VOCABULARY
TEACHING STRATEGIES USED BY TESL TRAINEES
DURING TEACHING PRACTICE
ESTHER LITAD PADAN
(13991)
This project is submitted in partial fulfillment of the requirement lbr a
Bachelor of Education with Honours
(Teaching English as a Second Language)
Faculty of Cognitive
UNIVERSITI
Sciences and Human Development
MALAYSIA
SARAWAK
April 2009
ACKNOWLEDGEMENT
First of all, I would like to say thank you very much to all lecturers of Center fir
Language Studies (CLS) especially our Deputy Dean, Dr. Ting Sue Elie for her valuable
comments and suggestions for my Final Year Project (FYP).
Secondly, I would like to take this opportunity to thank the most important person while
doing this FYP, Mdm. Pung Wun Chiew as my Supervisor. "Thank you very much Ihr the
important comments and suggestions while completing this FYP. It was a great
experience to work under your supervision.
Thank you very much for my family especially my parents Mr. Alfred Padan and Mdm.
Pirak for their love and prayer. Thank you very much for my sisters especially for Nancy
and Valerie for their great support! I love you all.
Special thanks for my good friends, Joshua Juan and Lydia Tumin for their prayer and
support too. Thank you for the friendship.
Lastly, I would like to say thank you to all my course mates for their supports and the
wonderful Friendship. I will miss this fantastic experience with all of you and I hope all of'
us can be great teachers. Good luck!
iii
TABLE OF CONTENTS
Page
iii
iv, v
vi
vii
viii
ix
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF ABBREVIATIONS
ABSTRACT
ABSTRAK
CHAPTER ONE - INTRODUCTION
1.0
1.1
Introduction
Background
1.2
1.3
1.4
1.5
1.6
Statement of problem
Research objectives
Research questions
Significance of the study
Definition of terms
1.6.1 Teaching strategies
1.6.2 TESL trainees
1.6.3 Vocabulary
1.7
1.6.4 Lesson plan
1.6.5 Teaching practice
Scope of study
1.8
Chapter review
CHAPTER TWO - REVIEW
OF RELATED
1,2
3
4,5
6
6
7
8
8
8
9
9
9
10
10
LITERATURE
2.0
Introduction
2.1
The importance of vocabulary acquisition
13
2.2
How should vocabulary be taught?
16
14,15,
2.3
2.4
2.5
Promoting vocabulary development
Vocabulary in Malaysian school syllabus
Strategies in the teaching of vocabulary
2.5.1 Visual techniques
17
18,19
ii
II. 12,
2.5.2 Verbal techniques
2.5.2 (i) Synonym and definition
2.5.2 (ii) Antonym and contrast
2.5.2 (iii) Context clues
iv
21
21
21
2.5.2 (iv) Word part clues
2.5.2 (v) Vocabulary group
2.5.3 Dictionary
2.6
CHAPTER
CHAPTER
THREE - RESEARCH
DESIGN AND METHODOLOGY
3.0
3.1
Introduction
Research design
3.2
3.3
Population and sampling
Instrument
3.4
3.5
3.6
3.7
Procedures for data collection
Procedures for data analysis
Limitation of the study
Chapter review
25
25
27
28
28,29
29
30
30
FOUR
DATA ANALYSIS
CHAPTER
2.5.4 Translations
Summary
21
22
22
23
24
AND DISCUSSION OF FINDINGS
4.0
Chapter preview
4.1
4.2
4.3
Finding and Discussion
Overall discussion
Chapter overview
31
31-36
37
37
FIVE
CONCLUSIONS,
5.0
5.1
5.2
5.3
5.4
5.5
IMPLICATIONS
AND RECOMMENDATIONS
Introduction
Summary of the study
Conclusion of the study
Implications of the study
Recommendations
Recommendations for further researches
38
38
39
40
41
42
43,44
REFERENCE
APPENDICES
V
LIST OF TABLES
Table
Page
1: Strategies used by TESL trainees
31
2: Strategies used in teaching comprehension and literature text
33
vi
LIST OF ABBREVIATIONS
BM - Bahasa Melayu/ Bahasa Malaysia
TESL - Teaching English as a Second Language
KBSM - Kokurikulum
Baru Sekolah Menengah (New Secondary School Curriculum)
SPM - Sijil Pelajaran Malaysia
LP - Lesson Plan
LIT - Literature
COMP - Comprehension
FREQ- Frequency
vii
ABSTRACT
Vocabulary Teaching Strategies used by TESL Trainees during Teaching
Practice
Esther Litad
Increasing vocabulary
Vocabulary
Padan
is one part of language skills. This project seeks to find the
Teaching strategies used and frequently
used by the TEST, Trainees
during Teaching Practice. It also tries to look into the strategies frequently
teaching comprehension
collection
is a checklist
TESE, trainees
text and literature
text.
The method used for the data
that to find out the vocabulary
lesson plan.
They
have no teaching
Teaching Practice.
viii
used in
teaching strategies from
experience
during
their
ABSTRAK
Strategi-strategi
yang digunakan dalam Pengajaran Kosa-kata
Pelatih TESL semasa Latihan Mengajar
oleh
Esther Litad Padan
kosa-katu
Menamhuh
pemhelajuran
Bahasa
hahusu yang umut penting.
teniung
strutegi-strutegi
pelatih
TESL du/um mengujur
menyiusai
strategi yang
pemuhuman
menggunakun
Inggeri. s merupakan
dun
pengujurun
Kujiun ini hertujuun
kosu-katu
digunakan
naenggunukun nilui
perutusun
Kujiun
ini jugu
ix
teks
de ngun
dun ukun diluporkun
den gun
ukun
du/um memhuut perhundingun.
tiduk mempunyui pengulumun pengujurun
hertr{juun
dikumpul
Muk/umut
disediukan
senurui strutegi Yung
di kulungun
TESL du/um mengujur
o/eh pelutih
tek.s kesususteruun.
untuk menyiusul
Bahasa Inggeris
Bahasa Inggeris.
kernuhirun
sutu
suluh
1'elutih
semasu lutihan mengujur.
TESL
CHAPTER
1:
INTRODUCTION
1.0 Introduction
It has been said, "There is one English word that is known everywhere. The
Such
has
truth.
is
"
This
as rock star
of
amount
a certain
remark
word
cowboy.
(by
by
be
known
almost every young
to
everyone
almost
and cowboy seem
being
learned
English
least).
Indeed,
without
words are usually
such
person, at
however
All
in
drilled
too
being
a
often,
class.
taught, without
explained or
to
has
master
unable
seems
star
and
rock
cowboy
acquired
easily
student who
is
drills.
This
in
teacher's
the
explanations and
the textbook, even after
the words
in
Much
know.
the
teachers
vocabulary
of
unfortunate, as experienced
textbook must be learned. Without it, no one can speak or understand the
language. The question is what can teachers do while presenting the textbook
words, so that students will learn them as well as rock star and cowboy.
Adapted fram Allen (/ 983)
From the statement above, it is clearly stated that vocabulary is very important in
learning English as a Second Language (Allen, 1983). It is true that some of the
English words can be learned easily especially for something that they can see, hear
in
by
Allen
As
(1983),
touch
touch.
when
students
can
something,
stated
and
it,
is
hearing
the
that
there
to
names
a stronger chance that
and
seeing
word
addition
the word will be learned especially in the classroom.
i
However,
teachers of English as a Second Language cannot expect most of their
students can learn vocabulary easily (Allen,
learning the vocabulary
order to be proficient
1983). According
to Thornbury
of a second language is considered as challenging
(2002),
job in
in the target language because the learners need to produce
the language itself using correct forms of words. In order to meet these challenges
the students need to acquire a mass of words to be used in producing the language.
Apart from being able to produce the language, learners need to remember words
lies
be
Hence,
the
to
them
to
on the
time
responsibility
readily.
and
able
recall
over
teachers' shoulders to help students develop strategies for coping with unknown or
unfamiliar uses of words of the target language.
In order to address the above issues, this study intends to find out the teaching
strategies that used and frequently
in
by
TESL
teaching vocabulary
trainees
used
Moreover,
during
teaching
practice.
secondary school
in
the study intends to find out
which strategies frequently used in teaching comprehension
text and literature text.
1.1 Background
of the study
The teaching of vocabulary should be given due emphasis because research
indicated that negligence in vocabulary acquisition brings negative effect on
language communication
in general (Ministry
of Education Malaysia,
1991).
Teachers think that teaching vocabulary is not so important and believe that
students can learn vocabulary explicitly.
According
to Allen (1983) he also
in
teacher-preparation
that
the
teaching
was
neglected
of
vocabulary
mentioned
in
been
it
had
because
during
1940-1970
too
much
the
emphasized
period
programs
the language classroom during the years before that time. Fie also affirmed that
believe
in
that the meanings of' words could
to
specialist
methodology
seemed
some
However,
better
it
this
be
them.
to
teach
to
try
taught,
not
adequately
so was
not
important
it
he
1990)
(Nation,
that,
very
was
stated
where
statement opposite with
to teach vocabulary in order to learn the second language.
The proponents of the communication approach that comes about in 1980's also
in
be
together
the
the
with
taught
stages
early
that
should
vocabulary
points out
importance
Thus,
language
of
equal
than
giving
grammar.
areas rather
other
in
learning
that
words
encounter
should
students
means
vocabulary teaching and
based
for
the
text
to
on
students
teachers
prepare appropriate
need
context where
topic given in the syllabus. For example, teacher uses comprehension text or
literature text in teaching vocabulary where the selected words were taken from the
text itself.
3
1.2 Research problem
Vocabulary knowledge is fundamental to reading comprehension; one cannot
From
1988).
(Nagy,
knowing
the
text
mean
most
of
words
what
without
understand
this strong statement, it can be summarized that vocabulary knowledge links to
language
having
target
vocabulary
of
as
good
repertoire
students' academic success
will enable the students to do well in their study.
In vocabulary teaching, TESL trainees must know the role of First Language (L 1) is
very important in second language learning (Schmitt, 2008). Fie also stated that the
used of LI translation in Malaysian secondary schools was more effective than
providing
L2-based meanings as cited in (Ramachandran &
Rahim, 2004).
However, he also stated that it can be argued that using the I-I may be appropriate
but
leaning
not others, which suggests
the
process,
vocabulary
at some stages along
learning.
different
different
of
vocabulary
teaching
stages
methods at
using
According
designed
for
teaching
Allen
(1983),
there
strategies
to
are many
is
The
in
concerned on
teaching
question
vocabulary.
educators especially teachers
2008).
He
(Schmitt,
in
teaching
also
vocabulary
which strategies are effective
is
impossible
it
to say that any strategies or activities are
that
although
mentioned
better than any other activities in all cases, vocabulary research has suggested a
learning
This
for
tasks.
can
effective
or
constructing
selecting
principles
number of
be affirmed by Nagy (1988), that teacher needs to prepare variety of strategies in
teaching vocabulary for the learners in order to teach them to learn new words in
English.
4
Furthermore,
according
strategies designed
stimulate
to Phillips,
specifically
and engage students
Moreover, (Phillips,
Foote & Harper (2008) eventhough
for teaching
vocabulary,
in the teaching
there are
many teachers fail to
and learning
the vocabularies.
Foote & Harper, 2008) stated that too many teachers choose to
give the meaning directly
as the strategy in vocabulary
instruction.
When asked
why they use this method, teachers respond that it saves time and enables them to
progress to the actual content in a more efficient
Foote & Harper (2008), a student-centered
manner. According
to Phillips,
focus on learning would counter this
response suggesting that time is actually wasted when students are not actively and
mentally engaged in language study.
This study attempts to find out the vocabulary teaching strategies used and
frequently used by TESL trainees during teaching practice through the analysis of
their lesson plans. In order to have an understanding of how the TESL trainees
teach vocabulary, there is need to carry out what teaching strategies that been
employed.
5
1.3 Research objectives
The objectives of the study are to find out the following:
i.
To find out the strategies that used and frequently used by the TESL
trainees in teaching vocabulary during teaching practice.
ii.
To find out the strategies that frequently used in teaching comprehension
text and literature text.
1.4 Research questions
This study is guided by the following questions:
i.
What are the strategies used and frequently used by the TESL, trainees in
teaching vocabulary during teaching practice`?
ii.
What are the strategies frequently
used in teaching comprehension
during
by
TESL
literature
teaching practice?
trainees
the
text
and
6
text
1.5 Significance of the study
The study serves to show the ways or strategies used by TESL, trainees to teach and
expand the students' vocabulary.
It can benefit the students in the long run. It is also
hoped that this study could educate TESL trainees and let them see the importance
of vocabulary
development.
could expand vocabulary
of using the various
It will
also help them in the field of linguistic
that
in ESL learning. Suggestion will be made and the benefits
vocabulary
teaching
strategies would
he the main aim in
bringing meaning across to the students. It would serve as a guide to TIISL trainees
on how they can teach vocabulary
effectively
in their ESL classroom. This study
hopes to contribute to the knowledge on ESL vocabulary teaching strategies.
7
1.6 Operational
1.6.1
Definition
of Terms
Strategies
refer to specific actions or
strategies -
Teaching
techniques that are usually pre-planned
teacher. A particular
teaching
strategy
teaching techniques by the
or technique
can benefit
language learning as it enhances learners' retention on what they are
learning.
Some of these strategies are observable
question
or unobservable
such as asking a
a mental
such as making
observation
(Wenden and Rubin, 1987). Strategies are often used to facilitate the
acquisition,
or use of information.
storage, retrieval
Strategies also
that contribute
directly
to
learning or language learning behaviours that contribute
indirectly
to
behaviours
learning
refer to language
In this study, it focuses on strategies that frequently
learning.
used
by TESL trainees in teaching vocabulary.
1.6.2
TESL
trainees
considering
For
this
-
as University
Malaysia
English
They are in the Teaching
education
programme
research,
which
English
trainee
teacher
is
Sarawak (UNIMAS)
students.
as Second Language
(TESL),
have undergone
for teaching practice
for two months during their third year of their semester. They were
doing their teaching practice which supervised by selected English
teachers in the secondary schools. In this study, researcher will try to
find
out
on what
classroom
tasks that
vocabulary their teaching practice.
8
they
used in teaching
1.6.3
Vocabulary-
'A word is a microcosm
by
human
consciousncsses
of
also a list of words with their meanings, especially
learning
a foreign
Learner's
in a book for
as stated in the Oxford
language
dictionary.
2002). It is
by (Thornbury,
in How to teach vocabulary
Vygotsky
In this study,
it only
Advanced
focuses on Lnglish
vocabulary.
1.6.4
for instruction
Lesson plan- Organization
for a particular
lesson or
period (Arends, 2004). In this study, it is focuses on "fl: SI, trainees'
daily lesson plan during their teaching practice.
1.6.5
Teaching
practice-
A teacher education
foster teacher efficacy
programme
must include training
designed
experiences
to
enabling
Ibr
human
develop
the
essential
to
skills
teacher
relations
pre service
establishing
autonomy
and maintaining
trusting relations with and encouraging
in students (Ashton,
have been sent to government
teaching practice.
9
1984). In this study, 'I'FSL trainees
schools
for two months
fbr their
1.7 Scope of the Study
This study only covered the vocabulary teaching strategies used and frequently used
by TESL trainees during the teaching practice. It also focuses on the strategies that
frequently
used in teaching both comprehension
and literature text.
"Phis study did
in
being
focus
teaching vocabulary
the
the
used
on
reasons of
strategies
not
of
what
vocabulary
teaching
strategies
used by
TESL
trainees
instead
in teaching
vocabulary.
1.8 Chapter Review
This chapter discussed a broad field of the research topic, then to a specific are of
the study which was the background
research problem
of the study. Next,
research questions, followed
of the study. Secondly,
it discussed on the
it moved to the research objectives
by operational
definition
of terms and significance
the study. Finally, the explanation was on the scope of the study.
io
and
of'
CHAPTER 2:
REVIEW OF LITERATURE
2.0 Introduction
This chapter presents the review of related literature on the teaching of vocabulary.
The aspects reviewed
in this study are: the acquisition
Language, promoting
vocabulary
development
teaching
Vocabulary
teaching
vocabulary.
highlighted
of vocabulary
and followed
in Malaysian
in English
by the strategies in
school syllabus
is also
for
in
teaching.
teaching
preferences
and
the
to
strategies
with reference
The chapter will also include some relevant research in relation to the vocabulary
teaching strategies. Finally the last section will present the summary of the chapter.
2.1 The importance
of vocabulary
acquisition
Many people think of vocabulary as lists of' words. There is no definite definition
for the term vocabulary because a single word, vocabulary includes numerous
he
defines
describes
-lexemeitems.
Thonbury
(2002)
term
the
which
multi-word
"
The
function
that
words or
"a
meaning
unit.
as a single
word of group of words
as
he
if
to
proficient
one
wants
group of words are necessary
especially as words collocate with one another.
II
in the language
It is necessary for learners to know
proficient
the multi-word
units
if they want to he
in the language. For instance, in order to use the language appropriately,
learners need to understand their form, their meaning and their use. Larsen-Freeman
(2001) stated that knowing
followed
whether
it is
by an article, preposition and what stress they use. Learners should also he
the words on the other hand encompasses the literal, figurative
aware that knowing
and multiple
meaning.
knowing the collocation
Knowing
includes knowing
the form of a word
Consequently
knowing
its collocations
in
likely
to
to
and
writing.
occur
speech
most
word collocations
also implies
in
in
it
in
writing.
or
speech
occurs
of words
which
a word implies knowing
refers to the combination
the use of words
that is the words with which it is
In other words, the term collocation
knowledge
lasbun
I
(2005)
that
a
good
contends
of words.
it
helps
learners
it
helps
learners
the
as
power
power as
will give
the learners from making mistakes and being able to use the language appropriately.
This means that learners should not be taught any meaning of words in isolation
because meaning of words comes from the connection
between words in a context
(Read, 2000; Nation, 2001; Meara; 2002). Hence, to be proficient
literate
in a language learners need to distinguish
language (Bachman,
Another
the form and function
issue to address in vocabulary
stress that learners need multiple
and learn them. Knowing
acquisition
is the process of' vocabulary
teaching, Anderson (1999) and Nation (2001),
in
order to truly understand
with
words
encounters
a word involves a wide range ot'understandings
Consequently,
form,
the
words.
to
the
use
of
and
meaning
related
mean coping with the combination
emerges
of' the
1990).
learning. Proponents of vocabulary
meaning
and functionally
from
and skills
mastering words
of' words into phrases, sentences, texts because
the connection
between
2002).
12
words
within
context
(Meara,
In other words, the purpose of vocabulary
learning should include
both
language
in
them
to
the
of
range
automatically
wide
use
words
ability
remembering
contexts when the need arises (McCarthy, 1984).
It is widely
accepted that vocabulary
enrich learners' vocabulary
basis. Nation
without
teaching should be part of the syllabus to
and it should be taught in a well-planned
(1990) also believes that by simply
giving attention to putting the knowledge
increasing
and regular
learners' vocabulary
to use may not be effective.
this reason, getting learners to carry out language tasks when their vocabulary
inadequate may not be advisable as it will
teachers. Therefore,
giving
attention
strategies in teaching vocabulary
lead to a frustrating
to vocabulary
should be developed.
13
learning
experience
For
is
for the
is unavailable
and
2.2 How should Vocabulary be taught?
Teachers view vocabulary as a complex process as there are just too many words to
it
is
believe
in
Therefore,
that
teachers
the
teach and
some
contexts.
meaning varied
best not to try teaching them explicitly. Ellen and Magubhai (1981, cited in Nation
1990: 1) further support that there are "proven experimental evidence that some
teachers actually think that vocabulary can be left to take care of itself. " They claim
that the teaching of vocabulary would take up too much time from their lesson.
Smith (1997) claims that some language teachers having dilemma on the issue of
Teachers
indirectly.
directly
be
taught
or
the
teaching
whether
of vocabulary should
lessons
in
language
be
decide
taught
or
target
words should
cannot
on whether
Thus
develop
their
answering
through
readings.
them naturally
allow the students to
this dilemma, McKeown and Beck (cited in Smith, 1997) through their
investigation concluded that teaching vocabulary explicitly is more effective then
incidentally.
learn
learners
to
them
allowing
Nation (1990) also makes a distinction between direct and indirect vocabulary
learning. Direct vocabulary learning requires attention to he given to learning
list
by
learning
For
in
isolation.
in
of words
a
example,
context or
vocabulary either
forms and their meaning, by doing vocabulary exercises, or by studying affixes and
hand
learning,
to
the
Indirect
new
words
other
requires
on
vocabulary
roots word.
be learnt incidentally while reading or listening, usually as a result of' information
by
he
learning
to
Indirect
by
exposure
can
encouraged
vocabulary
context.
provided
large amount of'reading and listening materials.
14
More than any other strategies, extensive reading is the key to building
vocabulary.
Carroll
for encouraging
(as cited in Murcia,
1979) describes on interesting
students to do extensive
reading.
sufficient
procedures
She suggested that students
look
do
know,
the
they
up a word only when
not
and
word which
should underline
it is absolutely necessary. After they have finished reading, they can make a list of
these new words. Students should develop a system for recording the meaning of
words
which
they have encountered.
Being
systematic
about how
words
are
encountered will help students enlarge their vocabulary.
Moreover,
students should review their records regularly
speaking and writing.
In contrast, Wallace (1982) expressed the view that learning
words through wordlists
is
because
he.
This
harder
to
they
than
appeared
what
are
the words in the list are forms. According
shape, when written,
and try to use the words
to Cross (1991) a form "as a word's
"
As
its
a result, the teaching and
spoken.
when
and
sound,
learning words from the word list can be discouraged.
It is stated that the students should he given reading materials which are within their
in
he
So.
1982).
to
(Wallace.
teacher
choosing
well-prepared
need
vocabulary range
learning
frustration
in
new
to
among
students
while
avoid
order
good materials
by
difficult
too
many
new
words
as
stated
given
words and
vocabulary especially
Shanklin (2007).
Shanklin
(2007) also stated that teachers need to encourage students to do wide
reading. The reading materials
can he English
stories, magazines and so on.
15
novels in dificrent
genres, short
Eventhough
learning,
to
text
the
school
not
related
may
some of
natural exposure into new vocabulary
apply this information
but it is still a
they have learned in order to understand and
in their daily communication
or in their writing.
According
to Pickard (1996), reading novels, newspapers and magazines will expose students
to extensive reading which can lead to the improvement
of students' vocabulary.
In addition, there are also needs to decide whether the words should he taught
superficially or deeply. Superficial understanding of the word means that teachers
only teach the meaning in the context they occur in. Deeper understanding of the
In
Scott
the
that
the
the
teacher
to
teach
and
of
word.
means
concepts
word
needs
Nagy (1994), it is stated that teaching deeper understanding of a word requires the
teacher to determine what the students may already know of the word and giving
them several exposures of the word they are learning. There is also a need to
provide definition, information and usage of the word and reinforce with activities,
which promote deeper processing of the concept of the word.
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