MINISTRY OF EDUCATION AND TRAINING Vinh university ========== TĂng thỊ THOA TEACHING AND LEARNING ENGLISH VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOLS IN VINH (DẠY VÀ HỌC TỪ VỰNG TIẾNG ANH QUA NHỮNG CÂU CHUYỆN NGẮN TRONG MỘT SỐ TRƯỜNG TIỂU HỌC Ở VINH) MASTER thesis IN EDUCATION Nghe An, 2013 MINISTRY OF EDUCATION AND TRAINING Vinh university ========== TEACHING AND LEARNING ENGLISH VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOLS IN VINH (DẠY VÀ HỌC TỪ VỰNG TIẾNG ANH QUA NHỮNG CÂU CHUYỆN NGẮN TRONG MỘT SỐ TRƯỜNG TIỂU HỌC Ở VINH) FIELD: THEORY AND MOTHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE : 60.14.10 MASTER thesis IN EDUCATION SUPERVISOR: Assoc.Prof.Dr TRUONG VIEN Nghe An, 2013 MINISTRY OF EDUCATION AND TRAINING Vinh university ========== TĂng thỊ THOA TEACHING AND LEARNING ENGLISH VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOLS IN VINH (DẠY VÀ HỌC TỪ VỰNG TIẾNG ANH QUA NHỮNG CÂU CHUYỆN NGẮN TRONG MỘT SỐ TRƯỜNG TIỂU HỌC Ở VINH) MASTER thesis IN EDUCATION Nghe An, 2013 Acknowledgements I would like to express my deep thanks to my supervisor, Dr Truong Vien, who has helped me a lot with his advice, directions, comments, criticism and encouragement for the accomplishment of this study I am also grateful to all teachers in the foreign languages department for their helpful advice and valuable lectures from which I benefited a lot in writing this study I also feel beholden to teachers and students from Le Loi primary school, Doi Cung primary school, Quang Trung primary school, Ha Huy Tap primary school, Le Mao primary school, Cua Nam primary school I wish to express my special thanks to Ms Dinh Thi Yen for her suggestions of the study I also really want to express my profound thanks to my family, my friends whose ideas, support and source of materials were great importance to me in carrying out this study Finally, my sincere thanks are due to all classmates who gave me some comments after reading my graduation thesis Many thanks to all of them I will always keep thanks! Vinh, 2013 Tang Thi Thoa ABSTRACT The study “Teaching and learning vocabulary through short stories in some primary schools in Vinh” has implemented with a view to investigate the way how teach vocabulary to primary students in Vinh in an effective method The study also aimed to indentify the teachers and students’ perceptions and reaction towards teaching and learning new words through short stories The subjects of the research concluded teachers and th and 5th grade students in six primary schools in Vinh The two data collection methods used in this study were the questionnaire and interviews The questionnaires were given to teachers who have taught English in Vinh primary schools These teachers were interviewed afterwards so as to investigate their perceptions towards teaching and learning through short stories Students were interviewed under the researcher’s clear instructions and assistance Some main findings consisted teachers’ and learners’ perceptions towards vocabulary in language learning, towards features of vocabulary, towards vocabulary teaching and consolidation techniques and towards necessity of teaching vocabulary through short stories Both teachers and learners were aware of significance of vocabulary In addition, some perception on features of vocabulary were revealed, which were highly taken consideration in teaching vocabulary Lastly, the results from the questionnaire and interviews have show a number of teaching vocabulary techniques which excite students and produce effectiveness on remembering vocabulary in the long run The researcher also concluded some implications to improve the teaching and learning vocabulary in primary schools at present time The suggestions were put forward the benefit of teachers, administers and students There are still a number of shortcomings in the study However, it has been implemented with all my efforts, interests and inspiration In general, the thesis has been conducted with the purpose of handing teachers and students of English some useful knowledge about vocabulary It is hard for the author to deal with everything about them but hopefully, the thesis has introduced something new, creative and advantageous for teaching and learning vocabulary in primary school TABLE OF CONTENTS ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 The Reasons for choosing the study 1.2 The Aims of the Study 1.3 The Scope of the Study 1.4 The Design of the Study CHAPTER LITERATURE REVIEW 2.1 Definition of vocabulary and its importance 2.2 Perspectives of knowing a word 2.3 Vocabulary teaching 2.3.1 The importance of teaching vocabulary 2.3.2 Teaching Vocabulary to children 2.3.3 Teaching vocabulary through short stories to children 2.3.4 The characteristics of from to 12 years old 2.3.5 Aspects of vocabulary to be taugh 2.4 Vocabulary and context 2.4.1 Teaching vocabulary in context 2.4.2 Teaching guessing meaning from context 2.5 Techniques for presenting vocabulary 2.5.1 Presentation 2.5.2 Discovery techniques 2.5.3 Practice 2.6 Techniques of consolidating vocabulary 2.7 The value of short stories 2.7.1 Concept of stories 2.7.2 The benefits of using stories CHAPTER METHODOLOGY 3.1 The research questions 3.2 Research design 3.3 Participant and research sites 3.4 Research instruments for data collection 3.4.1 The questionnaire for teachers 3.4.2 The interviews 3.5 Procedure of the study 3.5.1 Administrating the questionnaire 3.5.2 Administrating the interviews 3.6 Conclusion CHAPTER FINDINGS AND DISCUSSION 4.1 Data analysis from teacher questionnaires 4.1.1 Teachers’ perceptions towards vocabulary in language learning 4.1.2 Teachers’ perceptions towards features of vocabulary 4.1.3 Teachers’ perceptions towards vocabulary teaching and consolidation techniques 4.1.4 Teachers’ perceptions towards necessity of teaching vocabulary through reading short stories 4.2 Data analysis from teacher interviews 4.2.1 Teachers’ perceptions towards vocabulary in language learning 4.2.2 Teachers’ perceptions towards vocabulary teaching and consolidation techniques as well as difficulties faced in the procedure 4.2.3 Teachers’ perceptions towards necessity of teaching vocabulary through reading short stories 4.3 Data analysis from student interviews 4.3.1 Learners’ perception towards learning vocabulary 4.3.2 Learners’ perception towards presenting vocabulary technichques used in language class 4.4 Discussion 4.4.1 Theoretical framework of the study 4.4.2 Discussion on the findings 4.4.2.1 Findings on the teacher s’ and learners’ perceptions towards vocabulary in language learning 4.4.2.2 Findings on the teachers’ perceptions towards features of vocabulary 4.4.2.3 Findings on the teachers’ perceptions towards vocabulary teaching and consolidation techniques 4.4.2.4 Findings on the teachers’ perceptions towards necessity of teaching vocabulary through Short stories CHAPTER CONCLUSION AND IMPLICATIONS 5.1 Research questions revisited 5.1.1 Research question 5.2.1.Research question 5.2 Implications 5.2.1 For teachers 5.2.2 For administers 5.2.3 For students 5.3 Limitation BIBLIOGRAPHY APPENDICES CHAPTER INTRODUCTION 1.1 The reasons for choosing the study In the course of global integration, English has become the vital device for communication in all fields It is acting as a bridge which brings people from different countries in the world closer together Therefore, human beings appreciated the role of English more and more English has been considered to be the most necessary subject for students in all levels of educational systems The demand of learning English is gradually increasing To meet the need of everybody, education is required to be improved, how to find the most effective method in teaching English is the concern now Open-door policy of many countries’ governments has been giving people many chances to learn and practise English Nowadays, people all over the world learn English; therefore, English has become necessary for a lot of people at different social positions Being aware of its importance, Ministry of Education and Training announced the decision that English has been experimented as a compulsory subject in primary schools As a matter of fact, teaching English at the beginning level is extremely important because it is seen as the foundation for the higher levels in the future Many researchers present some reasons for teaching English at primary levels including Brewster, Ellis, and Grard ( 1992 ) They say that the aim of early foreign language learning is to prepare young learner linguistically, psychologically, and culturally for language learning (p.23-2) The justification of Singleton in Brumfit ( 1997 ) for this matter is “ the need for maximum learning time for important languages the earlier you start the more time you get” (p7) In brief, teaching English language to primary students is very essential It can give them linguistical, psychological and cultural preparation for language learning It also increases the number of years learning foreign language, the more they learn the more they get At the beginning level, primary teachers often put emphasis upon teaching vocabulary which is viewed as the “ building blocks” of learning any language The more they understand what they hear and the better they express themselves However, primary students’ vocabulary acquisition is often approached through memorizing decontextualized word lists There are two serious consequences when students learn vocabulary by the above method The first problem relating to young learners’ characteristic, that is, they forget something very quickly Writing down the correct words or group words is another students’ trouble Learning new words by memorizing decontextualized word lists shows a complete contrast to the concept that “most vocabulary is acquired from context” ( Sternberg,1987) In addition, children can learn words from written contexts ( Nagy et al., 1985, Mckeown, 1985) (as cited in Aist, 2002) Due to the facts above, it raises the issue how to teach and learn new words for primary students in a contextual way In fact, short stories can help to solve these problems because it meets the primary need: context The idea that students can learn through reading short stories is attractive for many reasons Short stories are kinds of interesting materials that help students learn and remember vocabulary in long term Moreover, because of the words are inside the text, students can remember the way how to write down the words correctly For the reasons as above, I have decided to choose the topic : TEACHING AND LEARNING VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOLS IN VINH 1.2 The Aims of the Study For the reasons mentioned above, the thesis has been done with the wish that it can contribute to the improvement in teaching English in general and in teaching vocabulary in primary schools The thesis aims to : - Present some general knowledge about vocabulary - Give some features of the situation of teaching and learning vocabulary in primary school - Help teachers and students be aware of the role of teaching and learning vocabulary - Help students learn and remember vocabulary in long term - Raises the issue how to teach and learn new words for primary students in a contextual way - Suggest some activities for teaching and learning vocabulary in primary school 1.3 The Scope of the Study Investigates the necessity of teaching and learning vocabulary from written contexts as well as to identify the teachers and students’ perceptions and reactions towards teaching and learning new words through short stories, entitled “TEACHING AND LEARNING VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOL IN VINH” The research is aimed at solving the following questions văn, thường giúp em thay từ khó với từ tương đương dễ Số TT Phát biểu Không Không Không đồng ý đồng ý có ý kiến Đồng ý Đồng ý hoàn hoàn toàn toàn (1) 18 Dạy từ đồng nghĩa trái nghĩa 19 quan trọng Tôi dạy từ dựa vào 20 tranh ảnh có Dạy từ vựng đọc giúp (2) (3) cho học sinh học nghĩa 21 cách viết từ Tôi thường khuyến khích học sinh đoán nghĩa dựa vào 22 ngữ cảnh Học từ vựng học nghĩa từ mà phải biết ngữ kết hợp ( collocations) với 23 Dạy cụm động từ (phrasal verbs) quan trọng Xin chân thành cảm ơn quý thầy cô! (4) (5) APPENDIX INTERVIEW QUESTIONS FOR ENGLISH TEACHERS The interview aims at no other purposes except exploring teaching and learning vocabulary through short stories I would be grateful if you spend a little time answering my questions When teaching vocabulary through reading short stories, which techniques you usually use? Do you find it difficult to teach students how to guess meaning from context? Why? Which techniques you often to check vocabulary? What are your own techniques for presenting and checking vocabulary? Thank you for your contributions! APPENDIX CÂU HỎI PHỎNG VẤN DÀNH CHO GIÁO VIÊN Những câu hỏi nhằm làm hiểu rõ công việc dạy học từ vựng thông qua câu chuyện ngắn Tôi xin chân thành cảm ơn quý thầy cô dành thời gian cho vấn 1.Khi dạy từ đoạn văn, thầy (cô) thường dạy cách nào? 2.Thầy (cô) có thấy khó dạy cho học sinh cách đoán nghĩa dựa vào ngữ cảnh 3.Thầy (cô) thường hay kiểm tra từ vựng nào? 4.Thầy(cô) chia sẻ vài cách dạy ôn lại từ vựng mình? Xin cảm ơn quý thầy cô! APPENDIX QUESTIONNAIRE FOR ENGLISH TEACHERS Do you like learning vocabulary? Why? What are your opinions about learning new words? Do you teachers teach vocabulary to you? When? How they teach vocabulary? Which way make you interested in learning and make you remember words longer? How often does your teacher encourage you to guess meaning in context? In your opinion, what kind of words that easily guess meaning from context? Do your teachers consolidate vocabulary? How? Thank you! APPENDIX CÂU HỎI PHỎNG VẤN DÀNH CHO HỌC SINH Em có thích học từ vựng không? Tại sao? Em thấy học từ nào? Thầy (cô) em có dạy từ không? Khi nào? Thầy cô em dạy từ nào? Em thích cách học nào? Cách làm em nhớ từ vựng? Thầy (cô) em có thường khuyến khích em đoán nghĩa từ vựng vào ngữ cảnh? Loại từ vựng em cảm thấy dễ đoán nghĩa nhất? Thầy (cô) em có ôn lại từ vựng không? Như nào? Cám ơn em! APPENDIX OUTPUT QUESTIONNAIRE FOR TEACHERS Reliability of the questionnaire Scale Statistics Mean Variance Std N of Deviation Items 94.50 125.441 11.200 10 q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 25 Item-Total Statistics Scale Mean if Scale Corrected Item Deleted Variance if Item-Total Item deleted Correlation 90.06 123.114 117 90.61 100.958 768 90.72 112.095 544 91.22 109.242 484 90.67 115.059 445 91.17 112.735 448 90.00 127.765 -.177 91.00 130.235 -.228 91.94 115.232 473 90.44 116.261 380 90.39 120.722 287 90.39 115.193 390 91.28 114.801 576 91.17 100.618 865 92.28 120.448 132 90.11 117.869 413 90.22 113.712 696 91.33 113.412 492 90.67 111.294 599 90.56 122.216 125 89.83 122.382 263 Cronbach’s Apha if Item deleted 835 806 820 823 825 824 843 854 824 827 830 827 821 801 839 827 818 822 819 836 831 q21 q22 q23 q24 q25 89.89 90.17 90.72 91.17 123.516 122.500 112.565 116.265 150 197 465 321 833 833 823 830 Reliability Statistics Cronbach’s Cronbach’s Alpha Base Alpha on Standardized Items 833 821 N Mean of ques Valid N (listwise) 25 Descriptive Statistics Min Max 18 18 2.72 Mean Std Dewviation 3.7800 44800 4.28 Descriptive Statistics Range Min Max N q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 N of Items 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 4 4 4 3 4 1 1 1 2 1 Mean 5 5 5 5 5 5 4.44 3.89 3.78 3.28 3.83 3.33 3.50 3.50 2.56 4.06 4.11 4.11 3.22 3.33 2.22 Std Deviation 705 1.451 1.060 1.406 985 1.188 707 1.200 922 998 676 1.079 808 1.328 1.215 q16 q17 q18 q19 q20 q21 q22 q23 q24 q25 Valid N (listwise) 18 18 18 18 18 18 18 18 18 18 18 3 4 1 4 2 1 4 1 5 5 5 5 4.39 4.28 3.17 3.83 3.94 4.67 4.61 4.33 3.78 3.33 3.Descriptive statistics of the four clusters in islotaion a Cluster Descriptive Statistics N Min Max Mean Mean of Cluster Valid N (listwise) 18 3.00 4.67 3.9259 778 752 1.043 1.098 873 485 502 594 1.166 1.138 Std Deviation 47905 18 b Cluster N Mean of Cluster Valid N (listwise) Min 18 Max 1.88 4.13 Mean 3.2847 Std Deviation 65698 18 q3 Frequency percent Valid Strongly disagree Disagree Agree 12 5.6 11.1 66.7 Valid percent Cumulative percent 5.6 5.6 11.1 16.7 66.7 83.3 Strongly agree Total 18 16.7 100.0 q4 Frequency percent Valid Strongly disagree Disagree neutral Agree Strongly agree Total 18 Frequency Valid Strongly disagree neutral Agree Strongly agree Total 18 11.1 27.8 5.6 33.3 22.2 100.0 q5 percent 5.6 22.2 50.0 22.2 100.0 16.7 100.0 100.0 Valid percent 11.1 27.8 5.6 33.3 22.2 100.0 Cumulative percent 11.1 38.9 44.4 77.8 100.00 Valid percent 5.6 22.2 50.0 22.2 100.0 Cumulative percent 5.6 28.7 77.8 100.0 Frequency Valid Strongly disagree Disagree neutral Agree Total Valid neutral Agree Strongly agree Total q6 percent 1 13 18 16.7 5.6 5.6 72.2 100.0 Frequency q7 percent Valid percent 11 18 11.1 27.8 61.1 100.0 11.1 27.8 61.1 100.0 q8 Frequency percent Valid Strongly disagree Disagree Neutral Agree Disagree Total Valid Strongly disagree Disagree Neutral Valid percent 16.7 5.6 5.6 72.2 100.0 2 11 18 Cumulative percent 16.7 22.2 27.8 100.0 Cumulative percent 11.1 38.9 100.0 Valid percent 11.1 11.1 5.6 61.1 11.1 100.0 11.1 11.1 5.6 61.1 11.1 100.0 q9 Frequency percent Valid percent 11.1 39.8 33.3 11.1 39.8 33.3 Cumulative percent 11.1 22.2 27.8 88.9 100.0 Cumulative percent 11.1 50.0 83.3 Agree Total 18 16.7 100.0 16.7 100.0 100.0 q10 Frequency percent Valid percent Cumulative percent 5.6 16.7 66.7 100.0 Valid Strongly disagree Neutral Agree Strongly agree Total 18 5.6 11.1 50.0 33.3 100.0 q11 Frequency Percent Valid Disagree Agree Strongly agree Total 13 18 5.6 72.2 22.2 100.0 q12 Frequency Percent Valid Disagree Agree Strongly agree Total 18 16.7 38.9 44.4 100.0 q13 Frequency Percent Valid Strongly Disagree Disagree Neutral 1 5.6 5.6 50.0 38.9 5.6 11.1 50.0 33.3 100.0 Valid Percent 5.6 72.2 22.2 100.0 Cumulative Percent 5.6 77.8 100.0 Valid Percent 16.7 38.9 44.4 100.0 Cumulative Percent 16.7 55.6 100.0 Valid Percent 5.6 5.6 50.0 38.9 Cumulative Percent 5.6 11.1 61.1 100.0 Agree Total 18 100.0 q14 Frequency Percent Valid Strongly Disagree Disagree Neutral Agree Strongly agree Total 18 11.1 22.2 5.6 44.4 16.7 100.0 100.0 Valid Percent 11.1 22.2 5.6 44.4 16.7 100.0 Cumulative Percent 11.1 33.3 38.9 83.3 100.0 Valid Percent 33.3 33.3 16.7 11.1 5.6 100.0 Cumulative Percent 33.3 66.7 83.3 94.4 100.0 Valid Percent 44.4 44.4 11.1 100.0 Cumulative Percent 44.4 88.9 100.0 q15 Valid Strongly Disagree Disagree Neutral Agree Strongly agree Total Frequency Percent 6 18 33.3 33.3 16.7 11.1 5.6 100.0 q16 Frequency Percent Valid Disagree Agree Strongly agree Total 8 18 44.4 44.4 11.1 100.0 q17 Frequency Percent Valid Cumulative Valid Disagree Agree Strongly agree Total 10 18 5.6 55.6 38.9 100.0 q18 Frequency Percent Valid Strongly Disagree Disagree Neutral Agree Total 2 18 11.1 11.1 27.8 50.0 100.0 q19 Frequency Percent Valid Strongly Disagree Disagree Agree Strong agree Total 11 18 5.6 11.1 61.1 22.2 100.0 q20 Frequency Percent Valid Strongly Disagree Neutral Agree Strongly agree Total 1 13 18 5.6 5.6 72.2 16.7 100.0 q21 Percent 5.6 55.6 38.9 100.0 Percent Valid Percent 11.1 11.1 27.8 50.0 100.0 Cumulative Percent 11.1 22.2 50.0 100.0 Valid Percent 5.6 11.1 61.1 22.2 100.0 Cumulative Percent 5.6 16.7 77.8 100.0 Valid Percent 5.6 5.6 72.2 16.7 100.0 Cumulative Percent 5.6 11.1 83.3 100.0 5.6 61.1 100.0 Valid Agree Strongly agree Total Frequency Percent 12 18 33.3 66.7 100.0 q22 Frequency Percent Valid Agree Strongly agree Total 11 18 38.9 61.1 100.0 q23 Frequency Percent Valid Disagree Neutral Agree Strongly agree Total 18 44.4 11.1 38.9 5.6 100.0 q24 Frequency Percent Valid Strong Disagree Disagree Neutral Agree Strongly agree Total 2 18 5.6 11.1 11.1 44.4 27.8 100.0 q25 Frequency Percent Valid Percent 33.3 66.7 100.0 Valid Percent Valid Percent Valid Percent 38.9 61.1 100.0 44.4 11.1 38.9 5.6 100.0 5.6 11.1 11.1 44.4 27.8 100.0 Valid Percent Cumulative Percent 33.3 100.0 Cumulative Percent 38 100.0 Cumulative Percent 44.4 55.6 94.4 100.0 Cumulative Percent 5.6 16.7 27.8 72.2 100.0 Cumulative Percent [...]... benefit most from learning by seeing and doing simultaneously Their active nature means they are likely to absorb more information in a hands-on environment Making vocabulary practice exciting is important for 4 th and 5th graders to reinforce their regular vocabulary lessons Teaching and learning vocabulary through short stories help cultivate students’ interest in learning by giving them the opportunity... teachers’ and students’ perceptions about using short stories to teach and learn vocabulary in primary school? 2 How do teachers and students deal with the teaching and learning of vocabulary through short stories in primary school? 1.4 The Design of the Study The study consists of 5 chapters: Chapter I Introduction This part will introduce the problem leading to the study, purpose, scope, and organization... language Vocabulary was necessary to give students something to hang on to when learning structures, but was frequently not a main focus for learning itself Recently, in the highlight of Communicative Approach, the importance of vocabulary teaching is highly appreciated Methodologists and linguists have increasingly been turning their attention to vocabulary, stressing its importance in the language teaching. .. As a teacher using a story in the classroom, there are many ways of using and exploiting the stories to help children understand and add to their enjoyment Short stories are one of suitable literary genre to use in English teaching due to its shortness, is supported by Collie and Slater (1991: 196) when they list four advantages of using short stories for language teachers First, short stories are practical... perception on knowing a word is (1) knowing its pronunciation and stress; (2) knowing its spelling and grammatical properties; (3) knowing its meaning; (4) knowing how and when to use it to express the intended meaning (Wang, 2006, p.118) In a much clearer and more detailed way, Harmer (1991, p 158) concludeds “Knowing a word” in the following way: WORDS MEANING WORD USE Meaning in Metaphor and context Idioms... students can understand a bit abstracts, understand symbols beginning with words and generalise and systematise ( Scott and Ytrberg, 1990, pp 3-4) It can be conclude that teachers need suitable approaches , exciting activities and ways to motivate students based on their characteristics in teaching English in general and teaching vocabulary 2.3.5 Aspects of vocabulary to be taught When learning a new subject,... students In teaching and learning vocabulary, it is necessary to be aware of a distinction between active or productive and passive or receptive vocabulary Different researchers have different point of views about active and passive vocabulary Wang,(2006) defines passive/ receptive vocabulary as words which one is able to recognize and comprehend in reading and listening but unable to use automatically in. .. of the word in question, i.e noun, adjective, etc and the subject being discussed ( As cited in Nunan, 1991, p.121) These suggestions for teaching in context are absolutely not fitting in all circumstances In order to teach vocabulary in context at the elementary level, some suggestions such as finding parts of speech or teaching the suffix or prefix can be employed in vocabulary teaching To conclude,... language teaching and reassessing some of the ways in which it is taught and learnt It is, now, clear that the acquisition of grammar - though the two are obviously interdependent - and teachers should have the same kind of expertise in the teaching of vocabulary as they do in the teaching of structure 2.3.2 Teaching Vocabulary to children Though each child learns at different speeds and often in very different... met in reading; (3) Recognizing that it is made up some parts and being able to relate these parts to its meaning; (4) Knowing that the word signals a particular meaning; (5) Knowing what the word means in the particular context in which it has just occurred (6) Knowing the concept behind the word which will allow understanding in variety of contexts; (7) Knowing that there some related words; (8) Being ...MINISTRY OF EDUCATION AND TRAINING Vinh university ========== TEACHING AND LEARNING ENGLISH VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOLS IN VINH (DẠY VÀ HỌC TỪ VỰNG TIẾNG ANH QUA. .. MINISTRY OF EDUCATION AND TRAINING Vinh university ========== TĂng thỊ THOA TEACHING AND LEARNING ENGLISH VOCABULARY THROUGH SHORT STORIES IN SOME PRIMARY SCHOOLS IN VINH (DẠY VÀ HỌC TỪ VỰNG... perceptions and reality of teaching and learning vocabulary by using short stories To get deeper understanding about the current teaching and learning vocabulary through reading short stories 25