APPLICATION OF BEHAVIORAL LEARNING THEORY IN TEACHING ENGLISH VOCABULARY FOR THE STUDENTS AT BAC HONG PRIMARY SCHOOL IN HANOI

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PHẠMTHỊ LÀNH VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Phạm Thị Lành ENGLISHLANGUAGE APPLICATION OF BEHAVIORAL LEARNING COVER PAGETHEORY2 IN TEACHING ENGLISH VOCABULARY FOR THE STUDENTS AT BAC HONG PRIMARY SCHOOL IN HANOI MA THESIS IN ENGLISH LANGUAGE COURSE:2017 – 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 1.1 Rationale .1 1.2 Aim(s) of the Study .3 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 KIMND II Odd one out A flat A always A Cinderella A gentle A quietly 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 4.BUIRN II Odd one out 1.A matter 2.A fever 3.A mouth 4.A carry 5.A play 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 C earache D backache Don’t ride your _ so fast! A car B sore throat 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 GREEDUY II Odd one out 1.A tooth 2.A bought 3.A beautiful A weather 5.A who III Fill missing words, using the words given in the box Forecast 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 He should go to the …………… because he has a toothache A dentist What’s the matter …………… you? ~ I have a cold A to How many seasons are …………… in England? A these XVI APPENDIX POST TEST I Leave ONE unnecessary letter FUTUIRE STADIUBM II Odd one out BI a.watermelon a.fantastic a.healthy a.opposite a.spring 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 Hoa often _ to the music club every Sunday A goes A: Thanks for your lovely gift B: A You’re welcome B Go ahead! XIX I Leave ONE unnecessary letter HEALTUHY PAGOFDA II Find one odd word A, B, C or D A teacher A father A happy A kitchen A soccer III Read and choose the words to fill the blanks city My name’s Linh Last week, my family went to Ho Chi Minh City to visit my (1) 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 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 A finish It’s warm to day I don’t want to A staying My family likes A to spend XX 4.I on TRAN PHU street A living 5.“What’s the … with you?” – “I have got a headache.” A question XXI 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 Stages/ Time Warm- Play B up (7’) T pre names badm ride a cinem karate New - T sa words studen (5') its me - T ma the ph same - Intro karate sheet) - Writ - Intro some Wh Wh Wh XXIII What are they talking about? and point at each picture to elicit their answers to these Look , listen and questions - Play the recording - Listen follow in their book - Ask sts to listen the firs then play - Ss listen and repeat in repeat the recording again for sts to listen (10') and repeat - Check and corect chorus two times - Read in group/ pair: One repeats Tom’s part, the other repeats Nam’part - Elicits the structure and write the model sentences: - What you in your free time? - - Ss give new structure sentence: - Note write down new words 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 and say (7') Let - Give - Mo help, - Corr pronu 4.Con Summ 5.Hom 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
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