After that, the teacher asked students to look at task 1, read the requirement carefully She used pictures to teach the vocabulary in task She asked students to read aloud the type of film when each picture was showed The first picture showed the image of the film “Tom and Jerry” (Cartoon), the second picture was about the film “Titanic” (Tragic love story) The third showed the image of the film “Wanted” (Action film) The film “Avatar ” 34 (Science fiction film) was in the next picture The last picture was about the film “Mr Bean” (Comedy) Students were interested in reading aloud the type of each film After that, the teacher checked the answers from the students The students then did task as required Task provided students with most of the words The teacher explained how to use adjectives ended in –ed and –ing , the whole class still paid attention to the teacher They listened and took notes of what the teacher said Then the teacher asked students to tasks 2, 3, and The students worked in pairs to the tasks They seemed excited to discuss together, and the atmosphere was more exciting when the teacher summarized the lesson by asking some students to come in front, act out the adjectives for others to guess The adjectives guessed were: excited, terrified, interested, bored, depressed From the class observations, the researcher realizes that most of students are interested in learning vocabulary through visual aids and they learn vocabulary more effectively its help Besides, most of the teachers appreciate the use of visual aids in teaching vocabulary As mentioned above designing visual aids is money and time consuming Consequently, not all of the teachers are ready to use visual aids in their daily lessons but only in teaching competitions, which cannot bring good results to their students Chapter IV: Pedagogical implications 35 The result of the survey is relatively positive; however, it can be seen from the data analysis that both of the teachers and the students face some certain challenges This part of the thesis provides some solutions to the problems rising in vocabulary teaching and learning through visual aids Besides, some suggestions for a better use of visual aids in teaching and learning vocabulary are given As mentioned above, it is clear that using visual aids in teaching and leaning vocabulary is one of the most effective ways, but the use of visual aids has been still limited Thus, in order to help students to learn vocabulary better through visual aids, the use of visual aids should be improved The findings indicate that some of the students in the current research feel bored when visual aids are used There are many reasons leading to this problem, but the most concerning reason is the use of visual aids It is recommended that the teachers should use various types of visual aids, combine them and change them frequently Teachers are advised not to use only some types of visual aids because it can make their students bored However, no matter what types of visual aid are chosen to put together, it is suggested that the teachers should make sure that they relate to the main concepts which the teachers want to teach their students For example, to teach vocabulary in the part Reading of unit 11, the researcher used different types of visual aids as follows Words Visual aids used to teach National park Picture Hike Board drawing Wilderness Wall - picture Temperate zone Map Tropical zone Map Toxic Picture The finding also shows that some students become passive when visual aids are used Thus, when using a visual aid, teachers are advised to pay attention to the students by keeping eye contact with them, designing suitable tasks for them Teachers should keep in mind that they are talking to students, not to visual aids to motivate them to learn more active 36 In general, to avoid the problems students face with when learning vocabulary through visual aids, the teachers firstly should be well aware of choosing them before teaching because it is clear that choosing visual aids will determine the effectiveness in vocabulary teaching and learning Choosing visual aids depends on many factors First of all, it is the purpose of the teaching If the visual aids are not suitable with the purpose of the lesson, the effectiveness of visual aids will be lowered Secondly, the ability of students is also important in choosing visual aids What students know and not know about the words will determine the types of visual aids For example, to teach the adjectives ending with – ing or – ed it is better if the teachers use mine and gesture because it will create an exciting atmosphere Thirdly, teachers will make their choice more effectively and suitably if they pay attention to the physical setting of the class such as the shape, the size, lighting …ect… Moreover, to meet the expectations towards visual aids, the teachers should have some changes in the way of showing visual aids According to Gover, R (1995) before taking any kind of visual into the classroom, teachers have to make sure: It is big enough to be seen A minimum size of 10’’ X 8’’ is a rough guide for most classrooms It is unambiguous unless the ambiguity is deliberate and productive It is presented, preferably mounted Pictures simply ripped out of magazines look scrapped and unprofessional On the other hand, for teachers, money and energy seem to be the most concerning problem Solving this problem involves teachers’ choice of visual aids It is suggested that they should choose visual aids economically They should make use of different sources which are available to make visual aids to save time, and energy such as magazines, newspapers, old pictures ect… When visual aids are used, the teachers should pay attention to students’ activities, ask them to attend the lessons In conclusion, to help 10th grade students make use of visual aids in learning vocabulary, the uses of visual aids should be improved day by day 37 PART C: CONCLUSION In this last part of the thesis, an overall picture of the study is provided with a brief description of the study as well as the finding and conclusion Also, the limitations of the study are noticed and some recommendations for further study suggested 38 Recapitulation Vocabulary learning is considered as a very important task for the 10th graders in Le Quy Don high school, Hai Phong Thus, so many techniques have been searched to motivate students to learn vocabulary better That is the reason why learning vocabulary through visual aids has been considered to be one of the most effective ways Visual aids are really a large category which may be applied to teach all language skills as well as other language components: vocabulary, grammar, etc However, since both limited time and experience, the study could hardly cover all aspects It, therefore, would focus on the effectiveness of visual aids in vocabulary learning by 10th graders in Le Quy Don high school, Hai Phong From this research, it can be concluded that the teachers and 10th graders in Le Quy Don high school, Hai Phong are well aware of the role of visual aids in teaching and learning vocabulary It is also seen from the findings that the effectiveness of visual aids in vocabulary learning cannot be denied The students learn vocabulary better through visual aids However, the teachers and the students have certain challenges in teaching and learning vocabulary through visual aids Therefore, the students still have some expectations towards the use of visual aids Based on the findings of the research, reliable recommendations have been proposed with a view to improving the process of teaching and learning vocabulary In conclusion each method or technique has its own advantages and disadvantages Therefore, teachers should bear in mind that all the methods and techniques must be developed from the students’ need, their learning strategies and their abilities Only by doing that can teachers be successful in teaching any lesson to their students Limitation of the study Although the study has offered some insightful findings, like many other studies, there are some limitations 39 Firstly, it may not really reflect all the challenges that are facing teachers and students th at 10 grade in teaching and learning English vocabulary through visual aids Secondly, the students involved in the study still have limited knowledge and this effects the way they responded to the questionnaire Thirdly, class observations of the study were not frequent so what the researcher saw in the class may not true to what really going on in the classroom Finally, the research only applied to a small area with a small number of subjects Thus, the result is not completely universal true Suggestions for further study On the basic of the findings and the limitations of the study, the following suggestions were made for further study As indicated, it is suggested that the limitations of the study will be overcome in further studies with the increase number of participants And, class observations should be taken place as usual as possible to find out more reliable information Moreover, it is advised that the uses of visual aids in teaching skills and grammar should be focused on in further studies To sum up, since strict time and experience, limitations are unavoidable Any suggestions and comment from other colleagues are really high appreciated REFERENCES Allen, V F (1983), Techniques in Teaching Vocabulary Oxford University Press Bowen, B.M (1982), Look here! Visual Aids in Language Teaching London:Macmillan Davies, P & Pearse, E (2000), Success in English Teaching Oxford University Press Doff, A (1988), Teach English: A training Course for Teachers Cambridge University Press 40 Gairns, R & Redman, S (1986) Working with Words: A guide to teaching and learning strategies Cambridge University Press Gower, R & Walters, S (1995) Teaching Practice Handbook Heinemann Pyles, T.& Algeo, J (1970), English - An Introduction to Language New York :Harcourt, Brace Rivers, W.M (1981) Teaching Foreign Language Skills The University of Chicago Press Sesnan, B (2001) How to teach English Oxford University Press 10 Ur, P (1996) A course in Language Teaching - Practice and Theory Cambridge University Press 11 Wajnryb, R (1992) Classroom Observation Tasks Cambridge University Press 12 Widdowson, H.G (1988) English Studies Series Oxford University Press 13 Wilkins, D.A (1972) Linguistic in Language Teaching, Edward Arnorld 14 Wright, A (1992), Pictures for Language Learning Cambridge University Press 15 Wright, A & Haleem, S (1991), Visual for Language Classroom Longman 41 I APPENDICES Appendix SURVEY QUESTIONNAIRE FOR STUDENTS This questionnaire is a part of a dissertation study conducted by Ninh, Tran Thi - an M.A candidate at the Post Graduate Department, Vietnam National University, Ha noi This survey questionnaire is designed for the study entitled “The effectiveness of visual aids to vocabulary learning by 10th graders in Le Quy Don high school, Hai phong There are 12 questions in this survey with options arranged in alphabet and it will take no longer than 20 minutes to complete the questionnaire Your answers and the information you provide in the questionnaire will remain confidential Thank you very much for your time and support! * Your gender is  Male  Female * Your age is …… years old Please make your answer by circling the option(s) Question 1: What difficulties have you faced in learning vocabulary? (You could have more than one choice) a remembering word form b using words c pronouncing words d remembering word meaning Question 2: How interested are you in learning vocabulary through visual aids? a very interested b interested c neutral d uninterested Question 3: By what way have the visual aids helped you in learning vocabulary? (You could have more than one choice) a Motivated you in learning vocabulary b Helped you remember the word longer c Helped you use the word more effectively d Helped you widen your vocabulary Question 4: Have you learnt vocabulary better thanks to visual aids? a yes b no II Question 5: After learning vocabulary through visual aids you are able to (You could have more than one choice) a remember words better and easily b practise new words successfully c use them to communicate effectively Question 6: What are your problems in learning vocabulary through visual aids (You could have more than one choice) a learning vocabulary through visual aids make you bored b learning vocabulary through visual aids make you confused c learning vocabulary through visual aids make you passive d others ( please specify)…………………………………………………………… Question 7: What you expect from your teacher’s visual aids designing? (You could have more than one choice) a they should be more flexible b they should be more colorful c they should be clearer d they should be more suitable with the lesson Appendix Survey questionnaire for teachers III This questionnaire is a part of a dissertation study conducted by Ninh, Tran Thi - an M.A candidate at the Post Graduate Department, Vietnam National University, Ha noi This survey questionnaire is designed for the study entitled “The effectiveness of visual aids to vocabulary learning by 10th graders in Le Quy Don high school, Hai phong There are 12 questions in this survey with options arranged in alphabet and it will take no longer than 20 minutes to complete the questionnaire Your answers and the information you provide in the questionnaire will remain confidential Thank you very much for your time and support! * Your gender is  Male * Your age is  Female …… years old Please make your answer by circling the option(s) Question 1: How useful is visual aids in students’ vocabulary learning? a not useful at all b useful c very useful Question 2: What you think of the roles of visual aids in vocabulary lesson? a very important b important c not important d not important at all Question 3: By what way have the visual aids helped your students in learning vocabulary? (You could have more than one choice) a Motivating your students in learning vocabulary b Helping your students remember the word longer c Helping your students use the word exactly d Helping your students widen vocabulary Question 4: What difficulties have you encountered while using visual aids to teach vocabulary? (You could have more than one choice) a There is no problem b Preparing visual aids is complicated and waste time, money and energy c Visual aids make it difficult to control the class Question 5: What suggestions can you make to use visual aids more effectively in vocabulary lesson? ... interest in learning vocabulary Aims of the study The aims of the study are: - The students’ attitude toward visual aids - To investigate the effectiveness of visual aids to vocabulary learning. .. the effectiveness of visual aids to vocabulary learning by 10th graders at Le Quy Don high school, Hai Phong Research questions The study was carried out to investigate the effectiveness of visual. .. the use of visual aids will help students much in learning vocabulary 1.3.4 The effectiveness of visual aids in teaching and learning vocabulary The effectiveness of visual aids in teaching a foreign