PHẠM THỊ LÀNH VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Phạm Thị Lành ENGLISH LANGUAGE APPLICATION OF BEHAVIORAL LEARNING THEORY COVER PAGE IN TEACHING ENGLISH VOCABULARY FOR THE STUDENTS AT BAC HONG PRIMARY SCHOOL IN HANOI MA THESIS IN ENGLISH LANGUAGE COURSE: 2017 – 2019 HANOI, 2019 VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Phạm Thị Lành APPLICATION OF BEHAVIORAL LEARNING THEORY IN TEACHING ENGLISH VOCABULARY FOR THE STUDENTS AT BAC HONG PRIMARY SCHOOL IN HANOI Field: English Language Code: 8220201 Supervisor: Assoc Prof Dr Hồ Ngọc Trung HANOI, 2019 DECLARATION BY AUTHOR I, the undersigned, hereby certify that the thesis entitled “Application of behavioral learning theory in teaching English vocabulary for the students at Bac Hong primary school in Hanoi” is the result of my own research for the Degree of Master of Arts in English Language The substance of the thesis has not, wholly or in part, been submitted for any other degree to any other universities or institutions Except where reference has been made in the text, this thesis contains no material previously published or written by another person The study reported in this thesis was approved by Graduate Academy of Social Sciences Author’s Signature Phạm Thị Lành Approved by SUPERVISOR Assoc Prof Dr Hồ Ngọc Trung Date: August 16th, 2019 i ACKNOWLEDGEMENTS I would like to express my sincere gratitude and deep appreciation to Assoc Prof Dr Hồ Ngọc Trung, my supervisor, for his helpful and warm encouragement as well as his insightful comments on my work from the beginning to the end of my study In addition, many thanks go to the teachers at the Faculty of Foreign Languages, GASS, for their interesting lessons from which I have benefited a lot for the accomplishment of the thesis The completion of this thesis would not have been possible without the cooperation from the respondents (84 students from the fifth grade at Bac Hong primary school in Hanoi) who have been willing to take part in the study I am very grateful to all of them for providing detailed information for the analysis of this study I also offer my special thanks to my colleagues and friends whose support and encouragement help me to have this thesis accomplished Last but not least, I am greatly indebted to my family for their patience, endless love, and devotion Whatever choices I have made, they have always stood by me and believed in me I am immensely thankful for all the assistance they have given me ii TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii ABSTRACT viii LIST OF TABLES ix LIST OF FIGURES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aim(s) of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study Hopefully, the study will make a small contribution to the application of behaviorism in improving the young students’ vocabulary at Bac Hong primary school in Dong Anh, Hanoi 1.6 Research Methods 1.7 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 An overview of behaviorism 2.1.1 Concept of behaviorism 2.1.2 Behaviorism's point of view and foreign language teaching methodology 2.2 The primary school learners 10 2.2.1 Characteristics 10 2.2.2 Cognitive development 11 iii 2.3 Teaching vocabulary for primary school students 13 Obviously, vocabulary is very important in learning a language, especially in learning English, because the English vocabulary is extremely large and varies as well According to El-Koumy (2004, p 40), vocabulary is an essential component of language and we would be totally mistaken if we ignore teaching it 13 2.3.1 Concept of vocabulary 14 2.3.2 The role of vocabulary in language teaching and learning 14 2.3.3 Teaching English vocabulary effectively 15 2.4 Vocabulary teaching activities based on behavioral learning theory 17 2.4.1 General concept of TPR 17 2.4.2 Characteristics of TPR 18 Total physical response (TPR) helps students to understand the target language as a whole rather than the rules of the language For example, to explain particular word such pen, the teacher holds up a book and say “this is a pen” and repeated by the students This method is closely related with Grammar Translation Method which uses translation method to explain a language to students but instead of telling the meaning, the teacher gives a clue (picture, gesture) and let the students to figure by themselves 18 2.4.3 Procedures of TPR 19 2.4.4 TPR activities used for primary school learners in the study 21 2.5 Previous studies 24 2.6 Summary 28 iv CHAPTER 3: METHODOLOGY 29 3.1 Research setting 29 3.1.1 Context of the study 29 3.1.2 Definition of experimental research 31 3.1.3 Steps of an Experimental research 32 3.2 Participants 33 3.2.1 The Researcher 33 3.2.2 The Students 34 3.3 Data collection instruments 35 3.3.1 Pre- test 35 3.3.2 Post test 36 3.3.3 Classroom observation 37 3.3.4 Questionnaires 38 3.4 Research design 40 3.5 Procedures 42 3.5.1 Experiment Group 42 3.5.2 Control Group 43 3.6 Methods of data analysis 44 Students' score = 44 total number of correct answers 44 3.7 Summary 45 CHAPTER 4: FINDINGS AND DISCUSSIONS 46 4.1 Data analysis from the tests 46 v 4.1.1 The Scores and Analysis of the Experiment Group 46 4.1.3 The comparison of the mean scores between two groups 49 4.2 Students’ Response from Classroom Observation 50 4.2.1 Experiment Group 50 4.2.2 Control Group 51 4.3 Data Analysis from Questionnaires 51 4.3.1 Analysis of the first questionnaire 52 4.3.2 Analysis of the second questionnaire 56 4.4 Discussion 61 CHAPTER 5: CONCLUSION 63 In this chapter, we summarize the study and the research findings Then, we would like to discuss the applications, the limitations of this study, and the further studies 63 5.1 Recapitulation 63 The experimental research project was carried out in optional lessons during months in the second semester of school year 2018 -2019 of eighty -four students in class 5A and 5B at Bac Hong primary school The previous chapters show that using TPR method that implied from behavioral learning theory in English vocabulary lessons consumed a lot of time Most of the students had few opportunities to be taught with TPR activities However, from the author's experience in teaching English with TPR method, two types of lessons and class observation can be drawn for experiment group and control group First, TPR method can be used effectively for experiment group to develop student's English vocabulary Second, traditional method is conducted to use for control group in vi learning English vocabulary After that, we compare the results of the two groups to find the differences between them 63 5.2 Concluding Remarks 64 5.3 Implications 66 5.4 Limitations and Suggestions for Further Studies 67 5.4.1 Limitations 67 5.4.2 Suggestions for Further Studies 68 REFERENCES I Foreign Authors I Pinter, A (2006) Teaching Young Language Learners Oxford, UK: Oxford University Press III Vietnamese Authors IV APENDIX .V First questionnaire - Questionnaire for both groups Direction V APPENDIX VIII APPENDIX XI APPENDIX XIII POST TEST XIII APPENDIX XV APPENDIX .XVII APPENDIX XX APPENDIX XXII Unit 13: WHAT DO YOU DO IN YOUR FREE TIME? .XXII I Objectives: By the end of this unit pupils can XXII II Languages focus: XXII III Teaching aids: .XXII IV Teaching processes: XXII Class organization: XXII New lesson XXII vii ABSTRACT This study is conducted to investigate the the extent to which behavioral learning-based activities facilitate vocabulary learning at Bac Hong Primary School and the attitudes of the students towards using behavioral learningbased activities in vocabulary teaching and learning There are 84 students who are from class 5A and 5B at the school take part in this study The study lasted months A pre-test, posttests, questionnaires and class observation are chosen as the data collection instruments of the experimental research Research findings showed that the students had positive attitudes and progress in learning English vocabulary in the treatment group in which the researcher applied TPR method based on behavioral learning theory rather than in the control group After analyzing and synthesizing the statistics, the researcher discussed and recommended some implications along with suggestions for further research Last but not least, it is much hoped that the results of the study could be useful for the development of teaching and learning English vocabulary in particularly and all aspects of this language in general at Bac Hong primary school viii APPENDIX PRE-TEST I Leave ONE unnecessary letter STOHRY CHERACTFER KIMND RESAD 3.PYTHION II Odd one out A flat B road C cottage D villa A always B usually C early D often A Cinderella B Doreamon C Aladdin D fairy tales A gentle B hard-working C cruel D character A quietly B quickly C funny D loudly III Look at the pictures and fill missing words in the sentenses computer birthday home present called weekend Dear Grandma, I’m writing this letter to you because I (1) _you yesterday but you weren’t in We want to invite you to our (2) _ in May It’s my (3) on Saturday, 6th of May I’ll have a big party Can you and Grandpa come to stay with us that (4) _? We’d love to see you By the way, the comic book ‘I Want to Be A Star’ is your great (5) _ for me Thank you so much, Grandma! Love, Helen IV Choose the best answer XI What time you go to school, Mai? A Yes, at 6.45 a.m B 6.45 a.m C At 2.45 a.m D At 6.45 a.m How many …………….do you have today ? A sujects B subjects C pupils D childrens My father ……………….a book last night A reads B readed C read D rode Nam is good ………….Music , but he is bad……………….English A at/ in B in/ at C at / to D at / at Where were you last Sunday ? A by taxi B it’s Nam Dinh province C at school D two years ago XII APPENDIX POST TEST I Leave ONE unnecessary letter 1.KNIEFE 2.MATRTER 4.BUIRN 5.FEVDER 3.DANGOEROUS II Odd one out A matter B fever C pain D rainy A fever B matter C toothache D cough A mouth B arm C health D eye A carry B run C climb D stove A play B thank C burn D cut III Look at the pictures and fill missing words in the sentenses 1.Don’t play with You can cut yourself 2.Don’t play with _ You can get a burn Don’t run up the _ You can break your legs XIII Don't climb the You may fall and break your leg 5.Don’t touch the _ You can be burned IV Choose the best answer Linda has a pain in her throat She has a/an _ A toothache B sore throat C earache D backache Don’t ride your _ so fast! A car B matches C bike D stairs You shouldn’t play with the knife because it’s _ A small B sharp C tall D deep What is she doing? – She _ with matches A are playing B was playing C is playing D am playing What’s the with you, Tony? – I’ve got a fever A problem B matter C happiness D luck XIV APPENDIX POST TEST I Leave ONE unnecessary letter 1.CLEWAN DANVCE GREEDUY STEORY HAPPEYN II Odd one out A tooth B eye C head D aspirin A bought B flew C danced D sang A beautiful B souvenir C interesting D colorful A weather B summer C autumn D winter A who B how C why D this III Fill missing words, using the words given in the box Forecast like what interesting winter Tom: It’s really hot and sunny today Do you know what the weather will be (1) tomorrow? Lan: It’ll be cool and rainy Tom: Really? Lan: Yes, I watched the weather (2) _this morning Tom: I love that kind of weather Lan: (3) is the weather like in your country? Tom: It’s cold in the (4) _and quite cool in the summer You can’t predict when it will rain Lan: It’s (5) IV Choose the best answer What are you going …………… tomorrow? A to B C did They …………….swimming last Saturday XV D doing A go B going C went D goes 3 He should go to the …………… because he has a toothache A dentist B nurse C teacher D doctor What’s the matter …………… you? ~ I have a cold A to B with C from D in How many seasons are …………… in England? A these B those C they XVI D there APPENDIX POST TEST I Leave ONE unnecessary letter FUTUIRE ASTRONFAUT STADIUBM PHARMDACY FLHY II Odd one out a.watermelon b.mango c.apple d.rabbit a.fantastic b.attractive c.busy d.food a.healthy b.health c.safe d.magic a.opposite b.behind c.street d in front of a.spring b.autumn c.fall d.season III Look at the pictures Read and write one word for each gap There is one example Example: He’d like to be a good farmer He would like to be a _ XVII He wants to be a great football He’d like to be an in the future Her dream is to be a in the hospital He wants to be a like his father IV Choose the best answer What you in your free time? – I surf _ A the Internet B comics C homework John is riding his bike _ the park A on B at C above XVIII D in D flowers I love karate I _ karate every day A work B make C D clean Hoa often _ to the music club every Sunday A goes B does C listens D climbs A: Thanks for your lovely gift B: A You’re welcome C I’m sorry! B Go ahead! D Don’t worry about it! XIX APPENDIX POST TEST I Leave ONE unnecessary letter HEALTUHY WESATHER PAGOFDA PLSACE CLORUDY II Find one odd word A, B, C or D A teacher B farmer C doctor D sister A father B mother C friend D brother A happy B dog C sad D.angry A kitchen B.apple C banana D mango A soccer B pen C rular D table III Read and choose the words to fill the blanks city wrong there uncle places My name’s Linh Last week, my family went to Ho Chi Minh City to visit my (1) It was the first time I was (2) On the third day of our visit, my brother and I had a (3) tour by bus We visited some (4) such as the City Theatre, the zoo and Ben Thanh Market Unfortunately, we got lost on the way home because we took the (5) bus! Fortunately, we took the right bus home in the end It stopped across the street, about three blocks from my uncle’s house IV Choose the best answer School at 4.30pm every day A finish B finishing C to finish D finishes It’s warm to day I don’t want to at home, now A staying B to stay C stays D stay My family likes .our summer holiday at seaside A to spend B spent C spending XX D spend I on TRAN PHU street A living B live C lived D lives “What’s the … with you?” – “I have got a headache.” A question B matter C health XXI D sorry APPENDIX SAMPLE LESSON PLAN THEME: LESURE ACTIVITIES Teacher: Phạm Thị Lành Textbook: Tiếng Anh ( Bộ Giáo Dục Dào Tạo) Time: 40 minutes Class: 5A- Bắc Hồng Primary School Unit 13: WHAT DO YOU DO IN YOUR FREE TIME? Lesson I Objectives: By the end of this unit pupils can - Use the words and phrases related to the topics Free time activities - Ask and answer questions about What someone does in his/her free time, using What you in your free time? – I - Develop Ss speaking and listening skills II Languages focus: - Sentence Pattners: What you in your free time? – I - Vocabulary: free time, karate, surf the internet, clean, III Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks IV Teaching processes: Class organization: - Greeting - Checking for the students' attendance New lesson XXII Teacher’s activities Stages/ Students’ activities Time Warm- Play Bingo game: - The class play Bingo game up (7’) T prepares 42 sheets with the with phrases names of actions such as play - Look at the teacher' action badminton, play chess, go fishing, and cross the words that are ride a bike, watch T.V, go to the named If the words crossed cinema, clean the house, the are lined in in a queue, the karate students say " Bingo" and New - T says the word, does action, ask win words students to look, listen and guess - Then guess the meaning of (5') its meaning some new words - guess what action means - Do action as the teacher to - T makes a sentence with one of revise them the phrases and asks sts to the - Make the sentences with the same phrases in game - Introduce vocabulary: free time, karate, surf the internet, (in the sheet) - Copy the words in the - Write the new words on board notebook - Introduce the dialogue by asking - Look at the pictures, answer some questions the questions to identify the Who are they? characters (Tom and Nam) Where are they? and the context in the book What are they doing ? guess what the story is about XXIII What are they talking about? and point at each picture to elicit their answers to these Look, questions listen - Play the recording - Listen follow in their book and - Ask sts to listen the firs then play - Ss listen and repeat in repeat the recording again for sts to listen chorus two times (10') and repeat - Read in group/ pair: One - Check and corect repeats Tom’s part, the other repeats Nam’part - Elicits the structure and write the - Ss give new structure model sentences: sentence: - What you in your free - Note write down new words time? and read after T - I Play game: What and where - Let sts play a game What action : (Whole class) T asks a students to an action, the other asks and answer following that action by using the model they have learnt - Monitor the activity and offer help, if necessary - Say phrases under the pictures - Check and correct - Look and find out the model sentences - Point the pictures and practise asking and answering XXIV Point question: and say What you in your free (7') Let’s Talk time? – I - Give tasks - - pairs perform their task - Monitor the activity and offer at the front of the class The help, if necessary rest of the class observe and give comments - Correct their - Talking about where pronunciation and mistake someone went on his/her last holiday, using: What you in your free 4.Consolidation time? – I Summary the lesson - Ss work in pairs - Pupils practise answering the questions with information about themselves - 6-7 pairs perform their task at the front of the class The rest of the class observe and give comments - Do exercises in workbook, learn by heart the dialogue 5.Homework - Write words or phrase for activities you daily XXV ... behavioral learning theory in teaching English vocabulary for the students at Bac Hong primary school in Hanoi? ?? is the result of my own research for the Degree of Master of Arts in English Language The. .. ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Phạm Thị Lành APPLICATION OF BEHAVIORAL LEARNING THEORY IN TEACHING ENGLISH VOCABULARY FOR THE STUDENTS AT BAC HONG PRIMARY SCHOOL IN HANOI. .. vocabulary learning at Bac Hong Primary School? - What the students think about the use of behavioral learning- based activities in vocabulary teaching and learning? 1.4 Scope of the Study Within the shortage