The exploitation of pictures in teaching vocabulary according to communicative approach for first year students at Vietnam National University, Hanoi University of Economics and Business Khương Hà Linh University of Languages and International Studies M.A Thesis: English Teaching Methodology; Code: 60 14 10 Supervisor: M.A Đỗ Bá Quý Year of graduation: 2011 Abstract. English has become the key role of in the world of communication and vocabulary is seen as one of the most important elements of the language. Notably, the big question of how to teach vocabulary in communicative approach effectively is categorically in consideration. Therefore, this study aims to examine the current exploitation of pictures in teaching vocabulary to first year students at Vietnam National University, Hanoi University of Economics and Business. The advantages, hindrances, and the desires of this technique perceived by teachers and students are also made clear. Data was collected by means of interviews and questionnaires. Results showed that pictures were used to teach vocabulary with remarkably high frequency. However, pictures exploited were mainly from the course book. It is worth noting that almost all of teachers and students assumed a great number of outstandingly strong points of this type of visual aid and desired to apply pictures in teaching vocabulary. The findings emphasize all of these results and present pedagogical suggestions from both surveyed teachers and students for further exploitations of pictures. In addition, the researcher’s major recommendations are also listed out to enhance the effectiveness of picture exploitation in teaching vocabulary. Keywords. Phương pháp giảng dạy; Tiếng Anh; Từ vựng Content PART A: INTRODUCTION 1 Rationale Vocabulary, one of the major components of language, reserves a consideration in both teaching and learning English. In the context of Viet Nam National University, Hanoi University of Economics and Business, English is being taught as a compulsory subject for non-major students. As far as the situation of English language learning and teaching is concerned, students have confronted a number of obstacles preventing them from achieving communicative competence. To overcome these disadvantages, the gap between classroom knowledge and students’ ability in real communication should be bridged. From the above mentioned reasons, this thesis on exploitation of pictures in teaching vocabulary meets the research demand of the context. 2 Aims of the study The research thesis is expected to find out whether pictures have been exploited, a closer look would be taken at the different ways they are employed. Secondly, the study aims at clarifying the fundamental advantages, disadvantages paving the ways for several pedagogical implications for better employments of pictures in the context of teaching vocabulary to first year students at VNU, HUEB. 3 Research questions 1. How have pictures been exploited by teachers in teaching English vocabulary for first year students at Vietnam National University, Hanoi University of Economics and Business? 2. What are the advantages of pictures in teaching vocabulary as perceived by teachers and students? 3. What are the main difficulties in exploiting pictures in teaching vocabulary as perceived by teachers and students? 4. Do teachers and students desire to use pictures in teaching vocabulary? What are their suggestions for more exhaustible exploitation of pictures in teaching vocabulary? 4 Scope of the study The study is restricted to the area of investigating in the uses of pictures-one type of visual aids in teaching vocabulary not a wide range of visual aids. The samples of the study are also limited to only first year students from main stream classes at Vietnam National University, Hanoi University of Economics and Business. 5 Significance of the study As one of the trail-blazing studies on teaching vocabulary with the help of pictures to freshmen at VNU, HUEB, the thesis could be particularly useful for students, teachers, and researchers who develop an interest in the topic. 6 Methods of the study 6.1 Data collection methods During the process of data collection, the researcher employed the questionnaires and interviews. 6.2 Data analysis methods In the first place, the collected data would be classified according to four research questions. The needed combination of gathered responses from both teachers and students was to analyze four research questions. 7 An overview of the rest of the study The rest of the thesis includes five chapters Chapter 1 (Literature review) provides the background of the study, including definitions of key concepts and aspects of vocabulary. Chapter 2 (Methodology) describes the participants and instruments of the study, as well as the procedures employed to carry out the research. Chapter 3 (Data analysis and discussion) presents, analyzes and discusses the collected data from the questionnaires, interviews and class observations Conclusion summarizes the main issues discussed in the thesis, the findings that the researcher found out from the data collected according to the four research questions, the limitations of the research, several pedagogical recommendations concerning the research topic as well as some suggestions for further studies. Following this chapter are bibliography and appendices. PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary 1.1.1 Definition of vocabulary It is worth noting that there are various definitions of vocabulary and each has its own features reflecting some aspects of vocabulary. 1.1.2 The roles of vocabulary in language teaching and learning It is widely accepted that vocabulary is the most important dimension of all language materials. 1.1.3 Aspects of vocabulary to be taught A matter of great concern for teachers is what aspects of a word should be taught in a language class. To understand a text, learners need to know words and “knowing a word involves knowing: its spoken and written context of use, its pattern with words of related meaning, (Cater, 2001, p.43), (as cited in To Thu Huong et al, 2008, P.77). 1.2 Approaches and Methods in teaching vocabulary 1.2.1 Grammar translation method According to Richards and Rodges (1996), “In the nineteenth century, the Grammar Translation Method was the primary method used to teach English” (As cited in To Thu Huong et al, 2008, p. 28). 1.2.3 Audio-lingual method Because of weak points of previous methods in developing students’ communicative skills, a new pedagogical direction was needed and Audio-lingual method naturally continued as a rule of development. 1.2.4 Communicative Language Teaching approach In the late 1950s the Audiolingualism proved ineffective, and it began to fall out of favor. Hymes (1772) added the concept of communicative competence, which emphasized using language for the meaningful communication_ Communicative Language Teaching (as cited in Nobert, S, 1997, p.34) 1.2.4.1 Features of Communicative Language teaching approach Norbert Schmitt, (1997, p.14) pointed, “The focus is on the message and fluency rather than grammatical accuracy. 1.2.4.2 Principles of teaching English vocabulary in CLT approach The various pedagogical principles of CLT approach to language teaching in general and vocabulary in particular are shown quite clearly. According to Hubbard et al (1989) in Nation (2003) (as cited in To Thu Huong et al, 2006, p.91) general principles could be summarized in the following main ones. 1.3 Pictures 1.3.1 Definition of pictures Being one major type of visual aids, a picture, as defined in the Oxford Advanced Learners’ Dictionary is “a visual representation or image painted, drawn, photographed, or otherwise rendered on a flat surface 1.3.2 Benefits of pictures Concerning the benefits of using pictures in teaching vocabulary, it is said that pictures are “of great help in stimulating the learning of a foreign language” (Bowen, 1982, p.1). 1.3.3 Main types of pictures in vocabulary teaching  Picture Flashcards  Drawings  Wall pictures CHAPTER 2: METHODOLOOGY 2.1 Participants The process of data collection involved the participation of both English teachers and first year students at VNU, HUEB. 2.2 Data collection instruments 2.2.1 Questionnaire Two different sets of questionnaires were utilized, one for the teacher and the other for first-year students. 2.2.2 Interviews In terms of structures, the interviews with the teachers aimed at exploring specific and typical types of pictures exploited by the interviewees. 2.3 Procedures of data collection The data collection went through three major phases in chronological order: preparing instruments, delivering questionnaires, and interviewing. 2.4 Data analysis methods and procedure In the first step, the data collected was classified according to four research questions. Since each research question aimed at exploring an aspect of using pictures to teach vocabulary from teachers and students’ views, it must be answered through the synthesis of information involving the two parties. CHAPTER 3: RESULTS AND DISCUSSION 3.1 The current exploitation of pictures to teach vocabulary for first year students at VNU, HUEB. Figure 1: Using pictures to teach vocabulary according to teachers and students’ answers 3.1.1 The frequency of teachers using pictures in teaching vocabulary Figure 2: The frequency of using pictures to teach vocabulary A) Students’ responses B) Teachers’ responses 3.1.2 Teachers’ ways to exploit pictures in teaching vocabulary Figure 3: Teachers’ ways to exploit pictures to teach vocabulary 3.2 Advantages of using pictures to teach vocabulary perceived by teachers and students 3.2.1 Teachers’ perception of the advantages of using pictures F requenc y of us ing pictures A 4.3 16.8 29.3 41.3 8.3 never rarely s ometimes us ually always Table 2: Advantages of using pictures in teaching vocabulary as perceived by teachers 3.2.2 Students’ perception of advantages of using pictures Statement Perceived by 120 students Strongly agree (5pts) Agree (4 pts) Neutral (3pts) Disagree (2pts) Strongly disagree (1pts) On Average 1 36 27 19 21 17 3.37 2 39 41 15 18 7 3.72 3 35 20 22 19 24 3.19 4 31 27 28 15 19 3.29 5 22 41 17 21 19 3.22 6 13 30 39 10 28 2.92 7 14 17 21 35 33 2.53 8 25 31 29 20 15 3.26 9 9 21 17 30 43 2.36 Table 3: Advantages of using pictures in teaching vocabulary as perceived by students 3.3 Main difficulties in using pictures to teach vocabulary as perceived by teachers and students Statement Perceived by 11 teachers Strongly agree (5pts) Agree (4 pts) Neutral (3pts) Disagree (2pts) Strongly disagree (1pts) On average 1 7 3 1 0 0 4.55 2 8 3 0 0 0 4.73 3 2 4 3 1 1 4.4 4 4 3 2 1 1 3.73 5 4 2 2 2 1 3.54 6 2 2 3 1 3 3.09 7 1 2 2 4 1 2.55 8 1 2 3 4 1 2.64 9 1 1 3 3 2 2.4 Figure 4: Difficulties in using pictures to teach vocabulary perceived by teachers Figure 5: Difficulties in using pictures to teach vocabulary perceived by students 3.4 The desires and pedagogical suggestions for more exhaustible exploitation of pictures 3.4.1 The desires for using pictures to teach vocabulary as perceived by teachers and students Figure 6: Teachers and students’ attitudes towards the necessity of using pictures to teach vocabulary 3.4.2 The pedagogical suggestions for more exhaustible exploitation of pictures Firstly, reducing the number of students in one English class played a vital role in raising the efficiency according to teachers’ points of view. Secondly, many teachers complained that the time for teaching vocabulary was not much enough.Thirdly, the improvement of the quantity, quality of pictorial materials and activities with the help of pictures also needed more appropriate adaptation. PART C: CONCLUSION 1 Conclusion Initially, the study confirmed that pictures had been widely exploited in teaching English vocabulary by English teachers at VNU,HUEB in the light of Communicative Language Teaching Approach. Secondly, the study also detected significant advantages and difficulties of the exploitation of pictures in teaching vocabulary as perceived by both teachers and students. Most of the participants showed their strong agreement on major strong points of using pictures such as making vocabulary more enjoyable, drawing students’ attention, enhancing motivation to learn, boosting students’ abilities to remember and use words for communicative purposes and especially bringing images of the real life into the classroom. Thirdly, main obstacles for further exploitation of pictures in teaching vocabulary were also elaborated apparently. Among the detected hindrances, the problems of being time- consuming for teachers to choose the suitable pictures and design effective exercises was one of the most momentous ones as perceived by both teachers and students Finally, it was considerable that there were strong desires of the exploitation of pictures among all of the surveyed students. References Andrew W. (1989). Pictures for language learning. Cambridge University Press. Andrew W. (1984) 1000 Pictures for teachers to copy. Collins. A 20.5% 12.2% 67.3 % Y es No It depends Bowen, B.M. (1982). Look here: Visual aids in language teaching, Cambridge University Press. Celce-Murcia, M, Dornyei, Z & Thurell, S. (1995). Communicative competence: A Content Specified Model. Los Angeles. 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Aspects of Word Knowledge and Vocabulary exercises, Extract from MA dissertation, Institute of Education. University of London. Penny. Ur (1999), A course in Language Teaching-Practice and theory. Cambridge University Press. Pyles, D.T &Algeo, R.A. (1970). The Origins and Development of the English Language. 5th edition, Harcourt Brace College Publishers, New York, 2005. Richards, J.C, & Rodges, T.S (1996). The nature of approach and method in language teaching in Approaches and methods in Language Teaching, Cambridge University Press. Scrivener J. (1998), Learning Teaching, Macmillan Heinemann Sarkar, S. (2002). The Use of Pictures in Teaching English as a Second Language. Retrieved from March, 27 th , 2011 from http://www.teachingenglish.org.uk/think/speak_skills2.shtml Sinclair A.T. (1996). An American-Romani vocabulary. New York public library Retrieved from March, 28 th , 2011 from http://books.google.com.vn/books?Sinclair+vocabulary&dq=Sinclair+vocabulary To Thu Huong, Nguyen Thi Mai Hoa, Nguyen Thi Thuy Minh, Nguyen Huyen Minh, Luong Quynh Trang, (2008), Course book & recommendation readings, ELT methodology II, Hanoi, Viet Nam National University Thornbury S.t, (2002), How to teach vocabulary, Pearson Education Limited To Thu Huong, Nguyen Thi Mai Hoa, Nguyen Thi Thuy Minh, (2008), ELT Methodology I, course book, Hanoi: Viet Nam National University Ur, P. (1999). A Course in Language Teaching-Practice and Theory. Cambridge University Press.;0p Verma, G & Mallick, K. (1999), Research tool in Education, London: Falmer Pres . The exploitation of pictures in teaching vocabulary according to communicative approach for first year students at Vietnam National University, Hanoi University of Economics and Business. first year students at Vietnam National University, Hanoi University of Economics and Business? 2. What are the advantages of pictures in teaching vocabulary as perceived by teachers and students? . approach effectively is categorically in consideration. Therefore, this study aims to examine the current exploitation of pictures in teaching vocabulary to first year students at Vietnam National