CHAPTER 1

Theoretical Background

1. The concept of Vocabulary.

Teaching English vocabulary is an important area worthy of effort and

investigation. Recently methodologists and linguists emphasize and

recommend teaching vocabulary because of its importance in language

teaching. Vocabulary is needed for expressing meaning and in using the

receptive (listening and reading) and the productive (speaking and

writing) skills. If language structures make up the skeleton of

language, then it is vocabulary that provides the vital organs and the

flesh (Harmer 105).

There are two types of vocabulary that a person possesses: Passive and

Active vocabulary; as Redman establishes:

The vocabulary you know can be divided in two groups-

passive vocabulary and active vocabulary. Passive

vocabulary contains all the words that you understand

when you read or listen, but which you do not use (or

cannot remember) in your own writing and speaking.

Active vocabulary is all the words you understand, plus

all the words that you can use yourself. Your active

vocabulary, in English and your own language, is

probably much smaller than your passive vocabulary.

(Gairns and Redman, 1986: 64-65).

In a general view, languages are made up words and phrases; thus,

teaching is essential to learn and understand a language. Every single

sentence needs of words to be constructed, as the sentence might be

unintelligible if it lacks the key words, not matter how well structured it
might be for instance a very well educated person may say ca you

please give me the , no matter how well structured the request is, it

cannot be understood by others if the necessary key words are included.

In simple words Taylor (1990) points out that

In order to live in the world we must name it. Names are

for the construction of reality for without a name it is

difficult to accept the existence of an object, an event, a

feeling (Taylor, 1990:1)

1.1 What it means to know a word?

People can claim that they know that they know a word because

they can associate a word with an image and vice versa. Others

can say the same because when they use them in sentences other

people seen to understand what they say. Even others can assert

that they know a word because they can understand what other

people say or write.

All of the examples above are true to a certain point. Actually we

need to put all of the examples in one to imply that we know a

word. According to Schmitt and McCarthy (1997) knowing a word

implies knowing hoe the words is pronounced, spelled, and used,

the use of the words includes its register, knowing when, how and

with whom we can use those words. Widdowson (1990) adds that

we need to know how the words change when they are in context

and which words the term we want to use is used with.

For instance, when we are describing the nice appearance of a

woman, we can use words such as: good looking, beautiful or

pretty, but not the word handsome. However, if you describe a man

you may use handsome or good looking, but never pretty.

 1.2 Storing Vocabulary

Long term memory: is the capacity for recall of information minutes,

weeks and years after the original input, long term memory is seemingly

inexhaustible and can accommodate any amount of new information;

however, we need to work harder to commit information in it. Therefore,

in order to store information in long term memory we need to be more

specific if we want good results. Working memory provides also an

interface to long-term memory (LTM) (Atkinson and Shiffrin, 1968), that

is instead responsible for the passive storage of information for longer

periods of time in order that could have a major goal of education and to

help learners store information in long-term memory to use that

information on later occasions in order to effectively solve problems.

Short term memory is a type of memory that is quite simple. It consists

of storing information for brief period of time; it has a disadvantage,

because you cannot store more than seven items, otherwise a

breakdown in retention occurs.

Therefore, it is recommended not to exceed the number of words we can

recall (8-12) while presenting lexical items, (Gairns and Redman, 1986)

or at least not to expect learners to recall all of the words in a future

lesson.

This type of memory has relation with a limited capacity to maintain the

information, we need to do repetitions, which are very useful to become

the new information in a long term memory and try to get processing

organization for affective memory.

Additionally, the teacher has to establish a topic or situation when he

presents new words, in that way he is establishing chainedmemory,

which means that when you mention the word again the learners will
remember some of the other words learned in that class or lesson

(Ausubel in Brown, 2007).

1.3 What students need to know about word

The first step to understanding vocabulary learning is to specify what it

means to know a word. Most teachers probably assume that if learners

know a words meaning and spelling/pronunciation, they know that

word. In fact, learners may be able to use a word to a large extent with

just such knowledge. However, in order to have knowledge of a word and

to be able to employ it in as many situations as the learner desires, then

much more knowledge in necessary. As Scrivener points out that

A learner, recognizing the communicative power of lexis,

might reasonably aim to acquire a working knowledge of

a language number of words: The more words I have,

the more precisely I can express the exact meaning I

want to. (Scrivener Jim, 2005: 230)

1. The place of vocabulary in Language Teaching Methodology

Vocabulary is very important and needs to be dealt with systematically

on its own; it is not simply and an attachment to a grammar or a skills

lesson. Our job does not finish as soon as a learner has first met some

new vocabulary. Teachers need to help students practice, learn, store,

recall and use items, at their current level of competence as Scrivener

wisely points out

 One way to make language less complex is to avoid

words that the students are unlikely to understand.

(Scrivener Jim, 1994: 82)

Language teaching methodology has switch its center of attention

through time. Sometimes it focuses on grammar, others in

speaking, others on the learner and the like. Vocabulary has

treated differently as well. In the following pages there is a review of

some methods regarding the place vocabulary has in them.

1.1 Audio Lingual Method

The creation of this method took place during the Second World War. At

this time the U.S. needed spies or interpreters to find out information

about other countries in war. No method secured the learning of a

language in a short time, so the U.S. started using this method in which

students could first learn to speak before they learned to write as it

happens when acquiring our mother tongue.

The Audio Lingual Method consists of memorization of dialogs through

repetition and the use of different kinds of drills. In this way students

do not make mistakes; and as a consequence they feel confident when

they speak the target language.

As a result of this method, some of its objectives are accurate

pronunciation, linguistic accuracy, quick and accurate response in

speaking, and a sufficiently large vocabulary to use with grammar

patterns to express oneself in practical, everyday situations. As Hockett

points out

Patter practice is a basic classroom technique that

constitutes the learners task they require drill, drill, and

 more drill, and enough vocabulary to make such drills

possible. (Hockett, 1959)

1.2 Direct Method

Pictures have always been associated with the Direct Method of teaching

foreign languages. It is pointed out that a picture of an object is usually

easier to bring into the classroom than the object itself, for example, a

bus or elephant. Also a picture can often show an action more easily

than even talented actor can demonstrate, for example, going for a

ride or parachuting.

1.3 Suggestopedia

Suggestopedia emphasis on memorization of vocabulary pairs a target-

language items and its native language translation - suggests a view of

language in which lexis- is central and in which lexical translation

rather than contextualization is stressed. However, Lozanov does

occasionally refer to the importance of experiencing language material

in whole meaningful texts (Lozanov 1997: 268 ) and notes that the

Suggestiopedic course directs the students not to vocabulary

memorization and acquiring habits of speech, but to act of

communications (1978: 109).

1.4 Lexical Approach

Traditionally, the teaching of vocabulary above elementary levels was

mostly incidental, limited to presenting new items as they appeared in

reading or sometimes listening texts.

Nowadays it is widely accepted that vocabulary teaching should be part

of the syllabus, and taught in a well-planned and regular basis. Some

authors, led by Lewis (1993) argue that vocabulary should be at the

centre of language teaching, because language consists of

grammaticalised lexis, not lexicalized grammar. There are several

aspects of lexis that need to be taken into account when teaching

vocabulary. The list below is based on the work of Gairns and Redman

(1986):

a) Boundaries between conceptual meanings: knowing not only what

lexis refers to, but also where the boundaries are that separate it from

words of related meaning (e.g. cup, mug, bowl).

b) Polysemy: distinguishing between the various meaning of a single

word form with several but closely related meanings (head: of a person,

of a pin, of an organization).

c) Homonymy: distinguishing between the various meaning of a single

word form which has several meanings which are NOT closely related

( e.g. a file: used to put papers in or a tool).

d) Homophony: understanding words that have the same pronunciation

but different spellings and meanings (e.g. flour, flower).

e) Synonymy: distinguishing between the different shades of meaning

that synonymous words have (e.g. extend, increase, expand).

f) Affective meaning: distinguishing between the attitudinal and

emotional factors (denotation and connotation), which depend on the

speakers attitude or the situation. Socio-cultural associations of lexical

items is another important factor.

g) Style, register, dialect: Being able to distinguish between different

levels of formality, the effect of different contexts and topics, as well as

differences in geographical variation.

h) Translation: awareness of certain differences and similarities between

the native and the foreign language (e.g. false cognates).

i) Chunks of language: multi-word verbs, idioms, strong and weak

collocations, lexical phrases.

j) Grammar of vocabulary: learning the rules that enable students to

build up different forms of the word or even different words from that

word (e.g. sleep, slept, sleeping; able, unable; disability).

k) Pronunciation: ability to recognize and reproduce items in speech.

The implication of the aspects above mentioned in teaching is that the

goals of vocabulary teaching must be more than simply covering a

certain number of words on a word list. We must use teaching

techniques that can help realise this global concept of what it means to

know a lexical item. And we must also go beyond that, giving learner

opportunities to use the items learnt and also helping them to use

effective written storage systems.

1.5 Communicative Language Teaching

Communicative Language Teaching has its roots in the idea that the

goal of language learning is to become good at using language for

communication. That simple notion is surprisingly profound. In its

Communicative Competence, Communicative language teaching enables

learners to acquire a language by focusing on the development of

communicative competence. To do this, communicative language

teachers use materials that focus on the language needed to express

and understand different kinds of functions. On the other hand, its

grammatical competence refers to the ability to use the language

correctly, how well a person has learned features and rules of the

language. This includes vocabulary, pronunciation, and sentence

formation.

1.6 Natural Approach

The primary aim of material is to promote comprehension and

communications. Picture and others visual aids are essential, because

they supply the content for communication. The facilitate the

acquisition of a large amounts of vocabulary within the classroom

(Krashen and Terrel, 2000) The other recommend materials include

schedules, brochures, advertisement, maps, and books at levels

appropriated to the students, if a reading component is included in the

course.

The teacher will present a topic or situation and a certain number of

words associated with it. Learners will learn the core word, and choose

others to learn according to their needs, likes and wants. Learners are

in control of the lexis they learn, thus they select words to cover their

communicative needs. This facilitates their learning and storing of

vocabulary.

2. Techniques for teaching Vocabulary

Nowadays, there has been a major emphasis on vocabulary

presentation. In the old times translation was the only technique to

learn vocabulary has been forgotten and now teacher are better

informed about other techniques to teach vocabulary.

Currently there are different techniques thought to better present and

teach vocabulary. These techniques go beyond the simple literal

translation of a word for its equivalent into the target language.

Currently language teacher use other aids and strategies to better

enhance comprehension of words, meaning, in addition to these

techniques, the PPP format (Presentation, practice and production) adds

a very important organizational structure to vocabulary lessons.

When presenting vocabulary we must consider the appropriacy and

suitability of the strategy we are about tu use. Every technique has

limited and particular aims and uses, and therefore we must be aware

of the availability and suitability of each technique to better fit with the

items explanation.

For example: when the teacher wants to start a new unit, he/she needs

to know whether the students have enough vocabulary or not and to

know whether they are ready to begin another unit (feedback) or not.

Teacher must use teaching techniques that help students to acquire a

comprehensive concept by giving opportunities to learners to use the

items learnt and also helping them to use effective written storage

systems.

Oxford, R. (1990:110) suggests memory strategies to aid learning, and

these can be divided in to:

Creating mental linkages: grouping, associating, placing new

words into a context.

Applying images and sounds: using imagery, semantic, fields

mindmaps, using keyword and representing sounds in memory.

Systematic revision and recycling.
Employing action: TPR or sensation, using mechanical

techniques.

The techniques jus mention can be used to greater advantage if teacher

can diagnose learning style preference (visual, aural, kinesthetic, tactile)

and make students aware of different memory strategies.

In order for the teacher to present vocabulary to students, he may do

well to know the students learning styles. That way he can decide

whether the techniques used are appropriate whether it is necessary to

change them to facilitate learning and the design of materials that can

catch their attention faster.

In the last decades there has been a major emphasis on vocabulary

presentation. Old times translation was the only techniques to learn

vocabulary has been forgotten and now teachers are better informed

about other techniques to teach vocabulary.

Gairns and Redman (1986:96) suggest the following types of vocabulary

presentation techniques:

Visual techniques. These pertain to visual memory,

which is considered especially helpful with vocabulary

retention. Learners remember better the material that

been presented by means of visual aids. Visual

techniques lend themselves well to presenting concrete

items of vocabulary-nouns.

2.1 Synonymy

Synonymy in semantics is an inter-lexical sense relation. Synonymy is

sameness of meaning (Palmer F. R. 1996:88, Lyons John 1996:60).

Synonymy has different aspects i.e. Cognitive, Descriptive and

Nearsynonyms. Cognitive synonyms are synonyms that are

substitutable in any grammatically declarative sentence (Evens M. W.

1988:8, Cruse, D.A.1986). An example of a pair of cognitive synonyms is

seaman and sailor. He is a Seaman and He is a Sailor are cognitively

synonymous. Other pairs include mailman and postman, buy and

purchase, hard and difficult etc. Descriptive synonyms are synonyms

that are used connotatively to express the speakers feelings towards

what he or she describes. For example: The orange is sour and the

orange is rotten. The pairs, thrifty and economical, sour and rotten,

bachelor and unmarried man are descriptively synonymous.

2.2 Antonym
The term antonymy is used to describe oppositeness of meaning

(Palmer, 1996: 9495). It is the most useful tool of inter-lexical sense

relations. Antonymy is an example of inter-lexical sense relations in the

sense that, it expresses a kind of relation that exists between words or

sentences that are mutually contradictory (Kreidler Charles 1998:100).

For example:

*Words Opposites *On Off *Old Young *Wide

Narrow

*Big Small *Male Female *Dead Alive

The relation between the words on and off is defined by their

oppositeness. The same point could be made of other pairs above. The

relation of antonymy is expressed by the sentence frame, is the

opposite of .. i.e. old is the opposite of young There are other pairs

of words that are generally believed to be opposites, which, in actual

fact, may not satisfy the minimum conditions of oppositeness. E.g. Rice

and Beans, Yam and Egg, Bread and Butter and some others. The

choice of the opposite of a word may be arbitrary just as the

arbitrariness of meaning in language. The claim that Beans is the

opposite of Rice is inadequate because the pair fails to fulfill the

minimum condition of oppositeness. What is the minimum condition of

oppositeness? Charles Kreidler opines that two words or sentences are

opposites if they are mutually contradictory. The idea of mutual

contradiction also suggests the notion of mutual exclusiveness. Two

words are mutually exclusive if they cannot be obtained together

simultaneously. If someone is dead then the person cannot be alive

and vice versa. Therefore, the two words dead and alive are opposites.

However, the two words rice and beans are not opposites because

they are not mutually exclusive. Both can be obtained together.

Logically the opposite of rice will be every other thing that is not rice.
On the other hand, the claim that the opposite of old is young is

debatable. Details of this will be given later in the paper. There are

different aspects of antonymy i.e. Gradable antonyms or opposites,

Morphologically related antonyms and Binary/Non-Binary antonyms.

2.3 Hyponymy

Hyponymy involves the logical relationship of entailment. It also involves

the notion of class inclusion (Palmer F. R. 1996: 85). For instance, the

meaning of animal is included in the meaning of lion, goat, dog and so

on. The term animal is the upper term known as the

SUPERORDINATE while the lowerterm is called the HYPONYM.

Superordinate Terms Hyponyms Reptiles lizards, geckos, snakes,

chameleons, Crocodiles, salamanders etc Colour blue, red, green, white,

yellow etc Stationery books, biros, pencils, rulers, Flower tulip, rose,

hibiscus, It is also possible to talk of supra-superordinate terms. The

suprasuperordinate terms cover a wider scope than the superordinate

terms. In the example above, flower is a superordiante term. The same

word, flower, may come under the supra-superordinate term, plant.

The word plant is wider in scope than flower. The word, vertebrate

will also serve as suprasuperordinate term for the word,reptile.

2.4 Lexical sets

A lexical set is a group of words with the same topic, function or form.

Example

'Cat, dog, tortoise, goldfish, gerbil' is part of the topical lexical set pets,

and 'quickly, happily, completely, dramatically, angrily' is part of the

syntactic lexical set adverbs.

2.5 Visual Techniques

Gairns and Redman (1986:96) suggest the following types of vocabulary

presentation techniques:

Visual Techniques. These pertain to visual memory,

which is considered especially helpful with vocabulary

retention. Learners remember better the material that

has been presented by means of visual aids. Visual

Techniques lend themselves well to presenting concrete

items of vocabulary-nouns.

Visual techniques include flash cards, photographs, backboard drawing,

wall charts and realia. They are used to conveying meaning and are

particularly useful for teaching concrete items of vocabulary such as

food or furniture, and certain areas of vocabulary places, professions,

and description of people, actions and activities such as sport and verbs

of movement.

2.5.1 Pictures

One of the chief benefits of using pictures to teach vocabulary is that

you can use them in a variety of ways. In this category we may include

the blackboard drawings, wall pictures, charts and cards. Pictures can

be used to successfully explain the meaning of vocabulary items. To this

respect Gairns and Redman (1986:58) comment that the:

Teacher often makes extensive use of visual images in

the classroom for illustrating meaning. One further

advantage of this is that our memory for visual images is

extremely reliable.
 2.5.2 Photos

2.5.3 Postcards

2.5.4 Flashcards

According to Wright (1976) flash cards are cards printed with words

and/or pictures which can be handled easily by the teacher. To promote

the presentation, practice and production of vocabulary items, as well

as promoting the use of vocabulary during elicitation. Some

descriptions of the flashcards are:

1. Sizes vary according to the picture or text show.
2. Text, line, tone and color may be printed or draw by the teacher.
3. The card must be strong enough no to bend and flop.

3. The learner

When we talk about learners we must state the influence that the

learners personality has in the process of speaking English. It is

important to take into account that there are different kinds of

behaviors that it is depend of personality of the students.

As we know there are many different of learning styles, just as there are

a lot of different types of personalities, as a result there are many

different types of learner. There exist various types of personalities such

as tolerant of ambiguity, visual, aural, holistic, kinesthetic, serialist,

field dependent, field independent, syllabus-bond, syllabus-free

Introvert, extrovert, and so on and so forth. Parrot (2001: 40) states that

tolerance of ambiguity is one of the components which may constitute

an overall style. Learners who are tolerant of ambiguity may be content

to accept something which is partial understood without needing to

clarify it completely

Visual, Aural and Kinesthetic.

According to Parrot (2001:45) visual, aural and kinesthetic are terms

used in Neurolinguistic programming to describe personality orientation

a visual person learns more easily if data is presented through the

visual channel, while aural may receive information presented verbally

and kinesthetic need to see things happening to get a better idea of the

information.

Holist / Serialist.

Holist learners are believed to be predisposed to learn through global

exposures whereas serialist learners tend to learn through global

exposures whereas serialist learners tend to learn through analyzing

elements sequentially.

Field-Dependent / Independent.

Field - Independent learners are believe to be able to perceive systems in

large structures whereas field Dependent learners see only the general

structure.

Introvert / Extrovert.

While introverts tend to learn analytically in planned and organized way.

Extroverts are people-orientated, and their leaning is believed to be

more intuitive and to depend more on interaction with others. Extrovert

are likely to be holist and syllabus-free, but the interface between these

different systems for categorizing personality or learning types is

blurred and it is difficult to translate the concepts from one system to

another.

The teacher needs to take into account is that children learn and adults

learners have different characteristics of the learning process adults

could be more mature while children could be more immature, the

children are more independent but the adults are not. As a result they

will require different type of input, materials and activities to promote

learning.

3.1 Ages and levels of learners

Another important point, it is the necessity of the learners for example

the age that the students have so that the activities change according to

the age for example when we talk about children are more dynamic,

more enthusiastic and more curious as Harmer (1988; 7) comments

More than anything else, children are curious, and this in itself is

motivating. At the same time it is probably true to say that their span of

attention or concentration is considerably less than of an adult. On the

other hand the adolescents are more independent, free, and in some

cases brittle with the opinion of the teacher and the other students,

sometimes the students of this age can see to the teacher as enemy and

not precisely as a friend as Harmer (1988:7)said:

The Teacher should never, then forget that the

adolescents needs to be seen in good light by his peers,

and that with the changes taking place at that age he is

easily prone to humiliation if the teacher is careless with

his criticism

When we talk about the adults is important to mention that they are

motivated to learn English, there are more independent and they are

more responsible of their learning process as Harmer (1988; 8)

comments that these students are often highly motivated. If they were
not they would not see the need to continue with language study when

they have already achieve so much.

Another important point is the level so that there are different levels as

elementary intermediate and advance. As teacher of English we should

take in to consideration the level of the learner because every different

level need different activities. For example at elementary students lack

experiences with English. On the other hand, they do not have

preconception of grammar, vocabulary and pronunciation. On the other

hand, intermediate level the students have more knowledge of

vocabulary, grammar and other language aspects in general. For this

reason, it is very important to take into account the level of the students

as Harmer (1988;24) states

Clearly we cannot expect as student to be

communicatively efficient after ten hours of class! At that

level he will only a very small part of the language. Our

long term goal as teachers has to be seen in terms of

students who have attained a high standard of language.

3.2 Age and learning styles

As a teacher of English the age of the students is an important element

that we should consider as their learning styles, because for young

children to learn English as soon as possible will help them with

reading, and communication skills. Children begin to vocalize and

memorize words what they hear from the language input provided by

the teacher in class, they pick phrases or words that teacher says and

the sounds that they hear on the dairy lessons, and they usually find a

way to try those phrases to be certain that what they understood is

correct or needs to be corrected, through trial and error they formulate

their own inner rules about how the language works. A parallel process

they went through in their native language.

Working in a primary school with a group of the same age is better than

working with a class where students are of different ages, because

children have the same interests and needs according their age. Their

learning styles may be different because each student learns in a

different way, but they have similar needs and characteristics,

something the teacher can exploit for the class benefit.

Learning styles shows that students learn in different ways. That is,

people receive that process and retain information by using visual,

auditory or kinesthetic methods.

A student who retains information by using visuals a synonym they

learn using their eyes and very often they are focus on the body

language, gestures and facial expression of their instructors. They

remember the vocabulary with charts, maps, handouts and other visual

input.

Auditory learners are ones who learn through hearing. They prefer

materials and often pay attention to the tone, words and speed of which

teachers deliver their class. This kind of students have the skill to learn

the pronunciation of words more easily than others. They prefer to

repeat after the teacher or to use audio material to learn better.

Learners age has a great impact on the selection of activities. Children

are more relaxed and the students of this age need funnier or more

attractive activities; whereas adolescent students need interesting topics

and challenging activities. In the case of adult learners, they are more

serious and they need goal oriented activities more according to their

interests.
Finally, if the student used to touch and they have the need to feel the

things that surround them in order to obtain information, they are

Kinesthetic.

3.3 Individual differences

The term differences in education usually refers to choose

characteristics that tell an individual apart from others; that is, those

distinctive features that make us unique beings, with particular needs,

wants and background.

Such difference called individual or in group, are part of a process

resulting from what we do every day with people and things that are

consistently around us in our environment. The relationship that

everyone could establish with other people, form sets of items that help

us to acquire individual knowledge and gain experience, and because of

these items; we have a particular background knowledge.

Typical differences can be reflected in our job, in our social status or in

the same school. Those differences define human personality.

Despite the tendency towards establish group norms of

behavior in the classroom, every leaner remains an

individual; no leaning group is ever totally homogeneous

except in case of share culture or roughly compatible age

ranges. Even within such group there is likely to be a

series of differences between the individual leaners

(Wright, 1987: 117).

The values and the capacity to understand and solve problems allow the

human being to discover abilities and skills that will help us out in life.

Therefore, every human being can identify exactly what he really wants
to achieve either in the present or in the near future. Nevertheless; in

classroom, individual differences could case problems to establish

agreements on what is to be learned, and what things students really

wan to or simply do not want learn. If someone wants to learn a new

word, the brain unconsciously analyzes whether this word can fit in

their life. The mere fact of identifying this new word becomes helpful in

the process of learning.

For instance, as Christopher Brumfit states regarding the term

software and ESL (English as a Second Language). An engineer is

hardly going to understand what ESP means. On the other hand, a

person who is acquiring lexical items the second language will not be

able to explain exactly what software means (Brumfit, 2001).

Furthermore, human imagination helps to get better comprehension in

difficult or complex words. We can use metaphors for the different

meanings that this new word can generate in different contexts.

Typically differences can be reflected in our job, in our social status or

in the same school. Those differences define human personality.

Some factors to get a low effective filter are based in a positive

relationship among teacher and students, as much as the class

environment. In other words, the location the lighting, the dcor, the

size of the classroom, the proximity that exists from students place to

the classroom plays an important role to ensure a successful

acquisition of target language.

Attaining low effective filter in students helps a lot the activities in the

class; appealing activities raise students interest in such a way they

become a great motivation to discover more about the language. The

research literature in this area indicates that certain effective variables

are related to second language achievement.

 Performers with certain types of motivation, usually, but

not always integrative and with good self images do

better in second language acquisition. Also the best

situations for language acquisitions seem to be those

which encourage lower anxiety level (Krashen and Terrel,

1987: 44).

The environment where students and teacher are interesting must

be created by teacher. If the actual class environment does not

truly have any particular features of interest, so that students

notice lack of interest among them, learning the second language

might not take place. Thus, the teacher must try to lower students

level of anxiety, mainly because having a good relationship among

them and positive rapport between teacher and students will help

to activate again the acquisitions of target language. Otherwise it

might be possible to achieve understanding and motivation among

the students and between and students and teacher in class.

3.4 Humanistic aspects

People are born as individuals with essential differences that make us

unique beings. Because of that, every human encounter implies several

adjustments in order to establish acceptable patterns of behavior -rules-

and to reach agreements; so that society survives and develops.

Talking about the teaching-learning process in our society, if syllabuses

within the school are developed thinking on the average of student, in

terms or physical and psychological age, expecting minimum previous

knowledge among other aspects. Lesson planning and material design

will take a great importance taking individual needs into account. That

means that, the teacher needs to bear in mind who the audience of
their teaching will be, taking into account factors like learning styles,

likes and preferences, and so on; in order for their leaning process to be

successful.

Talking about students necessities there are four classes of school that

help us to cover these necessities. According to Orlich:

In Mexico, the school for infants is called preschool or kindergarten,

whose mission is to prepare children to enter into elementary school, in

this beginners levels about 50 percent of an individuals intellectual

development occurs in the beginners period, we mean; until age four; 30

percent between the ages of four to eight, in the junior high school when

students notice that they have a lot of barriers and they do not know

how to overcome most of them.

When students star to leaning another language like English; in

whatever stage mentioned before; they begin developing other skills that

will help them forever, that is to say; if children start learning in

kindergarten or in the elementary school, the way the learned will be

performed in the following educational level, like secondary school in

the university. Therefore; it is very important to plan our teaching

appropriately in order to avoid possible problems for students in the

near future.

Students will learn effectively if teacher encourages them to learn in the

target language, so that; planning can be of extreme relevance in order

for learning to occurs. As Orlich (2000) describe

The process of teaching, leaning and motivation all take

place in a specific social and organizational setting. How

this setting is structured, in terms of the number of

students and the amount of instructional time, will

 influence the instructional decisions you make (Orlich,

2000: 33).

4.4.1 INTEREST IN LEANING ENGLISH

Teachers attitude toward the students in the classroom must be

positive to motivate to do their best work, as much as promote that

students enjoy learning, and to set appropriate challenges for them.

Teacher can motivate students only with four words You can do it.

These words become powerful encouragement for them to persist

learning what they really want to learn. Teacher must identify the grade

of students interest about learning lexical items into the second

language, and then teacher most help students and become as mentor

in order to encourage them continuing learning as much as they can in

order to perform better functional use of second language.

The interest to acquire vocabulary in students from the moment they

star having direct interactions with the target language, must be the

main purpose for teachers. Maintaining and increasing the interest in

gradually will help students to focus the correct acquisition of

vocabulary in the target language.

Nevertheless; sometimes the interest tends to diminish due to several

factors the most important points are:

The lack of interest of some teachers to teach correctly

The lack of dynamism in the active class, maybe because teacher

is doing another activities within the hour class.

The didactic material might be boring
Probably students lost interest in classes for different problems

rather than school problems, like: personal problems, or

problems in their family environment, or problems about falling

in love.
The last problem many times becomes in a big distractor to diminish

the interest that students show at the beginning, and then;

subsequently students will not be able to get clear comprehension in the

next advanced levels, the comprehension in the target language might

become without resources in order to continue the same grade of

motivation.

El aprendizaje depende del nivel de desarrollo alcanzado por

el alumno, que se conoce habitualmente por la expresin

disposicin para aprender. Esto implica un grado de madurez

fsica, mental, social y emociona, el nivel de experiencias y

compresin, y un presupuesto de inters que indica el grado

de disposicin fisiolgico y psicolgico para ocuparse en la

actividad de aprender (Kelly W: A, 1986: 246)

4.4.2 STUDENTS NEED:

When students need to star practicing communication in the target

language among other classmates, they really become aware about the
significance of being available to use English in order to perform in the

better form their skills in this language. According to Christopher

Brumfit (2001) when we know and use better our language, we are

capable to exchanges ideas an necessities among other groups, thus in

order to achieve communication, we create an imaginary environment;

in such scenario we have the opportunity to think about what things

we really need as a human, and identify individual goals and

necessities that we really must cover while communication take place.

Every individual establish the goals of communication as well as the

possible benefits resulting of communication with native speakers of

the target language. In order to this happen, we need to know our

culture better and to understand the people within the culture; also

peoples likes and preferences in some specific areas.

Having these necessities in mind; we become aware about peoples life.

Thence, we can get samples and use them in the language classroom.

Once the class needs have been identified, that is, once we know who

our students will be in terms of age, educational level and background,

among other aspects we can focus the communication needs and set

strategies to achieve learning.

In other words, we can identify how they learn words (input), an the

way they usually use it in their life (output) (Krashen and Terrell, 1987)

The latter because once we know how learners acquire the language it

is necessary to set tasks that enable them to share things or words

they have learnt, interacting with other people. By doing so, they can

recognize or produce language better and more fluently.

When the students are capable to recognize their necessities, for

instance, in the school, they will be able to compare their ideas and

points of view, thus getting an appropriate feedback about their

knowledge (level of competence) and the necessities they really need to

put into practice (performance), taking into account the errors made in

the past so as them in the future. (Idem)

4.4.3 PREFERENCES:

When the students recognize their preferences about the importance of

acquiring new vocabulary in the target language, students become

highly satisfied and motivated, which helps them to develop motivation.

The most frequent outcome is that learners try to continue learning in

the same way, i. e. having as much information as possible and putting

it into practice when they are ready to produce the target language.
Nevertheless students should widen their LAD (Language Acquisition

Device) in order to store as much information as possible about the

vocabulary they really want to learn for their specific purpose and

needs.

Learning something new, according to students interest, allows them

to continue in the same parameter of acquisition. This positive circle of

motivation learning- motivation make students feel satisfaction and

motivation about learning more and more; anything they prefer to learn

as a priority. Regarding this Kelly (1986) said that:

El aprendizaje apreciativo, abarca los procesos de

adquision de actitudes, ideales, satisfacciones, juicios y

conocimientos concernientes al valor implicito en las

cosas, as como el reconocimiento de lo valioso y de la

importancia que el estudio adquiere a travs de su

participacin en la actividad de aprender.

Supone la adquisicin del gusto, el desarrollo de la

aficin y la expresin del gozo hacia ciertos aspectos de la

vida (Kelly W.A 1986: 25).

When students enjoy the new acquisition, for instances in the target

language, they are ready to develop other abilities, like putting into

practice some words or small phrases so- called lexical items,

according to the circumstances or the real context. (Lewis, 1997) In this

way students are able to stand out and repeat things that they really

want they just learned. (Harmer, 2002; Brown 1987)

4.4.4 Motivation
Motivation is a key element of education and plays a crucial role in the

success and joy of the learning process for individual students. There

are many factors, which influence motivation, some positive and some

negative.

According to Ryan R.M. and E.L. (2000: 25, 54-67) the term

motivation refers to the reason for someone to take action. The reason

may be intrinsic or extrinsic.

Individuals are generally motivated intrinsically, when they do

something that they enjoy. A person, who enjoys reading biographies,

for example, may read of their own volition.

Extrinsic motivation occurs when an individual takes action to satisfy

an external influence. A student may read a novel to satisfy the

requirements of a course, for example, but not actually enjoy reading

the novel.

Educators need to find balance between intrinsic factors of motivation

and extrinsic factors. It would be difficult to find students that are

continuously motivated to complete structured courses. Each student is

more likely to enjoy some parts of a course more than other parts.

The student needs to believe that the study will lead to a desirable

result and that they possess the competence to complete the tasks,

otherwise the student may take a more negative attitude to motivation.

According to Dowson and D.M. McInerney(2001: 35,42) there are

several theories of motivation, such as those that focus on the

educational goals of students.2 The achievement goal theory explores

both the social and cognitive factors that influence a students attempts

to either perform well or engage in work avoidance.

A student that participates in academic activity in an attempt to

perform better or to become more competent may be regarded as having

a mastery goal orientation.

The student will measure success by the level of personal

understanding or competence at the task. Performance goals are

educational goals that are generally measured against external criteria.

These include normative standards, such as grades and the ranking of

performance relative to other students.

Students with work avoidance orientation may act as if they are

incompetent so that they will have an excuse to disengage from the

tasks. Similarly students may ask unnecessary questions in an attempt

to delay participation in academic activity or seek assistance, which will

reduce the requirements for their personal cognitive engagement.

Social motivation may complement or conflict with students academic

goals, cognitive engagement and academic accomplishment. Groups of

students may provide mutual support, when engaging in academic

activity. More capable students may provide assistance to students that

need help with particular tasks. Students may also complete work so

that they will not let the team on.

This type of interaction may give students more confidence because they

continue to have social acceptance within their group of peers.

Some characteristics of motivated learners according to the author of a

classic study of successful language learning (Naiman et al., 1978) came

to the conclusion that the most successful learners are not necessarily

those to whom a language comes very easily; they are those who display

certain typical characteristics, most of them clearly associated with

motivation.:

Positive task orientation

 Ego involvement
Need for achievement
High aspirations
Goal orientation
Perseverence
Tolerance of ambiguity

4.4.5 Use of names

It is important to use students name in order that the teacher involves

learners closely with the teacher, the learners feel more secure.

According to Gower and Walters (1983), it is better to use the names of

students because it makes them to feel involved in the class and gives

them the feeling that the teacher sees them as individuals which is

particularly important in a large class. When the teacher does not call

her students by their names, she can affect in a negative way the

perception they have about themselves in the classroom.

The use of names makes students feel like individualism, some teacher

use number of list to take attendance, instead of their students name;

and this situation may make learners as if they are numbers, one of the

many like the teacher handles them as numbers, so that the students

may not feel important in the class.

Sometimes the teacher uses eye contact or gestures when assigning

turns, giving instructions and asking questions, but it may be better

that the teacher uses the students names, because for people, as

individuals, their names are very important and they do not like when

people forget them or when somebody gets them wrong. This fact can

promote the social environment and a positive classroom atmosphere in

the classroom and facilitate the learning process. When teacher call

students by their names, teacher can have considerable advantage in

the classroom, both for the teacher and for the students. Underwood

(1987:25) state that:

 Being Able to address students by name has

considerable advantages; from the teachers point of view,

it avoids all kind of confusion which might arise in the

identifying who should be responding: it generates a

friendly relationship with the students; it is the natural

way to attract somebodys attention; it speeds up the

organizing of a pair and group work

Even if teachers are not good at remembering, they should make

an effort to learn their students name, in order to get all those

advantages which can produce a more secure atmosphere in the

classroom.

4.4.6 Teachers voice

Maley (2000: viii) states that our individual voiceprints are every bit

as distinctive as, and a great deal more public than, our

fingerprints. It is through our voice that we tell others who and

how we are. When the students listen to the teacher; she

unconsciously shows her students her personality, because the

students may realize through the teachers voice if she is confident,

enthusiastic or maybe apathetic: and it may affect the relationship

teacher students. Maley (2000: viii) writes that:

By developing a confident, natural speaking voice, which

can sustain prolonged use, we have the capacity to

change our relationship with our students. In the

classroom, the teachersvoices is so powerful that it may

 increase or decrease their level of motivation. (Maley,

2000: viii)

Additionally Maley (2000) suggests, a tired voice convey a lack of

enthusiasm, which students notice immediately. A richly texture

voice, with confidence and vitality, raises the energy levels of those

who come into contact with it. When the teacher is in front of the

class, the students focus on how and what the teacher says, that is

why they can notice immediately the teachers state of mind.

Gower, Phillips and Walters (1995:17) explain:

When you are upon front it is as much how you say

something as that keeps your students attention. If you

are feeling tired or lethargic and let it show in your voice

yor students will quickly lose interest in what you

saying. (1995:17)

Teachers can find a motivational instrument in their voice because

as (Maley, 2000; Gower Philips and Walters, 1995) point out the

teacher can make students lose interest on what she is saying but

we have the option of doing the opposite, we can make variations in

our voice turning it into a dynamic and enthusiastic one, so that

we can increase the motivationl level of our students. There are

many factors that determinate the way the teacher is going to use

her voice. Gower, Phillips and Walters (1995: 17) affirm that:

The voice alters fairly naturally, accoding to the activity,

the size of the class, the room, etc. for getting the classs

attention and for giving gentle, individual correction the

 quality of the voice should be very different (Gower,

Philips and Walter, 1995: 17)

The teacher should try to be very careful with her voice when

giving corrections because some students may feel that the teacher

is being rude if the tone of her voice is too loud. The teacher owns a

very useful tool, her voice, through which she can get her goals in

the classroom, such as energizing a class or increasing the place of

a lesson, as Gower, Phillips and Walters (1995:17) say:

you can energize a class and increasing the pace of a

lesson by raising the volume of the voice slightly, or get

pairwork off to a confident start by giving instructions or

perhaps doing a model exchange in an enthusiastic, lively

tone of voice. (1995:17)

It is time teachers pay more attention to their voice and make an

effort to use it correctly according to the context, so that they can

find in their voice a beneficial to use in order to reach their goals

when teaching.

4.4.7 TTT VS STT

At the simplest level, teachers talking time (TTT) refers to how

much the teacher speaks during a lesson. However, this will vary

according to the stage of the lesson. For example, the teacher

needs to speak more when providing explanations of and examples

for the target language early in the lesson. Elsewhere he may speak

less as students need ample opportunity to practice the new

material. Above all, the teacher should roughly limit his speaking
to 20% to 30% of the class time, with the remainder devoted to

speaking/using the language by the students.

On the other hand, Students Talking Time (STT) should be around

80% during the course of the lesson. Their use of the language

should further promote qualitative thought. For example, this

means that choral drills, substitution drills, and other exercises

remain important because students need these activities to become

familiar with and absorb the target language. However, too many

drills or other, similar activities result in students who switch off

the lesson, thereby failing to critically observe, analyze, and

practice with the new language.

TTT and STT accomplishes the following:

1. It allows the teacher to restrict his speaking to vital areas of the

lesson. When he then speaks, students know the information is

important. They listen more attentively and work harder to

successfully process the information.

2. Students get to speak more. When students speak more, they

have increased opportunities to become familiar with the new

material.

3. Students have more chances to experiment with and personalize

the language. They can mix previous vocabulary and grammar

structures with the target language of the lesson, as well as steer

conversations towards their individual interests.

4. As students speak more, they must also rely on their skills. For

example, if two students fail to understand one another, they must

work together to repair the miscomprehension. This better prepares

the class for the real world, where they can not rely on the teacher

for help.
5. As the teacher speaks less, students have added opportunities

for interest and challenge. For example, think back to your life as a

student. Which classes did you enjoy the most, ones with a long

lecture or ones that allowed active engagement?

From the five points above, it should be clear that the class greatly

benefits from limited talking by the teacher. What's more, these are

but a few of the positives available with low TTT

4. How children learn Vocabulary

Beginner levels seem to be the stage where vocabulary teaching is a

cornerstone for language learning. However, intermediate and even

advance level students need new vocabulary as well. At these stages,

they probably know basic vocabulary, but appropriate performance of

the skills requires more than just the basic.

There are major developmental differences in learning. As children

develop, they form new ways of representing the world and they also

change the processes and strategies they use to manipulate these

representations. In addition, there are important individual differences

in learning.

Developmental psychologist Howard Gardner (Gardner, H. 1991)has

argued that

there are many dimensions of human intelligence other

than the logical and linguistic skills that are usually

valued in most school environments. Some children are

gifted in music, others have exceptional spatial skills

(required, for example, by architectsand artists), or

bodily/kinaesthetic abilities (required by athletes), or

abilities to relate to other people, etc. Schools must create

 the best environment for the development of children

taking into consideration such individual differences.

According to Gardner, 1993, the following are recommendations for

creating the best environment in the classroom for the development of

children, while recognizingtheir individual differences:

Learn how to assess childrens knowledge, strategies andmodes of

learning adequately.

Introduce children to a wide range of materials, activitiesand learning

tasks that include language, mathematics, naturalsciences, social

sciences, art, music, movement, socialunderstanding, etc.

Identify students areas of strength, paying particular attentionto the

interest, persistence and confidence they demonstratein different kinds

of activities.

Support students areas of strength and utilize these areasto improve

general academic performance.

Guide and challenge students thinking and learning.

Ask children thought-provoking questions and give themproblems to

solve. Urge children to test hypotheses in avariety of ways.

Create connections to the real world by introducing problemsand

materials drawn from everyday situations.

Show children how they can use their unique profiles ofintelligence to

solve real-world problems.

Create circumstances for students to interact with people inthe

community, and particularly with adults who are knowledgeableand

enthusiastic about the kinds of things that areof interest to the

students.
CHAPTER 2

Problem:

At Crescencio Rosasprimary school, the English class is an extra

subject, so, learners may just want to achieve the grade and have good

notes. The other subjects students take in this school year are Spanish,

Mathematics, Geography, Civism, and History.

Most of the times students do not pay much attention to the English

class because for some of them it is not interesting to learn English

since at the beginning they cannot understand what the English

teacher says.

Another point is that, students may be scared of making pronunciation

mistakes or even writing words in. However, they can write a few things

they know.

In the English classes students can grasp new vocabulary each class

and may understand what words mean at the moment. Nevertheless, as

they only have one hour English class per week, their exposures to the

language is limited, which also causes that for the following class

learners may not remember the words learned in a class.

When teacher presents new vocabulary he might use the book or copies

and he may not use any other material. Also usually when students ask

the teacher the meaning of some words that they do not know or

understand, the teacher usually translates into Spanish as a first and

only resource. Teacher might not use the most appropriate and effective

techniques to ensure that students learn vocabulary.

On a different, yet related, aspect students might not receive help from

their parents since parents may not know English at all or they may

lack time to do so. Besides, the students only have the opportunity to

use English or learn words just one hour a week. One reason for this is

that there are not many ways available for learners to practice the

language. As a result it becomes harder because they do not practice

any English outside the classroom; students forget the words they

learn.

Another reason might be that because the translation a technique is not

meaningful for students, they do not really acquire the words as they

just get the meaning of words to carry out tasks. A cause of this

situation may be that the teacher might not know other techniques to

teach vocabulary to students, which may render better results.

From our point of view, it is necessary to get certain amount of words to

send our message across in order that other people understand what we

mean, because when students do not know the meaning of words, they

are not able to understand what other say nor achieve communication.

If students have enough vocabulary, they are able to develop the

different skills, and as a result, students will be successful when using

the second language both in written and oral communication when they

are in real situations.

Justification:

We considered that vocabulary is one of the most important systems

that enable students understand and communicate effectively in a

language with other people that speak English, that is one of the

reasons we decided to undertake this research.

We decided to focus this study on the comparing techniques to work

with vocabulary in primary school, because we consider that is hard to

students learn and use much vocabulary in one class. Students may

not maintain a good oral conversation or written communication

because most of them may not know the meaning of some words and for

communication to exist. It is necessary to know enough vocabulary.

We consider we are capable to contribute with this research project to

facilitate the presentation of vocabulary in classes using visual

techniques in order to help teachers to facilitate students learning of

vocabulary. We would like to be able to teach correctly using efficient

strategies in order to make students learn vocabulary in an easy but

effective way, make students feel that they are learning new words day

after day.

Another point is that we would like to contribute to the ESL teaching

community with ideas about some useful techniques for the English

teacher to apply in their teaching practice, in order that Students

acquire more vocabulary.

On the other hand, students may have enough knowledge in order to be

ready to get to Secondary school.

This research will take place in the Primary School Crescencio Rosas,

where English has been taught as an Extra Subject for approximately

two years and where most of the students try to get better opportunities

for success in life. In this project we work with the third graders.

Methodology

Method:

We did a case study in order to compare and contrast the different

techniques the teacher uses in order to give teacher some other options

teaching vocabulary correctly.

 This method intends to study a small sample in order to observe a

phenomenon deeply and intently aiming at establishing generalizations

about a winder population to which the unit belongs. (Cohen &Manion,

1994, 106-107).

Hypothesis:

Visual techniques might be more effective than others techniques for

presenting vocabulary to 3rd graders.

Overall Aim:

To compare and contrast the different techniques the teacher uses to

present vocabulary to 3rd graders in Primary School.

Objectives:

1. To observe 3rd grade classes of English in Primary

2. To list the techniques most frequently used to present vocabulary
3. To highlight the techniques which seem more effective to teach

vocabulary

Time place and participants:

This research project was developed from August 2010 to March 2011

term in the Crescencio Rosas Primary School, situated in San

Cristbal de Las Casas, Chiapas.

The primary school Crescencio Rosas is one public school and one of

the most important in this city. In this school there are 15 teachers in

charge of a group, one principal and one assistant principal, one

secretary, two people who cleaned the school, two Physical Education
teachers, 1 English teacher and two Social Workers. In this school

there are 531 students.

MUJERE TOTA
GRADO HOMBRES
S L
1A 22 17 34
1B 18 17 35 109
1C 15 20 35
2A 14 17 31
2B 15 16 31 90
2C 13 15 28
3A 16 18 34
3B 20 13 33 99
3C 14 18 32
The 4A 20 20 40
80
4B 20 20 40
5A 16 22 38
76
5B 17 21 38
6A 23 18 41
77
6B 20 16 36
TOTAL 263 268 531
rd
participants of this project were students from the 3 A and B grades

at the Crescencio Rosas Primary School, who attend English Course

in this School. We chose these classes because in this grade the

students had been developing the different skills; they are capable to

write, read, speak and listening. All this skills are going to favor the

students because they are in a good time to learn and practice a second

language. When students will be in 6 grade of primary school there are

going to use a second language better, and that will help them when

assessment the entrance in the secondary school.

The course was begin the 4th week of August, 2010 and was finished in

March, 2011. There are two 3rd grade classes, in 3rd grade A there are

34 students and in 3rd grade B there are 32 students.

In this school there is a computer classroom, 15 classrooms, a principal

office, a playground, a small cafeteria.

For the numbers of students we considered that the school is big but if

we talk about the space, we noticed that the school is very small; the

students have the playground to play, to sit down and take the lunch,

and the students of 5th and 6th grades do not permit that others

students play there.

CHAPTER 3

Reports of students surveys

In this research we applied 20 surveys in Spanish to 20 students of two

different groups at the same level. In this case were students of the

third graders group A and C at Crescencio Rosas primary school

during the month of August, in the groups A and C, to collect data

about their learning process acquiring vocabulary. In third grade group

A the surveys applied were 10; in third grade group B the surveys

applied were 10.

The surveys were in Spanish because most of the students do not

understand English clearly and their level of competence in this

language is poor.

The students ages are from 8 to 9 years old and the majority of the

group A has been studying English around one year ago, on the other

hand, the group B has been studying English around three months ago.

One hundred percent have been with the same group since first grade.

The surveys were applied to the students and their cooperation to

answer the surveys was excellent.

Entrevista para los alumnos

In class A the 10% of them claimed that they have been studying this

language for over six months and the 90% stated that they have been

studied English for 1 years.

In class B, Students were asked about the time they have been studying

English. 100% insisted that they have taken classes for about three

months.
In class A, Students were asked why they are studying English. 10% of

them claimed that they have to do it, because it is part of the program

offered in this school. 90% of students stated that they like to learn

English, it mean that students feel confident while improving English in

their classes

In class B, Students were asked why they are studying English. 100%

insisted that I like it.

In class A, Students were asked which area they like to practice in an

English class: grammar, vocabulary, readings, talking, listening, and

writing, all of these areas or anyone.47.05% choose all of the areas,

16.6 % choose writing, 11.1% choose reading, 11.1% choose talking,

11.1% percent choose listening and 5.5% choose grammar

In class B, Students were asked which area they like to practice in an

English class: grammar, vocabulary, readings, talking, listening, and

writing, all of these areas or anyone.44.4% choose vocabulary, 41.1 %

choose readings, 5.8% choose writing, 5.8% choose talking.

In class A, Students were asked about the kind of support they received

from the English teacher when they do not understand the meaning of

words. 10% of them claimed that received help from their family, 10%

stated that they use dictionary, 20% of the students do their own

research and 60% of the students claimed that received help from the

teacher.

In class B, Students were asked about the kind of support they received

from the English teacher when they do not understand the meaning of

words. 16.6% of them claimed that received help from their family,

33.3% of the students do their own research and 50% of the students

claimed that received help from the teacher

In class A, Students were asked if they received motivation in the

English classes from the teacher. 10% of the students said that

frequently, 10% of them said that usually, 40% said that

sometimes, 40% of the students said that always

In class B, Students were asked if they received motivation in the

English classes from the teacher. 20% of them said that usually, 30%

of the students said that always,50% said that sometimes.

In class A, Students were questioned about if is it the first time their

received English classes with this teacher? 90% percent of them said

that is the first time this teacher teaches English in this group. 10% of

the students have been studying English with this teacher before.
In class B, Students were questioned about if is it the first time their

received English classes with this teacher? 100% percent of them said

that is the first time this teacher teaches English in this group
In class A, Students were asked about if they notice if the other

students have problems with the vocabulary activity in the English

class. 20% of them claimed that most of the students have problem with

vocabulary activity, 80% of the students stated that some students have

problems with vocabulary activity.

In class B, Students were asked about if they notice if the other

students have problems with the vocabulary activity in the English

class. 40% of them claimed that most of the students have problem with

vocabulary activity, 60% of the students stated that some students have

problems with vocabulary activity.

In class A, Students were asked about if the topics that content the

book is good or bad to learn vocabulary. 20% of them responded that

the content of the book is not good to learn vocabulary, 80% responded

that the content of the book is good to learn vocabulary.

In class B, Students were asked about if the topics that content the

book is good or bad to learn vocabulary. 100% of them responded that

the content of the book is not good to learn vocabulary.

In class A, Students were asked about what kind of activities do you do

in the English class. 90% of the students claimed that the

memorization game, 10% of them stated that mimics.

In class B, Students were asked about what kind of activities do you do

in the English class. 90% of the students claimed that the words

associations, 10% of them stated that mimics.

In class A, Students were asked if they study the new vocabulary

outside of the school. 10% of them claimed that they sometimes study

the vocabulary outside the school, 30% of the students stated that they

frequently study the new vocabulary outside the school and 60% of the

students insisted that they always study the new vocabulary outside the

school.

In class B, Students were asked if they study the new vocabulary

outside of the school. 40% of them claimed that they never study the

vocabulary outside the school and 60% of the students insisted that

they usually study the new vocabulary outside the school.

In class A, Students were asked if they want to change part of the

English book in order to learn more vocabulary. 46.6% of the students

claimed that they do not change anything about the book and 53.3% of

them insisted that they want to change all the book content.

In class B, Students were asked if they want to change part of the

English book in order to learn more vocabulary. 40% of the students

claimed that they want to change all the content of the book in order to

learn more vocabulary and 60% of them insisted that they want to add

effective activities in order to learn more vocabulary.

In class A, Students were asked about what kind of material the English

teacher uses to teach vocabulary. 100% of the students claimed that the

English teacher used to use drawings.

In class B, Students were asked about what kind of material the

English teacher uses to teach vocabulary. 100% of the students claimed

that the English teacher used to use drawings.

In class A, Students were asked about if in the primary school are there

a lot of materials to learn vocabulary. 30% of them claimed that there

are a lot of materials to use in the primary school to learn new

vocabulary and 70% of the students insisted that there is not enough

material to use in the primary school to learn new vocabulary.

In class B, Students were asked about if in the primary school are there

a lot of materials to learn vocabulary. 100% of them claimed that there

are not materials to use in the primary school to learn new vocabulary
In class A, Students were asked about what the English teacher has to

do in order to learn vocabulary in the classroom. 10% of the students

claimed that the English teacher is lazy and the English teacher has to

do her best in order that students learn better. 20% stated that the

English classes must be of two ours per English class, 30% of the

students said that the English teacher has to give clearly instructions

and 40% of them insisted that the English teacher have to give them

more attractive activities.

In class B, Students were asked about what the English teacher has to

do in order to learn vocabulary in the classroom. 40% of the students

claimed that the English teacher is lazy and the English teacher has to

do her best in order that students learn better. 30% of the students said

that the English teacher has to give clearly instructions and 30% of

them insisted that the English teacher have to give them more attractive

activities in order to lean more vocabulary in the classroom.

In class A, Students were asked about how many words they know in

English. 10% of the students claimed that they know 50 words in

English, 30% of them said that they know 20 words in English, 30% of

the students claimed that they know 15 words in English and 30% of

the students just know 10 words in English.

In class B, Students were asked about how many words they know in

English. 40% of the students claimed that they know 20 words in

English, 60% of them said that they know 10 words in English.

Report of teachers survey

The survey was applied in Spanish to the English teacher, because it

was necessary to know the real field data from English teacher, the

authentic ways teacher uses for teaching new vocabulary. Other reason

to do the survey in Spanish is that in order to obtain the most accurate

results, we recognize the need to elaborate a survey in Spanish because

is the local language, and in order the English teacher responded as

well as he can.

He is in the program called PROGRAMA NACIONAL DE INGLS EN

EDUCACIN BSICA (PNIEB). It is the first time that the English

teacher works in this primary school. He had in charge 1 st, 2nd and 3rd

grades. In the week the teacher had one our peer week with every

grade.

The English teacher studied degree in Business in Tourist

Administration; he had been working as an English teacher for around

three years in High schools.

One of the objectives of the English teacher is work as an English

teacher in Universities.

He sometimes did lesson plans for some classes; he just does the

lessons when the principal of the school asked for it or when he try to

do a lot of activities with the students in the English class. Teacher were

asked if he considered that teach vocabulary is important, and he

responded that is very important because is part of a language.

The English teacher mentioned in the survey that he knows to use

antonyms and synonyms, drawings and he uses posters, and he thinks

that the most useful technique is translation to present new vocabulary

in the English classes in 3rd grade. In order to present new vocabulary

English teacher also uses mimics and gestures.

The English teacher in the survey answered that he does not matter the

amount of vocabulary taught to the students in the English class, the

teacher mentioned that in some classes he teaches new vocabulary and

for the next class he tried to use the same vocabulary the students

learnt.

According to the survey he thinks that the motivation is important, he

tried students feel confident in order to work and learn.

Teacher thought that vocabulary is very important because the

vocabulary is involved in the exam and if students did not acquired

certain amount of vocabulary, as result, they are not going to pass the

exams and from the English teacher point of view is very important for

all the students to know vocabulary because it will help them in their

students lives, however, if students know more English and put it in

practice one day will use it outside the school.

Reports of observation

We did direct non-participant observations in order to find out how

vocabulary teaching is done in the English class. We centered our

attention in the use of techniques to present lexis, numbers of words

presented per lesson, the importance of this vocabulary.

Theseobservations were in third grades at Crescencio Rosas Primary

school in San Cristbal de Las Casas, Chiapas. The first observation

was in August 25th and the last one was in October 1st, 2010.

Observation 1

August 25th, 2010

Today the teacher presented the song Yellow Submarine (The Beatles),

he tried to break the ice with the students, he did not teach any

vocabulary, he just repeat the same song during all the class.

Observation 2

August 27th, 2010

Today the teacher presented the 31 words related to greeting and

farewell people. He wrote in the whiteboard the words in English then

he wrote the meaning of those words in Spanish, and asked to students

to write in their own notebook. Then the teacher asked to repeat the

new vocabulary before him. He corrected the students mistake at the

moment students make it.

Good morning. - Buenos das Good-bye. /Bye. - Adis.

Good afternoon. - Good night. - Buenasnoches.

Buenastardes See you later,Ill see you later -

Good evening. - Buenasnoches. Nosvemos

Hello. Hi.Hey. - Hola. See you tomorrow. - Hasta

How is it going?- Whats up?- maana.

Qutal? Cmo te va? See you soon. - Hasta pronto.

How are you? - Cmo ests? See you then. - Hasta entonces.

How are you all? - Take care,Take it easy -

Cmoestn?/Cmo estn Cudate./Cudese./Cudense.

ustedes?

Observation 3

September 1st, 2010

The teacher greeted the students and some of the responded to the

teacher. Teacher asked about the different colorsand wrote some of the
on the whiteboard. He asked to students to bring the notebooks and

read aloud the vocabulary that they taught I the last class. Today the

teacher presented the 12 words related to colors. Teacher gave new

vocabulary to the students; first he started to write on the whiteboard

the colors the colors in Spanish and then the equivalent in

English.Finally, teacher asked to students make a draw in their

notebooks and coloring it.

amarillo yellow marron brown

anaranjado orange negro black

azul blue purpura purple

blanco white rojo red

dorado golden rosado pink

gris gray verde green

Observation 4

September 3rd, 2010

Today the teacher presented the 38 words related to numbers. Teacher

gave new vocabulary to the students; first he started to draw on the

whiteboard the numbers and then how the numbers are written in

English. After that, the teacher asked to students for repetition of the

numbers and then students copy the numbers in their notebook. After

that, the teacher asked to students for repetition of the numbers and

then students copy the numbers in their notebook.

1 one 11 eleven 21 twenty-one 31 thirty-one

2 two 12 twelve 22 twenty-two 40 forty
3 three 13 thirteen 23 twenty-three 50 fifty
4 four 14 fourteen 24 twenty-four 60 sixty
5 five 15 fifteen 25 twenty-five 70 seventy
6 six 16 sixteen 26 twenty-six 80 eighty
 7 seven 17 seventeen 27 twenty-seven 90 ninety
8 eight 18 eighteen 28 twenty-eight 100 a/one hundred
9 nine 19 nineteen 29 twenty-nine
10 ten 20 twenty 30 thirty

Observation 5

September 8th, 2010

Today the teacher presented the 37 words related to members of the

family. He wrote in the whiteboard the words in English then he wrote

the meaning of those words in Spanish, and asked to students to write

in their own notebook. Then the teacher asked to repeat the new

vocabulary before him.After that, the English teacher asked to students

do a familiar tree and the class end.

aunt ta grandparents abuelos

brother hermano grandson nieto
brother-in-law cuado great- bisabuelo
cousin primo/a
grandfather
dad p
great- bisabuela
daddy papi
daughter hija grandmother
daughter-in- nuera husband Esposo
mother madre
law
mother-in-law suegra
father padre
mom m
father-in-law suegro
mum m
godfather padrino
mummy mami
godmother madrina
nephew sobrino
grandad abuelito,
niece sobrina
"abue" parents padres
grandchildren nietos sibling hermano/
granddaughter nieta
a
grandfather abuelo
sister hermana
grandma abuelita
sister-in-law cuada
grandmother abuela
son hijo
grandpa abuelito
son-in-law yerno
Observation 6

September 10, 2010

Today the teacher presented the 24 words related to classroom and

useful things in the school. He wrote in the whiteboard the words in

English then he wrote the meaning of those words in Spanish. Then the

teacher asked to repeat the new vocabulary before himand then asked

to students to write in their own notebook.

classroom aula hole punch perforadora

class clase notebook cuaderno
bag bolso paper papel
blackboard pizarrn pencil lpiz
board pen marcador sharpener sacapuntas
boarderaser borrador rubber goma de
book libro borrar
briefcase portafolios, ruler regla
maletn tape player reproductor
chair silla de cassette
crayon crayn tape grabadora
desk escritorio
recorder de cassette
eraser goma de
whiteboard pizarra
borrar workbook libro de
folder carpeta
ejercicios

Observation 7

September 22th, 2010

Today the teacher presented the song Hello Goodbye(The Beatles), he

tried that students learn the song, he did not teach any vocabulary, he

just repeat the same song during all the class. He did not use any kind
of material to show new vocabulary. He just used the tape recorder and

the track.

Observation 8

September 24th, 2010

Today the teacher presented the 20 words related to parts of the house.

He wrote in the whiteboard the words in English then he wrote the

meaning of those words in Spanish. In this class teacher tried to draw

on the board a big house and he wrote the specific name in each part.

Then the teacher asked to repeat the new vocabulary before himand

then asked to students to write in their own notebook and draw the

house.

room habitacin attic tico

balcony balcn study estudio

bathroom bao door puerta

bedroom cuarto doorbell timbre

dining room comedor doormat felpudo

living room saln letter box buzn

sitting room sala de estar window ventana

garage garaje chimney chimenea

kitchen cocina stairs escalera

basement stano

cellar bodega
Observation 9

September 29th, 2010

Today the teacher presented the 24 words related to parts of the body.

He wrote in the whiteboard the words in English then in this class

teacher showed the parts of his body in order to students understand

the meaning, and then students wrote in their own notebook the
meaning in Spanish. Then the teacher asked to repeat the new

vocabulary before him.

arm legs

back mouth

ears neck

eyes nose

face shoulders

feet skin

fingers stomach

foot teeth

hair thumbs

hands toes

head tongue

knees tooth

Observation 10

October 1st, 2010

Today the teacher presented the 22 words related to sports. He wrote in

the whiteboard the words and then students wrote in their own

notebook the meaning in the new vocabulary. Then the teacher asked to

repeat the new vocabulary before him. After that, teacher wrote the

meaning in the white board. Students had to copy the new vocabulary

in Spanish to understand the meaning.

athletics atletismo Judo judo

baseball baseball, Karate karate
motorcycling motociclismo
bisbol
motor racing automovilismo
basketball baloncesto
scubadiving buceo
Cycling ciclismo
shooting tiro
Golf golf
skating patinaje
Hockey hockey
 skiing esqu
soccer ftbol
swimming natacin
tabletennis ping-pong
taekwondo taekwondo
tennis tenis
volleyball volleyball,

voleibol
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

PEDAGOGICAL INTERVENTIONS

#1

This class was about the greetings and farewells. We presented 13 words

using a poster and some pictures. After presenting the words we asked one

student to identify the different greetings and farewells in the pictures by

pointing and saying the word. Later students used those words in the class

with their partners. The time devoted to working with vocabulary was 12

minutes.

#2

This class was about the letters of the ABC. We presented all the ABCs

letters using a poster and flash cards with the letter. After presenting the

letters we asked one student to identify the different letters of the ABC

used the flash cards by pointing and saying the letter. Later students using

those letters in the class in order to spell their own name surname last

name, greetings and farewells and sing the ABCs song. The time devoted

to working with vocabulary was 19 minutes.

#3

This class was about the numbers. We presented 15 numbers using

posters, flash cards and draws on the whiteboard. After presenting the

numbers we asked several students to identify the different numbers using

the numbers and drawings on the whiteboard by pointing and saying the

number. Later students used those numbers in the class in order to count

the several things in their classroom and in order to students listen the
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

numbers and identify them and write down in their notebooks. The time

devoted to working with vocabulary was 14 minutes.

#4

This class was about the colors. We presented 13 words using posters,

color paper and some hoops of different colors. After presenting the colors

we asked students to identify the different colors using the color papers

and the poster by pointing and saying the color. Later students used those

colors in the class in order to identify them and play a funny game outside

the classroom, and then they had to do an exercise related with the colors.

The time devoted to working with vocabulary was 23 minutes.

#5

This class was about the parts of the body. We presented 16 parts of the

body using posters, flash cards, draws on the whiteboard, and TTP. After

presenting the parts of the body we asked a number of students to identify

the different parts of the body using the poster and then their own body by

pointing and saying the part. Later students used those new vocabulary

about the parts of the body in the class in order to sing the Head and

shoulders, knees and toes song. The time devoted to working with

vocabulary was 17 minutes.

#6
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

This class was about the parts of the house. We presented 9 parts of the

house using posters, draws on the whiteboard, and flash cards. After

presenting the parts of the house we asked some students to identify the

different parts of the house using the poster and the flash cards then by

pointing and saying the part of the house. Later students used this new

vocabulary about the parts of the house in the class in order to they had

to describe their own house. The time devoted to working with vocabulary

was 18 minutes.

#7

This class was about the animals. We presented 14 words using a poster,

some pictures and draws on the whiteboard, we also we used sounds and

gestures. After presenting the vocabulary related to animals we asked

various students to identify the different animals in the pictures by

pointing and saying the word. Then, we asked students for identify the

animal sounds. Later students used this new vocabulary related with

animals in the class with their partners to mention what animals they like.

The time devoted to working with vocabulary was 14 minutes.

#8

In this class we taught vocabulary related to different actions. We

presented 18 words using a poster, gestures, mimics TPR and flash cards.

After presenting the vocabulary related to different actions we asked

various students to identify the different actions in the pictures and at the
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

moment teacher act the action by pointing and saying the word. Later

students used different actions in the class with their partners to mention

what actions they practice. The time devoted to working with vocabulary

was 19 minutes.

#9

This class was about the weather. We presented 9 words using a poster

and some pictures. After presenting the words we asked one student to

identify the different kind of climate or weather in the pictures by pointing

and saying the word. Later students used those words in the class with

their partners to describe where they live. The time devoted to working

with vocabulary was 13 minutes.

#10

This class was about the physical description. We presented 14 words

using some poster and pictures draws on the white board. After presenting

the words we asked some student to identify the different characteristics of

the people in the pictures and posters by pointing and saying the word.

Later students used those words in the class with their partners to

describe themselves. The time devoted to working with vocabulary was 22

minutes.

#11

This class was about food. We presented 13 words using posters and

Draws on the whiteboard and some flash cards. After presenting the words
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

we asked some students to identify the food in the pictures by pointing and

saying the word. Later students used those words in the class with their

partners to play a funny game Hot Potatoes, the students how lose had

the chance to say the food he/she like. The time devoted to working with

vocabulary was 17 minutes.

#12

This class was about the classroom. We presented 18 words using a poster,

some pictures realia and draws on the whiteboard. After presenting the

words we asked several students to identify the different kind of objects in

the classroom in the pictures, in the real objects by pointing and saying

the word. Later students used those words in the class with their partners

to describe what material they have. The time devoted to working with

vocabulary was 18 minutes.

#13

This class was about the clothes. We presented 12 words using a realia,

some pictures and draws on the whiteboard. After presenting the words we

asked many students to identify the different kind of clothes using real

clothes by pointing and saying the word. Later students used those words

in the class to describing their partners. The time devoted to working with

vocabulary was 19 minutes.

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

#14

This class was about the family. We presented 14 words using photos,

pictures, draws on the whiteboard and drama. After presenting the words

we asked several students to identify the different members in a family

using posters or pictures by pointing and saying the word. Later students

used those words in the class to describing theirs family, then they are

going to draw their family and the some students present their pictures

and say the member of the family. The time devoted to working with

vocabulary was 21 minutes.

#15

This class was about the days of the week. We presented 7 words using

photos, pictures, draws on the whiteboard. After presenting the words we

asked a number of students to identify the days of the week using pictures

by pointing and saying the day of the week. Later students used those

words in the class to sing The days of the week. The time devoted to

working with vocabulary was 14 minutes.

#16

This class was about the months of the year. We presented 12 words using

photos, pictures, draws on the whiteboard a calendar and paper of colors.

After presenting the words we asked a number of students to identify the

month of the year using the calendars by pointing and saying the month of

the year. Later students used those words in the class to sing The months

of the year and in order to create a calendar. The time devoted to working

with vocabulary was 18 minutes.

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

#17

This class was about the season and food. We presented 15 words using

photos, pictures, draws on the whiteboard, flash cards. After presenting

the words we asked a number of students to identify the seasons and the

food using pictures, photos and flashcards by pointing and saying the

season or food. Later students used those words in the class to do an

activity related with season and food. The time devoted to working with

vocabulary was 18 minutes.

#18

This class was about the professions. We presented 15 words using photos,

pictures, posters, flashcards and acting. After presenting the words we

asked a number of students to identify the different occupations using

pictures, flashcards, posters or drama by pointing and saying the

occupation. Later students used those words in the class to acting the

occupations and all the class have to guess. The time devoted to working

with vocabulary was 19 minutes.

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

REPORT OF ANALYSIS IN CLASS A

Types and variety of activities

Concerning the types and variety of activities used in a class the teacher
stated that he only used several activities for the English class. The
activities are: write in the notebook, sing songs, draw in their notebooks,
repeat vocabulary, read aloud. Nevertheless, he thinks that write in their
notebooks is one important activity because in this way students keep
the new vocabulary in mind.

According to the results of the students survey while the class A, most
of the students dont like to practice any kind of activity; In addition
class A the majority of students claimed that they usually practice
memorization games, in contrast class B stated that they usually
practice clustering activities.

In the observations we could observed that teacher apply vocabulary

repetition, write and draw in the whiteboard, then students copied that
in their notebooks, in the case of drawings students to draw in their
notebooks and coloring it.

Number of words in a class

Related with the number of words presented in a class the teacher

declared that for him is not important the number of words that students
have to learn in a lesson.

Based on our observations we could notice that the teacher presented

different quantity of words. The rank is variety according to the topic.
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

Sometimes he does not teach any vocabulary because students only

repeated the song several times.

Other times teacher used the vocabulary taught in the last class, he
asked students the vocabulary they remember and he use those words
in that class.

Types and variety of aids used and the frequency they are used

Regarding the types of aids used in class the teacher affirmed he used
antonyms, synonyms, mimics, gesture, drawings and poster.

However, he thinks that the most useful techniques to present

vocabulary is the translation.

On the other hand students in class A and B mentioned as the only

aid the teacher used drawing to present new vocabulary.

In the observations we could witness the use of song, drawings, the

whiteboard, the tape recorders and mimics to present vocabulary
additionally. The teacher translates all the words in order that students
understand the meaning of the words.

Time developer to teach

In relation with the time devoted to teach vocabulary in a class teacher

stated that the time students have is just the time when students copy
the new vocabulary and repeat it.
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

Based in our observation we could observed that teacher does not

organized the time to give an English class, the classes were around one
hour and sometimes the students does not have enough time to finished
their work. In addition spend the time trying to keep the discipline in the
classroom.

Techniques in presenting new vocabulary by the teacher

Regarding to the techniques teacher used to present new vocabulary in

a class the teacher affirmed that he used antonyms, synonyms, mimics,
gestures and translation.

Thus, for the characteristics of these methods he thinks that the most
useful technique to present new vocabulary is the translation.

On the other side students in class A mentioned the following

techniques used by the teacher, to present new vocabulary, the
techniques are, memorization games, clustering, mimics, synonyms and
drawings.

Although, students in class B mentioned that teacher used as an only

technique to present vocabulary the clustering technique.

In the observations we could witness the use of songs, feedback,

translation, repetition techniques to present vocabulary in a class.

Motivation

in relation to the motivation in a class the teacher stated that the

motivation is very important because it helps students to learn a second
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

language; he claimed that he tried to motivate students in order to they

pay attention and learn English, but students are not always permit it.

On the other hand, according to the survey`s class A some students

mentioned that they usually received motivation in the class in order to
learn more vocabulary, and some students mentioned that they
sometimes received motivation.

In contrast to class B mentioned that they sometimes received

motivation from the teacher.

During the observation we could witness that the teacher sometimes

elicit to students to cooperate in the class in order to students feel good
and learn in a good and easy way.
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

REPORT OF ANALYSIS INTERVENTIONS IN CLASS B

Techniques used in our pedagogical interventions

During the experiments those techniques were use: identify new

vocabulary, repetition, clustering, singing songs, readings, writings, and
the use of examples, antonyms, synonyms; demonstrations for example:
mimes, acting and role plays ; illustrations for example: real objects,
pictures, flash-cards, photos, pictures drawings. Students in class B
agreed with this information. In addition the students added more
techniques including giving examples, explanations, anecdotes and
stories.

Activities used in the pedagogical interventions

During the experiments the activities usedwere reading

vocabulary,repeating vocabulary, listening to vocabulary, writing in their
notebooks, drawing, role plays using new vocabulary, singing songs,
acting, coloring pictures and matching. Students in class B confirmed
this information. In addition the students mentioned more activities
including readings stories and crosswords.

Aids used in the pedagogical interventions

During the experiments those aids were use: Tape recorder, CDs music,
computer, projector, posters, flashcards, pictures, drawings, hoops of
different colors, sheets of colors, gestures, mimics, TPR activities,
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

calendar, real objects in the class and in the school. Students in class B
agreed with this information and added some aids like songs and videos
with subtitles.

Time devote to teach vocabulary

During the experiment the times devote to teach vocabulary match the
topic and the activities in the class, as an average approximately 16
minutes were used to present new vocabulary in class. Additionally
topics taught took different time duration according with the following
activities to reinforce it.

Motivation

During the experiment the motivation was an important tool to

encourage the students learning. Teacher praised students effort,
using phrases like: Excellent job, well done, Very good work. Students in
class B agreed with this information and added some phrases like: you
re good students. You can do it, do your best.

Additionally 12 words were presented in average during the intervention;

in agreement to what experts in language teaching suggests is the
indicated quantity learners can learn in a class. Furthermore, even
though the experiment was done to try different techniques to work with
vocabulary, other systems and the skills were practiced in the
pedagogical intervention. Nevertheless, the time devoted to work with
vocabulary varied according to the topic, exercises and aids used,
besides learners enthusiasm to continue working with those activities.
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

Moreover, in the experiment we taught new vocabulary to students in

order to promote the acquisition of those words, this new vocabulary
was meant for immediate use, passive control and active production,
even as a follow up.

At the beginning of the experiment, when the observations had finished,

students in class A and B sat a vocabulary test. The intention of that
test was to find out the amount of vocabulary they had learned in their
regular classes. In general, as average students in Class A wrote
approximately 12 words, whereas students in class B wrote only 9
words.

For the group of control it as a prove of their level of competence

regarding their knowledge of words, and in the experiment class is
served as a diagnostic test to find out areas of opportunity to expand
vocabulary and teach more topics. In general the students in class B
learned more than class A. At the end of the experiment students took
a vocabulary test again, in class A students wrote around 18 words and
in class B students wrote 54 words.
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

CONCLUSION

Conclusion

When we present new vocabulary we have to put it in a familiar context in

order that students understand and learn by relating the new words. A

visual support is very important to help to transmit the meaning of the

words that we are teaching, because in this way they are going to

remember them better. During the experiment we could notice that the

diary language used by the teacher contribute to acquire new words for

students in the class.

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

Teaching vocabulary at primary school level is very important element of

teaching English, because children, knowing more and more words, can

better communicate with other children. It is the most important thing in

teaching foreign language. As a teacher, we can use different and

interesting techniques, which make English lessons more exciting and

motivating for students, for that reason in our thesis we have looked at

techniques of presentation vocabulary to children.

We have tried to prove that teaching vocabulary within the classroom is

not wasting time but a contribution to both, the teacher and learners.

Through the research we do not teach only separate words, we teach also

listening, speaking, reading and writing altogether with grammar and

pronunciation. In any activity, we work with vocabulary but also all four

skills mentioned above are involved.

One essential aspect is when teacher elaborated and adequate the class

and the materials according to the students necessities and levels, if all

the time teacher practice all those things teacher are going to able to help

students to increase in gradually form their interest to learn more

vocabulary for current and future use.

Students really needed to learn in order to get better opportunities to

establish communication among other classmates and outside of the

school, so that; the teachers motivation about how to teach and how to

learn was a powerful tool during this project.

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

The importance of knowing to teach, how to use the appropriate material

materials, how to increase students interest and how teachers can

maintain and reinforce motivation, trying to avoid distractors, and if

appears teachers should try to find immediately solutions in order that the

class might not become boring or uninteresting for students that have the

desire to learn.

Orlich (2000) pointed out that the process of teaching, learning and

motivating all take a place in a specific social and organizational setting.

How this setting is structured, in terms of the number of students and the

amount of instructional time, will influence the instructional decisions

teacher make.

Another important author, Harmer (1983) mentioned that teachers too

must realize the important effect of success on motivation. They must be

able to asses students ability so that the latter are face with the right

degree of challenge to experience success. In other words, he said; tasks

should not be too easy or too difficult for them.

In the Theoretical part we have mentioned the Lexical Approach. When we

teaching vocabulary as foreign language on own language; lexical approach

cannot be neglected. It emphasizes the importance of teaching language

through lexis and vocabulary. Children are nowadays taught foreign

languages to be able to communicate and lexical approach, altogether with

combination of suitable technique, is able to fulfill this demand. The work

is focused on presenting the meaning of the vocabulary (words).

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

We have introduced several techniques, for example: realia, pictures,

mimics, gestures, etc. All these techniques we have examined in the

Pedagogical Intervention part. All of them could applied to the target

group, third grade of the Crescencio Rosas primary school, the

participants were around 8-9 year olds, and all of them should be also

used within these children.

The most suitable techniques for that age group are realia, pictures,

mimics, photos, gestures, flash cards, synonyms, antonyms. Children fix

meaning of the word better when they can see or touch the word. When all

the other techniques fail, the professors we must avoid the translation or

at least not to use it too much, because if we do it we will be being used to

our students not striving in understanding the message in English,

because at the end of the class the professor will translate it to me.

On summary, a simple vocabulary lesson at beginners or upper-beginners

level might involve the teacher using techniques such as shown above to

introduce the learners to a short list of new words. If the words are related

to each other in some way ,then the lesson might feel more unified than if

the lists contains a more varied or random selection and is also likely to be

easier to remember. This input of new vocabulary would probably be

followed by a practice activity in which the learners could find ways to use

the words that they had just met or revised. Used by the teacher teaching

techniques can be different but they must be fitted to the learners

knowledge level and should be used, to make the lesson more interesting

and more efficient.

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

ACHIVEMENTS AND LIMITATIONS

During this experiment we had to work with the content of the new

English book send by SEP. The content book is high for the students that

are involving with the English language

FUTHURE SUGESTIONS

We consider that there are important things to take into account to offer

good English classes.

It must be preferred in the primary school:

A specific English classroom.

Two hour per week in every class.
Adequate the activity book for children
Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

BIBLIOGRAPHY

Atkinson, R. and Shiffrin, R. (1968). Human memory: A proposed

system and its control processes, New York.

Brown G. D. (2007) Principles of language learning and teaching.

New York: pearson Edication.

Cohen & Manion, (1994). Research Methods in Education. London:

Rouledge.
Dowson M. and D.M. McInerney (2001) Psychological Parameters of

Students Social and Work Avoidance Goals: A Qualitative

Investigation, Journal of Educational Psychology.

Gairns and Redman, (1986), Working with Words Cambridge :CUP
Gairns, R. Redman, S. (1986) Working with words. A guide for

teaching and learning vocabulary. Cambridge: Cambridge University

Press.
Gardner, H. (1991). Multiple intelligences: the theory in practice.

New York, Basic Books

Gardner, H. (1991). The unschooled mind: how children think and

how
Gower, R. & Walters, S. (1983). Teaching Practice Handbook,

London: Heinemann International.

Gower, R. Phillips, D. & Walters S. (2005). Teaching practice. A

handbook for teachers in training. Oxford. Macmillan Education.

Harmer, J. (1983). The Practice of English Language Teaching.

London: Longman.

Hockett, C. F. 1959. The objectives and process of language teaching.

Reprinted in D. Byrne (ed.), English Teaching Extracts London:

Longman, 1969.
Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

Lewis, M. (1993) The lexical approach.

Lozanov, G.(1978). Suggestology and outlines of Suggestopedy. New

York. Gordon and Breach.

M. Ryan R. and E.L. Deci (2000), Intrinsic and Extrinsic Motivations:

Classic Definitions and New Directions, Contemporary Educational

Psychology
Naiman, N., Frohlich, M., Stern, H.H. and Todesco, A. (1978). The

Good Language Learner. Toronto, Ontario: Ontario Institute for

Studies in Education.
Nation, I. S. P. 1990 Teaching and Learning Vocabulary. New York:

Harper & Row.

Parrot, M. (1993) Task for Language Teachers, Cambridge University.

CUP
Schmitt, and M. McCarthy (1997) Vocabulary learning and

Acquisition. Cambridge: CUP.

Scrivener Jim, (1994) Learning teaching.
Spratt M. Pulverness A. & Williams M. (2007) the TKT: teaching

knowledge test Course, Cambridge. Cambridge University Press.

Underwood, M. 1987. Effective class management. Longman. USA.
Widow son, H. G. (1996) Linguistics. Oxford: Oxford Universtity
Wright, A. (1987), Visual Material for the Language Teacher
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

SEPTEMBER

DECEMBER
NOVEMBER
FEBRUARY
JANUARY

AUGUST
MARCH

APRIL

JUNE

JULY
MAY
ACTIVITIES

Narrowing the topics X X X X

Setting of the hypothesis X X X X
Setting objectives X X X X
Justification X X X X
Selection of Research X X X X

Method
Selection the tools X X X X
Writing the theoretical X X X X

mark
Designing the tools X X X X
Piloting the tools X X X X
Application of surveys X X
Observation X
Writing the observations X X X

reports
Writing the observation X X

surveys
Analysis of information X X
Writing of the X X

investigation project
Writing the TB X X X
Meeting with the advisor X X X X
Review of TB X X X X X
Review of the X

methodology
Review of the reports
Review of analysis
Review of the conclusion
Review of general

conclusion
Review of the suggestions
Final draft of the thesis
Submitting the thesis
Presentation of

professional exam

ANNEXES

UNACH, ESCUELA DE LENGUAS SAN CRISTOBAL, C-III

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

ENCUESTA PARA LOS ESTUDIANTES DE 3 AO DE LA PRIMARIA

FEDERALIZADA CRESCENCIO ROSAS.

1. Cunto tiempo has estudiado ingls?

a) 3 meses
b) 6 meses
c) 1 ao
d) Ms de 1 ao
e) Nunca

2. Por qu estas estudiando ingls?

a) Porque tengo que hacerlo

b) Porque me gusta
c) Porque mis amigos tambin lo estn estudiando

3. Qu te gusta practicar ms en el saln de clases?

a) Gramtica b) Vocabulario c) Lecturas d)

Hablar e) Escuchar f) Escritura g)

Todas h) Ninguna

4. Qu tipo de apoyo has recibido por parte del maestro para resolver tus

problemas en cuanto a vocabulario?

a) Te ayuda el maestro b) usas diccionario c) te ayudan tus

familiares d) lo investigas e) No recibes ayuda

5. Recibes motivacin por parte del maestro al estar trabajando con

vocabulario?

a) Siempre b) Casi siempre c) Frecuentemente d) A veces

e) Nunca

6. Es la primera vez que tomas clases con este maestro?

a) Si b) No c) No me acuerdo

7. Crees que tus compaeros tiene problemas cuando hacemos

actividades de vocabulario en clases?

 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

a) Si, la mayora b) Si, algunos c) No, nadie

8. Consideras que los temas que contiene el libro de ingles son los

mejores para que aprendas vocabulario?

a) Si, es eficaz b) no, son confusos c) no ayudan en

nada

9. Qu tipo de actividades relacionadas a vocabulario haces

frecuentemente en clases?

a) Juegos de memorizacin b) mmicas c) agrupar palabras d)

sinnimos e) otras

10. Qu tan seguido repasas vocabulario aprendido en la clase fuera de

la escuela?

a) Siempre b) Casi siempre c) Frecuente mente d) A veces

e) Nunca

11. Qu cambiarias del libro para que aprendas ms vocabulario?

a) Agregara actividades efectivas

b) Cambiaria todo su contenido
c) No cambiara nada

12. Qu material usa el maestro cuando trabajan con vocabulario?

a) Objetos Reales b) fotos c) psters d) dibujos e)

nada

13. Hay material necesario para aprender vocabulario en la escuela?

a) Si mucho material b) Si hay bastante c) Si, hay algo d) Si

hay poco e) No hay nada

14. Qu se debe hacer para que aprendas mejor vocabulario en el saln de clases?

1. Elegir materiales eficientes

2. Explicaciones adecuadas
3. El maestro debe de poner un poco mas de inters
4. Poner actividades ms entretenidas
5. Otra:_____________________________
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

15. Cuantas palabras conoces en ingls?

a) 10 b) 15 c) 20 d) 50 e) ms de 50 f) ninguna

16. Escribe palabras en Ingles que sepas con su equivalente en espaol

UNACH, ESCUELA DE LENGUAS SAN CRISTOBAL, C-III

ENCUESTA PARA LOS PROFESORES DE INGLES DE 3 AO DE LA

PRIMARIA FEDERALIZADA CRESCENCIO ROSAS.

1. Qu nivel de estudios tiene?

____________________________________________________________

2. Cunto tiempo tiene trabajando como profesor de ingls?

a) Menos de un ao
b) De 1 a 3 aos
c) Otro _______________________

3. En qu tipo de instituto educativo pens trabajar?

a) Escuela privada
b) Escuela publica
c) Instituto de lenguas

4. En qu nivel educativo pens trabajar?

a) Jardn de nios
b) Escuela primaria
c) Escuela secundaria
d) Preparatoria
e) universidad

5. Hace una planeacin por clase?

a) Siempre b) Casi siempre c) Frecuentemente d) A veces

e) Nunca

6. piensa que es fcil ensear vocabulario a los alumnos?

a) S, siempre
b) Si, a veces
c) No
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

d) No haba pensado en eso

e) Otra. ___________________

7. De las siguientes tcnicas para ensear vocabulario Cules conoce?

a) mmica e) explicacin i)

imgenes

b)demostracin f) traduccin j) posters

c) Leer en voz g) dibujar k) realia

alta
d) antnimos / h) completar l) fotos

sinnimos dilogos

8. De la siguiente lista Qu tcnicas para ensear vocabulario utiliza en

sus clases?

a) mmica e) explicacin i)

imgenes

b)demostracin f) traduccin j) posters

c) Leer en voz g) dibujar k) realia

alta
d) antnimos / h) completar l) fotos

sinnimos dilogos
m) Otra. ________________________________________________________

9. Cuntas palabras ensea por clase?

a) 5-10 palabras b) 10-15 palabras c)15-20 palabras

d)no me preocupo por eso

e) Otra. _________________________________________________________________
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

10. Qu tan seguido le ensea vocabulario a sus alumnos?

a) Todas las clases b) En la mayora de clases c) En algunas

clases

d) En las clases que as lo requiera e) Cuando los alumnos me

preguntan

11. Por qu ensea vocabulario?

a) Porque est incluido en el programa

b) Porque se incluye en los exmenes
c) Porque los alumnos piden se les ensee vocabulario
d) Porque es importante para los alumnos
e) Otra. _________________________________________________

12. piensa que es importante ensear vocabulario?

a) Si, porque es necesario

b) Si, porque los alumnos se motivan
c) Otra. ___________________________________________________

13. Qu opina de la motivacin? (seleccione todassus posibles

respuestas)

a) Es importante
b) Es necesaria
c) Ayuda para la enseanza
d) No es importante
e) No funciona
f) Otra. ___________________________________________________

Por qu? _______________________________________________________

_________________________________________________________________________

_________________________________________________________________________

___________________________________________

14. Durante la clase Puede mantener motivados a sus alumnos?

a) S, siempre
b) frecuentemente
 Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.

c) a veces
d) raramente
e) nunca

15. Qu frases o expresiones en ingles utiliza para motivar a sus

alumnos?(seleccione todas sus posibles respuestas)

a) well done!
b) good
c) right!
d) Verywell
e) You are right
f) You can do it!
g) Otra (s). _________________________________________________
Comparing techniques to work with vocabulary in Primary School. A comparative study of
ways to present lexis effectively at Primary School.