HO CHI MINH CITY UNIVERSITY OF
FOREIGN LANGUAGES - INFORMATION TECHNOLOGY
DEPARTMENT OF FOREIGN LANGUAGES

SUGGESTING METHODS FOR EFFECTIVELY SECOND
LANGUAGE VOCABULARY TEACHING TO
ELEMENTARY STUDENTS

Phạm Thị Như Quỳnh
15DH710359
June, 2019


ABSTRACT
As the world is integrating rapidly, the needs for communication also
increase. As a result, it is vitally important to learn a foreign language and
vocabulary learning is an essential part of the foreign language learning. In
Vietnam, like most other Asian countries, English in general and vocabulary
learning, in particular, have been considered as a boring compulsory subject.
Vocabulary plays a major role in learning English as a process that requires
not only learners’ and teachers’ efforts but also efficient vocabulary teaching
methods in the class. Through the combination of qualitative and quantitative
methods, the researcher collected and presented the data precisely in charts.
The data are investigated and analyzed in various aspects to find out how to
use and combine popular teaching language methods effectively in the
elementary classes that encourage students to learn more vocabularies inside
and outside of the class. After choosing the four most popular teaching second
language methods at the present, which may remarkably effect towards
students, the researcher spent four weeks of research consisting of observation
and handling questionnaire to both Teachers and Teaching Assistants from an
English Center located in Ho Chi Minh city with 40 participants. This

research is to find out some common difficulties that language teachers and
teaching assistants have to deal with in the vocabulary teaching process and to
determine some effective solutions for those problems to organize classroom
activities more efficiently in learning second language classes towards young
learners from the age of 8 to 12 years old.


ACKNOWLEDGEMENTS
I am really grateful to my thesis supervisor professor Triet for his guidance
and invaluable suggestions.
I would like to say thanks to my friends and co-workers in the Vietnam USA
Society English Center (VUS).
I would also like to thanks my beloved family for their priceless existence in
every phase of this study.


TABLE OF CONTENTS
ABSTRACT……………………………………………………………...…I
ACKNOWLEDGEMENTS…………………………………......……....…II
TABLE OF CONTENTS………………………..………….………..........III
LIST OF TABLES…………………………………….………...……..….IV
CHAPTER 1: INTRODUCTION…………………………………….….....1
1.0. Presentation…………….…………………………………….…...…...1
1.1. Background of the Study……………………………………..…….....1
1.2Purpose of the Study…………………………………….….……..…....1
1.4. The Research Question…………………….……………………..…...2
CHAPTER 2: LITERATURE REVIEW………………………………..…3
Part 1: Theory Description…………………………………...………….....3
2.1. The role of vocabulary in learning English……………………..…….3
2.2. The dilemma in Vocabulary Teaching Process………………….……4

2.3. Characteristics of Learners and The Teacher’s Role in Teaching
Vocabulary……………………………………………….……….….…..….6
2.3.1. Characteristics of Young Learners…………...……...………..6
2.3.2. The Teacher’s Role in Teaching Vocabulary…………............9
2.4. Suggested efficient methods in teaching vocabulary for elementary
students…………………………………………………………...…….…...10
2.4.1. The Grammar - translation method…………………………..……..10
2.4.2. The Direct method……………………………………………..…….11
2.4.3. The Audio-lingual method…………...…..………...............................12
2.4.4. The Communicative Language Teaching……………………...........14
2.5. The Popular Techniques in Teaching Vocabulary……..…….…….....16
2.5.1. Using objects……………..……………………………......…..16
2.5.2. Drawing…………………………………..……………….…...16


2.5.3. Mime, Expressions and Gestures……..………….………..17
2.5.4. Synonyms and antonyms………………..……………....….17
Part 2: Research Question……………………………………………….18
CHAPTER 3: RESEARCH METHODOLOGY…………………....……19
3.1.

Method……………………………………………………..…..…19

3.2. Participants………………………………………………..………..19
3.3. Data Collection Instrument……………………………..……....….19
CHAPTER 4: RESULTS……………………………………..……..........23
CHAPTER 5: DISCUSSION………………………………..……..……..33
CHAPTER 6: CONCLUSION………..………………….…..……..….....38
6.1. Summary of the study……………………………..………..…….…38
6.2. Limitations of the Results………………………..……………....….38

6.3 Suggestions for Further Studies………………….………………..….39


CHAPTER 1
INTRODUCTION
1.0 Presentation
This chapter begins with the background of the study. The purpose and the
research question of the study follow the problem statement. The final part is
devoted to the limitation of the study.
1.1 Background of the Study
During recent years, it has been known that variety is one of the most
important factors in maintaining a high level of motivation and interest among
foreign language learners, especially with primary school students. As F.
Dubin pointed out foreign language learners need materials that reflect reallife concerns. (1974:1) There are many teaching methods that apply practical
activities into the classrooms efficiently, to add variety not only the teaching
process but also to the students’ experience in English.
In most of the primary schools as well as English centres, the foreign
language teachers usually apply games with objects including pictures,
flashcards and real objects and mime to practice students with new
vocabularies.
1.2. Purpose of the Study
The aim of the study is to suggest some popular and effective methods for
teaching vocabulary for elementary students. In addition, this study also finds
out some popular difficulties of foreign language teachers in the teaching
process as well as determine several efficient solutions for those problems.
Teaching is one of the most complex professional careers in the world.
Teachers are responsible for most of the teaching process, as they should at
least show the method for learning. In teaching a foreign language process,

1



teachers’ responsibility increases; therefore, they can use some efficient
methods that support them more effective teaching.
In order to realize the aim stated above, the performance of a number of
foreign language teachers having experiences in teaching elementary level
students chosen to collect the information that supports this study.
1.3. The Research Question
Basing on the aim of the study stated above, there are three main questions
will be answered:
1. What are efficient methods of second language vocabulary teaching to
elementary level students?
2. What are the popular difficulties in the second language teaching process in
primary school classes?
3. What are some effective solutions for problems in the second language
teaching process of young learners?

2


CHAPTER 2
LITERATURE REVIEW
Part 1: Theory Description
This chapter gives information about the dilemma in language teaching
vocabulary as well as learners’ characteristics and the teacher’s role in
teaching vocabulary. This part also mentions about popular methods of
vocabulary teaching and techniques of teaching English to elementary
learners.
1.1.


The role of vocabulary in learning English
Learning a language is a process and vocabulary is the root of that

procedure. Vocabulary is the knowledge of words and word meanings.
According to Steven Stahl (2005), "Vocabulary knowledge is knowledge; the
knowledge of a word not only implies a definition but also implies how that
word fits into the world." Vocabulary knowledge which is not something that
can ever be fully mastered expands and deepens over the course of a lifetime.
Instruction in vocabulary involves far more than looking up words in a
dictionary and using the words in a sentence. In communication, vocabulary
plays a key role in learning a second language and English is not an exception.
Discussing the importance of vocabulary, the master of linguistics David
Wilkins (1972 ) argued that:

“without grammar little can be conveyed,

without vocabulary nothing can be conveyed”. Indeed, it is necessary for
people to use words in order to express themselves in any language. This point
illustrates that even without grammar, people still have the ability to express
their own ideas by using some useful words and expressions to communicate.
Learners usually find it difficult to speak English fluently because of a lack of
vocabulary. They consider speaking exhausting when they keep on using the
same expressions and words. In addition, their conversations are abruptly
3


interrupted due to missing words. Lewis (1993) went further to argue, “Lexis
is the core or heart of language” (p. 89). Particularly as students develop
greater fluency and expression in English, it is significant for them to acquire
more productive vocabulary knowledge and to develop their own personal

vocabulary learning strategies. Students often instinctively recognize the
importance of vocabulary to their language learning. As Schmitt (2010) noted,
“learners carry around dictionaries and not grammar books” (p.4). Teaching
vocabulary helps students understand and communicate with others in English.
Voltaire purportedly said, “Language is very difficult to put into words.” I
believe that English language students generally would concur because
learning vocabulary also supports students a base for the higher levels in
English and helps them be a master in

English for their purpose. The

importance of vocabulary for language learning is summed up in the advice to
students from a recent course book (Dellar H and Hocking D, Innovation,
LTP): “If you spend most of your time studying grammar, your English will
not improve very much. You will see the most improvement if you learn more
words and expressions. You can say very little with grammar, but you can say
almost anything with words!” (Thornbury 2002, p. 13).
1.2.

The dilemma in Vocabulary Teaching Process.

Language teaching methods have updated markedly over the years in order to
develop the efficiency of the language learning process. While in the past the
focus was laid on the grammatical description, modern methods show a
reversed picture that reflects on promoting real communication in the
classroom that helps students understand spoken and written language, and
practice in conversations. “The primary goal of the modern methodology is
the decreasing of students’ anxiety’’ (Dana Shejbalová, 2006).

4



Language teachers have to face a number of problems when they are in the
process of finding out the most suitable method for the student’s needs. Every
student has their own experiences in learning the target language with
different learning styles as well as characteristics that teachers have to manage
to organise lessons and choose the most effective method for their learners in
a limited time. In addition to problems teacher might get in the vocabulary
teaching process, the focus on grammatical structures for a long time, that
limited students’ communicating ability in the target language, is the greater
priority over the communicative functions. The access of communicating
approach set an important role of vocabulary as well as debates the
effectiveness and optimisation of the teaching process.
Early learners also deal with a number of problems in learning vocabulary
with both its amount and meanings. “It’s almost impossible to say how many
words in English” (Jeanne McCarten,2007,p.1). The Global Language
Monitor, which tracks language trends, especially in the media, has counted
up to almost a million at 988,968. Webster’s Third New International
Dictionary, Unabridged, together with its 1993 Addenda Section, includes
around 470,000 entries. Let's have a look at word family of MAKE: make,
makes, making, made, maker and makers. There is one word but includes six
different word families. How can we count different uses of the same word?
For instance, the word make is not the same in makeup as in make plan and
these uses are also different from the noun maker. Moreover, there are a
number of idiomatic uses of the same word make but with different meanings
such as make the deadline, make my day and make a profit. The new words
are added to the language all the time; that’s the reason why language learners
need to update both vocabulary and learning methods. It is difficult for
students when there are too many new words in a lesson that they cannot


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adopt all of them in a limited time. Moreover, there are lots of synonyms and
uses of the same word that make students easily confuse distinguishing these
words. The level of vocabulary is a part of the problem when there are too
many abstract words that are not suited to students’ ability. So far, students
need to be self-sufficient learners as Jeanne McCarten mentioned in the book
Teaching Vocabulary: “It is unlikely that teachers can cover in class the huge
number of vocabulary items that students will need to use or understand, so it
is equally important to help students with how to learn vocabulary as well as
with what to learn.”( Jeanne McCarten,2007,p.2).
1.3.

Characteristics of Learners and The Teacher’s Role in Teaching

Vocabulary:
The human factor is one of the key roles in the second language vocabulary
teaching process that supports teachers in choosing the most effective method
for learners and make improvements in the teaching process.
1.3.1. Characteristics of Young Learners
Learning a language is a long term process; therefore, we should apply an
efficient learning method that would be explored based on learners’
personalities. Scott and Ytreberg (1990,p.1-2) pointed out “five-to-seven years
old can do several activities at their own level:
They can talk about what they are doing
They can tell about what they have done or heard
They can plan activities
They can argue for something and telling why and what they think
They can use logical reasoning

They can use their vivid imaginations
They can use a wide range of intonation patterns in their mother tongue
They can understand direct human interaction.”

6


There are some common characteristics of learners that teacher might face in
the teaching process. Energetic and physically active students will response
even they do not understand as Scott and Ytreberg stated in 1990:
“ They understand situations more quickly than they understand the language
used.
They use language skills long before they are aware of them.”
These students ask questions all the time and move continuously because they
are curious, receptive to new ideas and sometimes spontaneous as well as not
afraid to speak out and participate. For example, if the teacher set the rule that
any students want to go out have to ask the teacher ‘May I go out, please?’ or
‘May I have some water, please?’ then the teacher will reply in English ‘yes,
of course’ or ‘no, just wait two more minutes and you can go out in the break
time’ which will create a habit for learners to practice English in class and
distribute to the decreasing of their wants to go out whenever they like.
Practical situations also encourage learners’ own understanding comes
through the physical experience by hands, eyes and ears. Setting rules in class
also support more security for students “ They know that the world governed
by rules. They may not understand the rules, but they know that they are there
to be obeyed and the rules help to nurture the feeling of security” (Scott and
Ytreberg, 1990, p.2). Moreover, early learners are very logical basically that
what teacher says first they will do first. For example, the teacher says ‘open
your book and take out your pencil’, they will open the book first and then
take their pencils out. Elementary students pay short attention to the activities

that are repeated many times with the same situation that makes them boring
and distracted easily. Uysal and Yavuz(2015); Scott and Ytreberg (1990)
stated this problem: “They have very short attention and concentration span.”.
The short attention of early learners also affects their interests that will be lost

7


quickly: “lose interest more quickly and are less able to keep themselves
motivated on tasks they find difficult” “ children often seem less embarrassed
than adults at talking in a new language, and their lack of inhibition seems to
help them get a more native-like accent” Cameron (2001,p1). In addition,
young children have potential imagination and a part of them enjoy makebelieve that sometimes it is hard for them to distinguish between fact and
fiction: “ The dividing line between the real world and the imaginary world is
not clear” “ ( Scott and Ytreberg, 1990). If the mentor tells a fairy story about
the lost train and ends the story with the toy train found in her pocket, students
will be very excited and believe that the lost train was found its way out of the
book and into their teacher pocket.
The age from eight to ten tend to more mature than those under eight years old
and have some general characteristics that support the teaching vocabulary
process. Scott and Ytreberg (1990,p.3-4) summed up:
“Their basic concepts are formed. They have very decided views of the world.
They can tell the difference between fact and fiction.
They ask questions all the time.
They rely on the spoken word as well as the physical world to convey and
understand the meaning.
They are able to make some decisions about their own learning.
They have definite views about what they like and don't like doing.
They have a developed sense of fairness about what happens in the classroom
and begin to question the teacher's decisions.

They are able to work with others and learn from others.”
In addition, elementary students are really enthusiastic, positive and
emotional; as a result, the teacher should keep encouraging young learners to
bring into play their energy to get the most efficiency in the second language

8


learning process. “It is important to praise them if they are to keep their
enthusiasm and feel successful from the beginning. If we label children
failures, then they believe us.”
1.3.2. The Teacher’s Role in Teaching Vocabulary
The second human factor that I want to mention is the important role of the
teacher in teaching vocabulary process. Each teacher will have their own
colours as well as ability, attitude “ We come to the job with our personalities
already formed, but there are abilities and attitudes which can be learnt and
worked on. As a teacher of young children it helps a lot if you have a sense of
humour, you're open-minded, adaptable, patient, etc., but even if you're the
silent, reserved type, you can work on your attitudes and abilities” (Scott and
Ytreberg, 1990, p.9). Following the research of Harmer in 1998 on students in
England, he pointed out the teacher should:
“Make their lessons interesting
Love their job
Have their own personalities and do not hide it from the students
Have lots of knowledge of many fields, not only of their subject
Be an entertainer in a positive sense
Be approachable
Identify with hopes, aspirations and difficulties of their students when they are
teaching their students
Try and draw out the quiet ones and control the more talkative ones

Be able to correct people without offending them
Know how to manage and inspire students and control boisterous classes that
is one of the fundamental skill of teaching”
The question “ What makes a good teacher ?” was answered by Harmer in
1998 “ good teachers care more about their students’ learning than they do

9


about their own teaching.” “part of a good teacher’s art is the ability to adopt
a number of different roles in the class, depending on what the students are
doing.” Harmer (2010,p.25). Scott and Ytreberg also illustrated that a good
teacher should widen their knowledge in a number of areas such as art “ most
of us can learn to sing or even play a musical instrument” “ learn to mime, to
act and to draw very simple drawings” “learn to organise our worksheets”.
Additionally, the attitude of the teacher that affects students in class is also an
important key that distributes to the efficiency of the second language
teaching process. Scott and Ytreberg stated that “ Respect your pupils and be
realistic about what they can manage at an individual level, then your
expectation will be realistic, too.”.
1.4.

Suggested efficient methods in teaching vocabulary for elementary

students.
There has been a long time for people who have been learning and teaching
languages continually debate about how to describe the process and what is
the best method of doing it. Besides some traditional learning techniques
having been applied for many years, there have been five teaching techniques
in recent years which have had a strong influence on classroom practice and

be referred to by teachers and learners. They are Grammar-translation, The
Direct, Audio-lingualism, and Communicative Language Teaching. Basing on
the characteristics of young learners mentioned above, these methods bring a
number of advantages in teaching language process as well as the process of
teaching vocabulary.
1.4.1. The Grammar - translation method
The Grammar - translation method is a method of teaching foreign languages
derived from the traditional method of teaching Greek and Latin. This method
analyses the grammar that supports learners grammatical rules and the ways to

10


apply those rules by translating sentences between the target language and the
native language. Advanced learners may be acquired to translate the whole
text “by analyzing the grammar and by finding equivalents between the
students' language and the language to be studied, the students will learn how
the foreign language is constructed. It is certainly true that most language
learners translate in their heads at various stages anyway, and we can learn a
lot about a foreign language by comparing parts of it with parts of our own”
(Harmer, 2010,p.30). This technique has two main goals that are to enable
students to read and translate literature written in the target language and to
further learners’ general intellectual development “The goal of foreign
language study is to learn a language in order to read its literature or in order
to benefit from the mental discipline and intellectual development that result
from foreign-language study” (Richards and Rodgers,1986, p.3). There is not
usually any listening or speaking practice and very little attention is placed on
pronunciation or any communicative aspects of the language. This method
focuses on reading and writing; therefore, the exercises mainly is reading and
only in the context of translation.

1.4.2. The Direct method
The Direct method of teaching languages was developed around 1900 in
Germany and France. It is also called the natural method because its aim is to
immerse learners in English and to enable students to learn a second or
foreign language in a way that is similar to their first language. While the
grammar-translation method relies heavily on the written language, the direct
method places its emphasis on both listening and speaking “a foreign
language could be taught without translation or the use of the learner's native
tongue if the meaning was conveyed directly through demonstration and
action” (Richards and Rodgers, 1986, p.9). According to the German Scholar

11


F. Franks in 1884: “ a language could best be taught by using it actively in the
classroom rather than using analytical procedures that focus on the
explanation of grammar rules in classroom teaching”. Richards and Rodgers
summarized principles and procedures of this method (1986, p.9-10):
“1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression
organized around question-and-answer exchanges between teachers and
students in small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. The concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.”
The methodology of the natural method consists of five parts: SHOW- realia

or other visual aids such as flash cards and using gestures to explain verb;
SAY- pronounce correctly; TRY- repeat what teacher is saying; MOULD- the
teacher corrects and ensures students’ pronunciation are correct; REPEATsingle student repetition, group repetition and activities designed to encourage
students to repeat new words. This method is better for learners who have a
need for real communication in English or other second languages. However,
there are some disadvantages to this method. Firstly, the natural method
works on the assumption that a second or foreign language is learnt exactly in
the same way as the mother tongue; but in fact, second or foreign language
acquisition varies considerably from first language acquisition. The second
drawback is about budget, classroom size, and teacher background. Despite

12


drawbacks mentioned above, the direct method is one of the most popular
teaching methods that language teachers and learners refer to.
1.4.3. The Audio-lingual method
Although the direct method is still used today, it was largely overtaken by the
audio-lingual method which students have to drill to form their habits in the
use of the English grammatical structures:“ Audio-lingualism is a linguistic,
or

structure-based,

approach

to

language


teaching”

(Richards

and

Rodgers,1986,p.53). In its first stage, the audio-lingual method of teaching a
foreign language was known as the army method that based heavily on the
behaviorists’ theory of learning and was popularized by the need of the United
State army sending troops around the world during the Second World War.
This method depends on repetition drills; as a result, it was used to teach huge
numbers of learners at the same time. Richards and Rodgers pointed out its
methodological practices in their research in 1986:
“1. Foreign language learning is basically a process of mechanical habit
formation.
2. Language skills are learned more effectively if the items to be learned in the
target language are presented in the spoken form before they are seen in
written form.
3. Analogy provides a better foundation for language learning than analysis.
4. The meanings that the words of a language have for the native speaker can
be learned only in a linguistic and cultural context and not in isolation.”
The audio-lingual method teaches the language directly without using the
learners’ first language. However, teachers are allowed to use a little of the
learners’ mother tongue to explain words for abstract meanings or
complicated grammar rules. Typically, this method includes drills and pattern
repetition. Various kinds of drills are used.

13



Brooks (1964:156-6 1) stated:
“1. Repetition: The student repeats an utterance aloud as soon as he has heard
it. He does this without looking at a printed text. The utterance must be brief
enough to be retained by the ear. Sound is as important as form and order.
Example: This is the seventh month. -This is the seventh month. After a
student has repeated an utterance, he may repeat it again and add a few words,
then repeat that whole utterance and add more words.
Example: I used to know him. - I used to know him.
I used to know him years ago. - I used to know him years ago when we were
in school.
2. Inflection: One word in an utterance appears in another form when
repeated. Example: I bought the ticket. - I bought the tickets.
He bought the candy. -She bought the candy.
I called the young man. - I called the young men.
3. Replacement: One word in an utterance is replaced by another.
Example: He bought this house cheap. - He bought it cheap.
Helen left early - She left early.
4. Restatement. The student rephrases an utterance and addresses it to
someone else, according to instructions.
Example: Tell him to wait for you. -Wait for me.
Ask her how old she is. -How old are you?
Ask John when he began. - John, when did you begin?.”
The Audio-lingual method is no longer popular in teaching at present because
“commentators from all sides argued that language learning was far more
subtle than just the formation of habits” (Harmer, 2010,p.31). Nowadays,
more communicative methods that use mimic real, occurrences and so on are
widely applied. Although this method has been discredited scientifically, it is

14



still used by ESL teachers around the world sometimes and the repetition
might be helpful with a large class and practice speaking or improve learners’
pronunciation.
1.4.4. The Communicative Language Teaching
Communicative

Language

Teaching

(CLT)

is

also

called

as

the

communicative approach is one of the most popular methods at present. This
method is an approach to language teaching that emphasizes interaction as
both the means and the final target of study. There are some techniques that
learners will apply in this method:


Learn and practice the target language through interaction with one

another and with the instructor.



Study “ authentic text” written in the target language for purposes other
than language learning



Use the language in class combined with the use of the language
outside of the class.
The goal of this method is to provide learners with the ability to

communicate in the target language. Piepho (1981) discusses the following
levels of objectives in a communicative approach:
1.

“an integrative and content level.

2.

a linguistic and instrumental level.

3.

an effective level of interpersonal relationships and conduct.

4.

a level of individual learning needs.


5.

a general educational level of extra-linguistic goals.”

In addition, the CLT focuses on the teacher being a facilitator rather than an
instructor. “A variety of games, role plays, simulations, and task-based
communication activities have been prepared to support Communicative
Language Teaching classes” (Richards and Rodgers,1986,p.80). There are

15


some activities used in class that comes up with practical exercises and
efficiency. These oral activities include active conversations and creative,
unpredicted responses from students. The six activities listed below are
commonly used in CLT classrooms.


Role-play is an oral activity usually done by pairs with the main
objective is to develop students’ communicative abilities in a certain
setting.



Interviews are an oral activity done in pairs, whose target is to develop
learners’ interpersonal skills in teaching language process.




Group work is a collaborative activity whose purpose is to boost
communication in teaching language with a bigger group setting.



The information gap is a collaborative activity that is for students to
effectively obtain new information



Opinion sharing is a content-based activity that engages students’
conversational skills when talking about information that they care
about.



The scavenger hunt is a mingling activity that promotes open
interaction between students.

1.5 The Popular Techniques in Teaching Vocabulary:
There are several techniques in teaching vocabulary used by a number of
language teachers that help students have able to learn, practice, revise and to
prevent students from forgetting as well as to apply them in real situations.
1.5.1. Using objects
This technique is the use of realia, visual aids and demonstration that help
learners in memorizing new vocabulary better because “ our memory for
objects and pictures is very reliable and visual techniques can act as cues for
16



remembering words” (Takač, 2008). Objects can be used to show meanings
when the vocabulary consists of nouns and also useful with adjectives and
verbs “Learners remember better the material that has been presented by
means of visual aids. Visual techniques lend themselves well to presenting
concrete items of vocabulary nouns; many are also helpful in conveying
meanings of verbs and adjectives. They help students associate presented
material in a meaningful way and incorporate it into their system of language
values.” (Konya, 2007). Using objects include using pictures with posters,
flashcards, wall charts, magazine pictures, stick figures and photographs.
1.5.2. Drawing
Objects can be drawn on the blackboard or down in the flashcards by teachers
or students or covered in plastics. Then, they might be used again and again in
different kinds of activities in the classroom in order to practice students to
remember them more easily and quickly. For examples, the lesson is about
food so the teacher some pictures of “ pizza”, “chicken”, “noodle” and “ icecream”; then the teacher asks students to draw in their own card and use those
cards to play a game.
1.5.3. Mime, Expressions and Gestures
Language teachers use lots of mime, expressions and gestures to express
vocabulary of adjectives and verbs and also effective with words of nouns.
This method is extremely efficient to young learners and starter level because
at this age learners are imaginative, motivative, repetitive and emotional in
learning a new language. Klippel (1994) implied that “mime or gesture is
useful if it emphasizes the importance of gestures and facial expression on
communication. At the essence, it can not only be used to indicate the
meaning of a word found in reading passages but also in speaking activity as
it stresses mostly on communication”. Using mime and gestures to show the

17



meaning of vocabulary is a good way for young learners to adopt and
remember new words. For instance, the teacher shows a sad expression with a
sad face to teach the adjective “sad”; then, ask students to repeat and copy the
expression, so whenever the teacher makes a sad face they will be able to say
“sad” and express follow the teacher.“ Teaching gestures to capture attention
and make the lesson more dynamic”, Mofareh Alqahtani (2015). Teaching
using gestures includes hand gestures, facial expressions, pantomime, body
movements and so on.
1.5.4. Synonyms and antonyms
Language teachers might use synonyms or antonyms to explain the meanings
of new vocabularies for lower level learners to understand easier as well as
review and expand more vocabulary for them. This method also supports
learners ability to learn the use of new vocabularies based on known
vocabularies. “Synonyms and antonyms are especially important in building
new vocabulary because learners are able to use known vocabulary.” (Konya,
2007).
Part 2: Research Question
Witnessing learners’ problems in learning vocabulary in English urged the
researcher to raise a question “What are some popular difficulties of language
teachers in the teaching process and how they apply to teach vocabulary
methods effectively to solve those problems in elementary student classes?”
and the research was conducted with that purpose.

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CHAPTER 3
RESEARCH METHODOLOGY
3.1.


Method

A survey was conducted in order to support this study. It included a
questionnaire for individuals who have been teaching as a language teacher or
teaching assistant. For the most practical result, I used a survey as the main
data gathering instrument. The survey was directed to both male and female
language teachers through the internet by using Google Forms. Participants of
the survey are most likely teachers and teaching assistants in an English center
that I am working at.
3.2.

Participants

The survey was mainly participated by teachers and teaching assistants who
have a number of experiences in teaching English as a second language for
primary school students. Through the most conventional social media –
Facebook, participants were invited to answer the questionnaire. Target
individuals who are teachers or teaching assistants in Vietnam USA Society
English Center (VUS) have been teaching English as a second language for
elementary learners for one to three years. Thirty participants mainly ranged
from 20 to 30 years old were surveyed.
3.3 Data Collection Instrument
The survey used the quantitative method to determine the extent and
frequency of the perceived issues. In addition, by answering these questions,
the survey shows us how long does it take language teachers to prepare a
lesson plan before the class as well as the difficulties they might get in
elementary student classes. The survey also used qualitative questions that
focused on giving some solutions for those problems, then I compared the
answers of these questions with my own observations and experience of the
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issues and made use of the literature review to make general comments. A
total of 30 language teachers and teaching assistants were asked to do this
survey through the link given on Facebook. The survey consisted of 2 main
sections. Section one had 11 questions which focused on Yes/No answer to
get more information about participants’ teaching background as well as some
popular problems they might get in their teaching process. The second one
had 6 questions whose purpose is to collect experiences of participants in how
language teachers deal with their problems in elementary classes how they
organize classroom activities to practice vocabulary for elementary students
effectively. The questions are easy to understand with conventional language
due to the simple grammar structure and vocabulary. The interface of the
Google Form is convenient and sufficient for data collecting.

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