THE METHODOLOGY OF TEACHING ENGLISH TO VERY YOUNG CHILDREN PDF

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THE METHODOLOGY OF TEACHINGENGLISH TO VERY YOUNG CHILDRENHANOI 2021FINALASSIGNMENTRESEARCH METHODOLOGYA32979 Vũ Minh ChâuTHANG LONG UNIVERSITYENGLISH LANGUAGE DEPARTMENTA Research ProposalTitle: The Methodology of Teaching English to Very Young ChildrenStudent name: Vu Minh Chau Code: AInstructors: ...

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FINAL ASSIGNMENT RESEARCH METHODOLOGY

A32979 Vũ Minh Châu

THE METHODOLOGY OF TEACHING ENGLISH TO VERY YOUNG CHILDREN

HANOI 2021

THANG LONG UNIVERSITY ENGLISH LANGUAGE DEPARTMENT

A Research Proposal Title: The Methodology of Teaching English to Very Young Children Student name: Vu Minh Chau

Code: A32979

Instructors: Le Quang Dung, Ph.D.…………………………………………………………… Grade: ………………………………………………………………………………………… Assessors’ signature: ………………………………………………………………………….

Hanoi, 2021

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ABSTRACT The study investigates the methodologies applied in teaching vocabulary and pronunciation to young learners at a bilingual school in Hanoi, Vietnam. This study aims to understand how ESL teachers help young students learning English. The four vocabulary teaching methods under investigation are Total Physical Response (TPR), Communicative Language Teaching (CLT), Natural Approach (NA) and Suggestopedia (SG). Along with these methods are eights pronunciation teaching techniques, namely Listen and repeat, Drilling, Minimal pair drills, Ear training, Tongue twisters, Song and rhymes, Phonics, Sound-colour charts. A survey questionnaire was used to collect data from 28 teachers (Vietnamese and foreigners). The result shows that the most common method employed was Total Physical Response (TPR), followed by Communicative Language Teaching (CLT) and Natural Approach (NA), and Suggestopedia (SG) was the least used. These methods were applied through different classroom activities such as conversation dialogues, role-play or group work. The techniques implemented in teaching pronunciation were used collaboratively. Furthermore, the teachers also provided students with different materials such as textbook, storybook, or audio book. Visual aids like pictures and videos were also used to make the lessons more appealing to students. The study also gave some recommendations for the improvement of English teaching as well as the learning environment.

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TABLE OF CONTENT CHAPTER 1.

INTRODUCTION ............................................................................................ 8

1.1. Background of the study ................................................................................................ 8 1.2. Statement of the research problem ............................................................................... 8 1.3. Aims of the study............................................................................................................. 8 1.4. Significance of the study ................................................................................................. 9 1.5. Research questions .......................................................................................................... 9 CHAPTER 2.

A REVIEW OF RELEVANT LITERATURE ............................................ 10

2.1. Theoretical framework ................................................................................................. 10 2.1.1.

Age of learning ........................................................................................................... 10

2.1.2.

English vocabulary learning ...................................................................................... 10

2.1.3.

English pronunciation learning ................................................................................ 11

2.1.4.

English vocabulary teaching methods ....................................................................... 11

2.1.4.1.

Total Physical Response ...................................................................................... 11

2.1.4.2.

Communicative Language Teaching ................................................................... 12

2.1.4.3.

Natural Approach ................................................................................................ 12

2.1.4.4.

Suggestopedia ...................................................................................................... 12

2.1.5.

English pronunciation teaching methods ................................................................. 13

2.1.5.1.

Listen and repeat ................................................................................................. 13

2.1.5.2.

Drilling................................................................................................................. 13

2.1.5.3.

Minimal pair drills ............................................................................................... 13

2.1.5.4.

Ear training.......................................................................................................... 14

2.1.5.5.

Tongue twister...................................................................................................... 14

2.1.5.6.

Songs and rhymes ................................................................................................ 14

2.1.5.7.

Phonics................................................................................................................. 14

2.1.5.8.

Sound-colour charts ............................................................................................. 14

2.2. A critical review of previous studies ........................................................................... 14 2.3. The gap for the present study to fill in ........................................................................ 16 CHAPTER 3.

RESEARCH METHODLOGY..................................................................... 17

3.1. Research design (Rationale) ......................................................................................... 17 3.2. Population and sampling .............................................................................................. 17 4

3.3. Data collection instruments (Rationale) ..................................................................... 18 3.4. Data collection procedure ............................................................................................ 18 3.5. Data analysis instrument .............................................................................................. 18 CHAPTER 4.

EXPECTED FINDINGS AND DISCUSSIONS .......................................... 21

4.1. Results related to the first question ............................................................................. 21 4.2. Results related to the second question ........................................................................ 23 4.3. Results related to the sub-problems research questions ........................................... 24 CHAPTER 5.

CONCLUSION AND SUGGESTION FOR FURTHER STUDY ............. 27

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LIST OF FIGURES Table 1. Timetable for Early Years Foundation Class .................................................................. 17 Table 2. Timetable for Primary Class............................................................................................ 18 Chart 1. Effectiveness of four vocabulary methods according to teachers……………………….21 Chart 2. Effectiveness of eight pronunciation teaching techniques according to teachers............ 22 Chart 3. Students’ feelings about the classroom activities in learning vocabulary ....................... 23 Chart 4. Students’ feelings about the classroom activities in learning pronunciation................... 24

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LIST OF ABBREVIATION L2: Second language EFL: English as Foreign Language ESL: English as Second Language SLA: Second Language Acquisition CPH: Critical Period Hypothesis CEFR: Common European Framework for Language TPR: Total Physical Response CLT: Communicative Language Teaching NA: Natural Approach SG: Suggestopedia NCE: National Curriculum for England IPC: International Primary Curriculum

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CHAPTER 1.

INTRODUCTION

1.1. Background of the study In the age of globalization, language has played an important role during the integration process with other countries. English is currently an international language and is widely used in many aspects such as communication, trade, and education. Since the day Vietnam opened its door to the world in 1986, the importance of English was immediately acknowledged by the Vietnamese government. As a result, the English language has become compulsory in Vietnamese education programs beginning with secondary schools and subsequently the high schools and finally university. By learning English, Vietnamese students will have more opportunities in terms of education and employment, and they can contribute to the development of Vietnam. There has been an increase in the number of English centres and bilingual schools in Vietnam to satisfy the needs of learning English. Nowadays, many Vietnamese parents assume that teaching a foreign language or second language (L2) to very young children (toddlers) may bring many challenges since they are still in the progress of learning their mother tongue. However, according to Roberta (2012), learning another language can enhance a child’s overall verbal development. Moreover, the research also shows that children who learn a second language at an early age show higher cognitive performance in overall skills in elementary school. Additionally, children can learn a language easier than adolescents and adults (Burhan & Lynn, 2019), especially in learning pronunciation and morphosyntax. Furthermore, according to Genesee, Paradis and Crago (2004), infants and toddlers can learn more than one language at the same time and can do so well. Several studies have shown that children’s ability to learn L2 is dependent on different teaching methods (Arikan & Taraf, 2010; Er, 2014). However, there has been little research on the teaching methods applied for very young learners in English as Foreign Language (EFL) countries, especially in Vietnam. Therefore, this study intends to fill in the gaps in the field’s understanding of English teaching methods for very young children. 1.2. Statement of the research problem This research will investigate the teaching methods applied by L2 teachers in a bilingual school in Hanoi. Swan (2013) says that the relevance of contextual knowledge enables teachers to assess their learners’ needs, and the native/non-native speaker dichotomy does not matter to the teachers; their professionalism lies more on how to ensure that their students gain the best learning and teaching environments. 1.3. Aims of the study As English is treated as a foreign language in Vietnam, this study aims to understand how English as second language (ESL) teachers enable very young children (i.e. toddlers) to learn English. This research was conducted in Hanoi, the capital of Vietnam, where has many bilingual 8

schools. Children use Vietnamese when communicating with friends and family but use English when studying at school. 1.4. Significance of the study This study is expected to benefit L2 teachers who teach English to very young children, by suggesting which methods they can employ to develop children’s English acquisition. This research is also expected to provide more insights to L2 teachers in order to understand the learning conditions of children to help them reach their full potential as language learners. 1.5. Research questions To understand how L2 is currently being taught to toddlers in Hanoi, the research aims to answer the following questions: − What methods do ESL teachers use to teach English to non-native speaking children? − Which methods are the most suitable for children in second language acquisition? Sub-problems research questions: − Are there any factors that influence children in learning English beside teaching methods? − How can teachers encourage students in learning second language? − What are the most useful sources of language knowledge for students to improve their language skills?

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CHAPTER 2.

A REVIEW OF RELEVANT LITERATURE

2.1. Theoretical framework 2.1.1. Age of learning In Vietnam, it is mandatory to teach English from the third grade of primary school. However, nowadays, many schools teach English to very young children starting from kindergarten. Age is a crucial factor in Second Language Acquisition (SLA), which affects the success of learners as well as the teaching methods. Many researchers (Lightbrown, 2008; Er, 2014; Burhan & Lynn, 2019) have shown that children can learn more than one language at an early age. Learning L2 has been proved to be beneficial for children as they grow up. By learning different languages, children can gain many benefits in certain areas such as communication, culture, cognitive behaviour and education (Saunders, 1988; Baker, 2000). Lightbown (2008) stated that the number of years a child involved in language can also determine their fluency. Furthermore, the idea of young children are natural at learning languages lies at the heart of the Critical Period Hypothesis (CPH). The critical period for language acquisition was first proposed by Penfield and Roberts (1959) and Lenneberg (1967). According to CPH, children are able to learn a second language effectively before puberty since their brains are still capable of using mechanisms that assisted first language acquisition (Cameron, 2001). Gilakjani (2012) and Lightbown and Spada (1999) have given some of the proof both to and against CPH. These researchers raise the idea that determining variables should be included in language learning, such as the different necessities, motivations, and environments surrounding learners. They recommended that learning L2 from an early age is beneficial to accomplish native-like proficiency. On the other hand, if the goal is to achieve only communicative ability then there is less need to begin at an early age. Since different parts of the brain are responsible for different roles for recalling and activating language between the early bilingual children and those who begin later at the age of 7 or 8, the differences between these goals are reflected by the activity of the brain during language processing (Cameron, 2001). Gilakjani (2012) further distinguished some variables affecting L2 fluency (in his study, the L2 is English), specifically pronunciation. Gilakjani (2012) found that learners can accomplish a native-like accent even if they start to learn English after puberty. This is achieved by having appropriate attitude, motivation, instruction and exposure. 2.1.2. English vocabulary learning Slattery and Willis (2001), who argued that youngsters acquire language in various ways depending on their age, have summed up the attributes of young learners. Children younger than 7 (very young learners) acquire language unconsciously through the language openness around them by hearing and playing. Whereas, 7-12-year-old students, (young students) are already able to read and write the language consciously. 10

Muñoz (2017) says that every language teacher should select the appropriate and suitable vocabulary according to the level of the students. Nevertheless, since children understand concrete aspects better than abstract ones, Llach and Gómez (2007) propose that words taught to children should have concrete references, such as apple, ball and doll. They also suggest that it is convenient to introduce words whose meanings can be inferred with actions, body language, and drawings. According to Gopnik, Meltzoff & Kuhl (1999), the number of words toddlers typically know is about 100 to 300 words. Therefore, it is important to give them words that cover their actual needs and interests such as those that are typically used in their daily life and activities. This enables the young children in understanding the words without the translating them into their mother tongues (Yusuf, Asyik, Q. Yusuf & Rusdi, 2017). They further explain that participative games, role-playing and dramatizations, repetition and imitations, and physical activities (body movements) can be done to reinforce the vocabulary being learnt. 2.1.3. English pronunciation learning According to the Critical Period Hypothesis by Lenneberg (1967), young learners are considered to be in the ideal age and are able to accomplish native-like pronunciation if they are taught correctly. The Common European Framework for Languages (CEFR, 2001) suggests that pronunciation should be taught right from the beginning of foreign language teaching. At the beginning of learning process, students should practice correct pronunciation. The emphasis within teaching pronunciation is to meet the communicative objective of the language (ISCED 1, 2011). Regarding pronunciation, students should be exposed to native speakers, be encouraged to imitate the teachers, read aloud phonetically texts, practice ear-training, or tongue twisters (Reid, 2016). Other techniques such as clapping, tapping gestures and mirrors can also be used in teaching pronunciation. 2.1.4. English vocabulary teaching methods Different English vocabulary-teaching methods and approaches have been proposed by researchers; however, this study will consider some methods that are specifically applicable for young learners in teaching English as second language. Teaching methods such as Suggestopedia, The Silent Way, Community Language Learning, Total Physical Response, and Communicative Approach or Natural Approach have been the foundation for many research on young children’s L2 acquisition (López & Méndez, 2004). Therefore, this research will focus on how these methods are applied by ESL teachers. 2.1.4.1. Total Physical Response Total Physical Response (TPR) (Asher, 1977), which is a method of teaching language or vocabulary concepts, focuses on activities that involve body movements or physical responses known as modelling. According to Richards and Rodgers (2001, p. 92), vocabulary items should 11

be selected according to the situations in which they can be used in the classroom and ease with which they can be learned rather than according to their frequency of need or utilize in target language situations. In TPR, there is normally no specific material used for beginners in TPR. As students are making progress in their learning, the authentic materials including pictures, objects, slides and word charts are utilized in succeeding different stages of learning. 2.1.4.2. Communicative Language Teaching Communicative Language Teaching (CLT) is a set of principles about the targets of language teaching, how pupils learn a language, the kinds of classroom activities that best enable learning, and the roles of teachers and learners in the classroom (Richards & Rodgers, 2001). The goal of CLT is to improve students’ communicative competences (Richards, 2006, p.4), which are: − Knowing how to use language for a range of different purposes functions − Knowing how to vary the use of language according to the setting and the participants − Knowing how to produce and understand different types of texts − Knowing how to maintain communication despite having limitations in one’s language knowledge These competences are stimulated from functional communication activities and social interactional activities (Richards & Rodgers, 2001). In the classroom, students are encouraged to perform pair work, role-plays, group work, and project work since they can give pupils greater opportunity to use language and develop fluency. The materials used in CLT teaching are authentic (Richards, 2006). 2.1.4.3. Natural Approach Natural Approach (NA) is a method of language teaching developed by Stephen Krashen and Tracy Terrell (1970s, publication: 1983). The researchers suggested that vocabulary is essential when acquiring language (Krashen & Terrell, 1983). In addition, ...