Tài liệu Application of behavioral learning theory in teaching english vocabulary for the students at bac hong primary school in hanoi .

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 2 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 1.1. Rationale .............................................................................................. 1 1.2. Aim(s) of the Study .............................................................................. 3 1.3. Research Questions ............................................................................. 3 1.4. Scope of the Study ............................................................................... 3 1.5. Significance of the Study ..................................................................... 4 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. ......................................................... 4 1.6. Research Methods ............................................................................... 4 1.7. Structure of the Study ......................................................................... 4 CHAPTER 2: LITERATURE REVIEW ............................................................................... 6 2.1. An overview of behaviorism.................................................................. 6 2.1.1. Concept of behaviorism................................................................ 6 2.1.2. Behaviorism's point of view and foreign language teaching methodology .......................................................................................... 8 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 4 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 1 ...............................................................................................................................V First questionnaire - Questionnaire for both groups Direction ...................... V APPENDIX 2 ........................................................................................................................ VIII APPENDIX 3 ........................................................................................................................... XI APPENDIX 4 ........................................................................................................................ XIII POST TEST 1 ....................................................................................................................... XIII APPENDIX 5 .......................................................................................................................... XV APPENDIX 6 .......................................................................................................................XVII APPENDIX 7 .......................................................................................................................... XX APPENDIX 8 ......................................................................................................................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 1. Class organization: ..........................................................................................................XXII 2. 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 4 months. A pre-test, 4 posttests, 2 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 LIST OF TABLES Page Table 3.1: Frame of Questionnaire for 2 groups of students 47 Table 3.2: Frame of Questionnaire for students in experimental 49 group Table 4.1: The scores of the experiment group 47 Table 4.2: The score of the control group 48 Table 4.3: Results of Questionnaire for 2 groups of students 52 Table 4.4: Results of Questionnaire for students in experimental 56 group ix LIST OF FIGURES Page Figure 4.1: Mean score of the two groups x 49 LIST OF ABBREVIATIONS EFL: English as a Foreign Language TPR: Total Physical Response ALM: Audio-lingual Method GMT: Grammar Translation Method LAD: Language Acquisition Device xi CHAPTER 1: INTRODUCTION 1.1. Rationale There is no doubt that knowledge of a foreign language is nowadays necessary. The ability to speak another language not only increases the chance to get a decent job but it is also convenient for personal use – to make oneself understood abroad. As today’s international language for communication is considered to be English, the demand for English speaking people has rapidly increased. Due to its great importance, English language has become an obligatory school subject at all primary schools in Vietnam. This means that the pupils are obliged to start learning this foreign language at a very early age. Some of them, however, might be exposed to English even earlier, though not mandatorily, since a lot of kindergartens offer English classes. It is not easy to study perfect English vocabulary. Almost all students often face up with some problems in learning vocabulary at first, especially primary school students. In fact, it is difficult to memorize a new word with its meaning, spelling and pronunciation, many primary students are often confused with knowing how can apply grammar into sentences, sometimes, they cannot understand when being opposed to video and audio. Moreover, techniques to teach English in primary schools is traditional teaching methods and similar activities days by days, which makes students become fed up with learning English. Therefore, English teaching for primary school children is especially concerned by parents and society in our country. Interesting techniques to teach English are necessary to help students learn English vocabulary better; they also attract students' interest on English. To create a good condition of learning English at school, teachers should give students opportunities to be sensitive to this foreign language. Children develop the ability to use 1 language to understand others and to express their own meanings in the preschool years, and in the school years, this ability expands and grows. We must bear in mind that children have different competences and abilities than adult learners do. In language learning, there are four major and familiar theories of language acquisition and language learning named behaviorism, cognitivism, humanism, and constructivism. Based on the historical development, behaviorism is the first theory of that is presented by Skinner and Noam Chomsky. Speaking simply, behaviorists’ view on learning shows how learners’ behavior is shaped through stimulus and response. They also view that behavior is observable. In English Language Teaching, the teacher needs a method that is suitable to teach children by considering their language acquisition. Actually, children will learn easily when it is fun with movement and physical participation. As teaching adults and teaching children are different, teachers should choose the suitable method and act properly. Considering the problem existed, it is believed that implementing an appropriate method to teach children is necessary. From the above reasons, we decide to conduct a research on “Application of behavioral learning theory in teaching English vocabulary for the students at Bac Hong primary school in Hanoi”. We hope to give some small suggestions for English primary school teachers to choose adequate teaching methods and classroom activities. It is necessary to hold discussion of the theory of behaviorism. This research will briefly examine an overview of behaviorism theory, how behaviorism theory is applied to a particular method of English language teaching methodology, and to an approach of teaching English vocabulary. Hopefully the discussion will result 2 in minimizing false assumptions about the theory of behaviorism understanding of why teachers choose a particular method or technique of teaching for particular learners with particular learning objectives. 1.2. Aim(s) of the Study The study is aimed to examine the effectiveness of using activities based on behavioral learning theory in teaching English-as-a-foreignlanguage vocabulary to primary school children. In order to achieve the above aim, the study centres on: - Investigating the extent to which behavioral learning-based activities facilitate vocabulary learning at Bac Hong Primary School; - Finding out the attitudes of the students towards using behavioral learning-based activities in vocabulary teaching and learning. 1.3. Research Questions The thesis addresses the following research questions: - To what extent does the use of behavioral learning-based activities facilitate vocabulary learning at Bac Hong Primary School? - What do 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 of time, experience, and references, my research cannot cover all aspects of English teaching methods. It mainly focuses on studying the primary children’s English acquisition influenced by behaviorism and giving typical sample lessons in a period of 40 minutes for grade 5 at Bac Hong Primary School (Dong Anh, Hanoi) where I am working as a teacher of English. 3 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 The study was carried out by qualitative approach with the research method of Experimental Research which analyzes and gives examples behaviorism and its influence in teaching English as a foreign language for young children. Comments, remarks, suggestions and conclusions are based on problem identification, planning, actual researche, experience, and discussions. Preliminary survey was conducted in order to identify students’ initial problems in English vocabulary. Questionnaires were given to analyze the learners’ attitudes towards teaching and learning English vocabulary based on behavioral learning theory in the EFL classes. 1.7. Structure of the Study The study consists of five chapters: Chapter 1 – Introduction: give reasons for choosing the thesis, scope and aims of the study as well as the research method and the structure of the study. Chapter 2 – Literature Review: This chapter focuses on an overview of brief knowledge about the behaviorism theory in language acquisition, analyzes the teaching methods and techniques that make use of the theory, characteristics and cognitive development of young learners and teaching English at primary school. 4 Chapter 3 - Methodology: This chapter reports the context settings, research hypothesis, participants, instruments and the procedure of conducting Experimental Research for the study. The detailed results of the surveys and a critical comprehensive analysis on the data collected are presented. Chapter 4- Findings and Discussion: The part gives the data analysis from the Experimental Research results to make the foundation for the activities in chapter 5. Chapter 5 – Conclusion: summarizes the study, suggestions some typical activities and practical tips for teacher to improve 5 th -grade students’ English vocabulary and examples for illustration, limitations of the study and suggestions for further study. 5 CHAPTER 2: LITERATURE REVIEW This chapter is concerned with the conceptions of behaviorism, the young learners' characteristics and cognitive development, teaching English vocabulary at primary school, Total Physical Respond method and previous studies on teaching English vocabulary for primary school children. 2.1. An overview of behaviorism 2.1.1. Concept of behaviorism Behaviorism is a theory of learning that was influential in the 1940s and 1950s, especially in the United States. With regard to language learning, the best-known proponent of this psychological theory was B. F. Skinner (1957). Traditional behaviorists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’. This could take the form of praise or just successful communication. Thus encouraged by their environment, children would continue to imitate and practise these sounds and patterns until they formed ‘habits’ of correct language use. Behaviorism states that children learn a language mainly through repetition, imitation and habit formation. Chomsky (1959) deviating from the tenets of Behaviorism introduces the Innate Hypothesis. Chomsky (1993) states that ‘Language learning is not really something that the child does; it is something that happens to the child placed in an appropriate environment, much as the child’s body grows and matures in a predetermined way when provided with appropriate nutrition and environmental stimulation’ (p. 519). Behaviorism learning theory oriented "results that can be measured, observed, analyzed, and tested objectively". Repetition and training are used so that the desired behavior can become a habit. The expected result of the application of the theory of behaviorism is the formation of a desired 6 behavior. Desired behavior gets positive reinforcement. Skinner (1976) noted that evaluation or assessment is based on observed behavior. In this theory, a lot of teachers do not lecture, but brief instructions are followed by examples, either by themselves or through stimulation. Behaviorism Learning Theory is a theory of learning that emphasizes human behavior as a result of the interaction between stimulus and response. Behaviorism theory is a theory proposed by Gage and Berliner. This theory later developed into the flow of learning psychology that influence the development of education and learning theory known as behaviorism flow. This emphasis on the formation of the flow behavior appears to be a result of learning. According to Alissa (2003), behaviorism theory with stimulus-response relationship model, seated person as an individual passive learning. Specific behavioral responses analyzed by using training methods or habituation alone. The emergence of behaviors will be stronger when given reinforcement and will disappear when sentenced. A person is considered to have learned something if he can show changes in behavior. According to this theory the important learning is in the form of inputs and outputs in the form of stimulus response. Stimulus is all that is given by the teacher to the learner, while the response in the form of student reactions or responses to the stimulus given by the teacher. Therefore, it is something given by the teacher (stimulus) and something that is accepted by the students (response) should be observed and measured (Fauziati, 2016). It focuses on the theory of measurement, since the measurement is an important thing to notice changes in behavior occurs or not. 7