What techniques do I need to implement in my 2nd grade B class at Escuela Francisco Varela in order to help students recall vocabulary words from classes?

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(1)School of Education English Pedagogy. “What techniques do I need to implement in my 2nd grade B class at Escuela Francisco Varela in order to help students recall vocabulary words from classes?”. Sebastián Arriagada. This research was carried out to obtain a university degree as an English teacher Seminario de Grado Tutor Teacher: Pablo Silva - Carola Pinto Santiago, Chile 2015.

(2) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Abstract This action research explores the impact of diverse teaching strategies applied to help 2nd grade learners recall vocabulary from classes. The investigation took place in a private school in Peñalolén, Santiago, in an EFL classroom context. The intervention for this work consisted on the use of listening-oriented games and diverse aural resources. The data was collected through a behavioral checklist, some drawings made by the students, and a personal vocabulary-interview. The results of this paper showed an increase in the ability of students to recognize target items from a fixed set of vocabulary. Keywords: Young learners, vocabulary learning, teaching strategies, aural resources. Abstract Esta investigación-acción explora el impacto de diversas estrategias de enseñanza aplicadas a ayudar a estudiantes de 2do básico recorder vocabulario de clases en la ausencia de lenguaje escrito. Esta investigación tomo lugar en una escuela privada en Peñalolén, Santiago, en un contexto de enseñanza del inglés como idioma extranjero. La intervention para este trabajo consistió en el uso de juegos de escucha y diversos recursos auditivos. La información fue recolectada a través de una lista de comportamiento, algunos trabajos hechos por estudiantes y una entrevista de vocabulario personal. Palabras clave: Aprendizaje de vocabulario, estrategias de enseñanza, recursos auditivos, enseñanza de niños. 2.

(3) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Acknowledgements. First of all, I have to thank my mother. Her absolute trust in my decision-making since I was a teenager allowed me to reflect upon my own actions on a normal basis. Although I am reckless at times, she has been patient and understanding in all matters. Thank you for your trust.. Once studying this TEFL program, I crossed my path with people I will proudly be calling my colleagues in a short time. Working at schools is a tough task, yet I am sure my friends’ students will be safe in such diligent hands. Moreover, I am also deeply indebted with some professors who lent me their shoulders so I could stand on them to see over the walls of the unknown. These educators’ human touch characterized them, proving that teaching is not only an intellectual issue. Thank you for your support.. Similarly, during this last year I had the joy of sharing with a learning community. Escuela Francisco Varela fosters an education full of genuine concern for each child, a place where both demanding and loving teachers taught me what is only to be learnt in site: what is like to be a teacher. Thank you for your kindness.. Finally, to my loving partner. We finished and started this race together. After all these years, I can say we did it. Thank you for your unconditional love.. 3.

(4) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Index. Introduction. 5. School context_________________________________________________________________6 Classroom context______________________________________________________________7 2nd Grade B’s situation_________________________________________________________ 8 Question_____________________________________________________________________ 9 Rationale____________________________________________________________________10 Literary review______________________________________________________________ 11 Learning vocabulary________________________________________________________11 Teaching vocabulary techniques_______________________________________________12 Young learners’ learning_____________________________________________________13 Mind map___________________________________________________________________ 14 Methodological design_________________________________________________________15 Gantt chart___________________________________________________________________18 Intervention__________________________________________________________________19 Data analysis_________________________________________________________________23 Reflections__________________________________________________________________36 Conclusions__________________________________________________________________38 References__________________________________________________________________41 Appendixes__________________________________________________________________42. 4.

(5) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Introduction. School teaching requires constant reformulation pedagogical f techniques and beliefs as we, teachers, face a variety of classes that require our attention and change. Nonetheless, I would say, teachers take some elements from the schooling process for granted. For instance, throughout my early years of teaching I was accustomed to saying ‘‘write that down’’ and ‘‘open your books at page...’’ since all the classes I had taught so far inherently included notebooks and workbooks as components of the classroom. However, when I encountered my 2nd grade students the youngest learners I have formally taught- I found myself without any of the previously mentioned items and, therefore, in the midst of a pedagogical problem. I sang, I drew, and I made gestures to engage students in the class. But after I caught my young learners’ attention, I realized I had to make sure they were learning English in my class.. The present research explores my teaching journey of re-learning and adapting teaching techniques so as to help my 2nd graders learn as much English as they could in the most effect way possible. For this purpose, I will intervene my class and gather information so as improve my teaching practice.. 5.

(6) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Context. School Context Escuela Francisco Varela is a coeducational private school located in Peñalolén, consisting of approximately 300 students distributed into three different school levels: Early Education, Primary Education, and Secondary Education. This student body comes from uppermiddle class families who must pay an enrollment and monthly fee of $160.000 CLP. Furthermore, although students from any religious backgrounds may enroll in the school, students and guardians are invited to get involved in the Buddhist practices that are central to the identity of this institution. Buddhism and a Waldorf-inspired (humanist) pedagogy are the bases that guide all teachers’ educative practices and interactions with students so as to respect the students’ holistic learning process and their body, spirit and soul.. One fundamental characteristic of the school is the coherence of its guiding principles and its independent curricular program. Escuela Francisco Varela offers standard subjects such as Math, English, Science, History, Spanish, Music, Art, plus their own addition: Project Class. Project class rounds out the educational proposal by providing students with the chance to set up a class project involving their creativity by generating both an intellectual and material product. In other words, students take the reins of their own education and decide on what topics they want to delve deeper into and how to do it; all of this is known as project-based learning, a crosscurricular approach to education.. 6.

(7) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. To recapitulate, on a macro scale, Escuela Francisco Varela is a Buddhist educational proposal inspired by Waldorf pedagogy that utilizes a project-based learning approach (PBL). This amalgamation of perspectives and beliefs has undergone different changes because teachers, the principal and other stakeholders have worked together since 2012 - when the school was founded.. Classroom context On a the micro scale, there are certain classroom features shared by all primary and secondary levels. First of all, all grades have a guide teacher and a teaching partner who work simultaneously to help the 24 students in their class. Secondly, diversity is encouraged in the school so there is at least one student with special needs in each class. Finally, every morning from 8.30 A.M. to 9.AM students and teachers gather in a circle on the floor to start a new day of classes with a rhyme, verse, poem, or song, and learners share their expectations for the day and talk about family events such as birthdays or trips. This routine validates students’ experiences outside of school while creating emotional bonds among peers. Also, from what I have experienced, students are better prepared to focus on the different activities their teachers have to offer after they freely talk in the circle.. Moreover, another important aspect of the classroom context is that educators are always accompanied by one of the head teachers when teaching a class. Normally, one teacher is in charge of delivering the lesson while the other mitigates superfluous noise and preserves an environment conducive to learning. There are times when there are three teachers inside the. 7.

(8) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. same classroom: the subject teacher, the co-teacher, and an extra teacher who works with students with special needs.. 2nd Grade B class 2nd grade B is a class composed of 24 students with an almost equal ratio of boys and girls. From this group, there is only one learner with an easily identifiable special need; that student is a boy with a functional Asperger’s syndrome. I have classes with these students twice a week, for approximately 40 minutes each class period. As these boys and girls are learning to read and write in their mother language, the English area of the school decided not to expose students to written English words at all. Furthermore, as part of the philosophy of the school, there are no textbooks for students for any class. Therefore, all material is prepared by the teacher in charge. Similarly to the other classes, students have to engage in a project for the English class.. In terms of my teaching, I have no serious problems with disruptive behavior as my coteacher is mainly concerned with maintaining and restoring the positive learning environment of the class when issues arise. Even more, I start my classes with some routine songs; and two to three students volunteer each class to mimic the gestures and actions of the songs in front of their peers. Also, about a quarter of the students raise their hands to answer the question ‘how are you today?’ each class. In other words, I have witnessed no major resistance to the class whatsoever. Nonetheless, the fact that I am teaching is by no means evidence of learning. As classes go by, I have noticed that students use new words during a lesson: however, after a few classes students forget the words they previously used. While thinking about it and talking to my co-teacher, I. 8.

(9) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. noticed that I have failed to provide my students with sufficient learning experiences so as to deepen their knowledge. Despite using routine songs and some visual support on the chalkboard, the language input starts and ends with me: I have not offered my learners varied models of language in class in terms of vocabulary. Therefore, students listen and repeat during lessons, but the absence of further scaffolding and the exclusive focus on my voice as the language model do not allow students to create long-term vocabulary acquisition. This, I believe, is the principal problem of my teaching; before jumping into how to work with young learners PBL effectively, I need to work with young learners effectively.. Research Question. While broad scope research may ask “How can I teach vocabulary?’’, I decided to narrow the scope to: “What techniques do I need to implement in my 2nd grade B class at Escuela Francisco Varela in order to help students recall vocabulary words from classes?’’ In doing this, I followed the pieces of advice provided in Burns (2009.p 30) and focused on a long-term change, which depends exclusively on my techniques.. 9.

(10) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Rationale. Once carried out, this research will benefit three different groups: 2nd B grade students of the school, my other classes with young learners, and English teachers at the school. First, by helping young learners acquire more vocabulary, students will react to language as evidence of what they can and cannot understand, allowing assessments for learning. Not only will students learn more English, but they will also benefit from substantial language construction that will help support their work in the future. Second, as I teach three more young learners’ classes at the school, learning how to work with 2nd grade B will allow me to find more effective ways of teaching English to my other young learners. Even more, this research will also help me think critically in the future in a different school. Finally, English teachers at Escuela Francisco Varela will have an effective model for the implementation of the curriculum in classes. Since this school was founded only three years ago, their educational approach is a system that is still under development. There are many certainties and uncertainties about the role the English language plays in this type of schooling. This research could provide some insight regarding the step-bystep process of this English curriculum implementation. Also, working with young learners and creating a system for their learning is my priority, as it demonstrates my ability to make insightful contributions through professional flexibility. There is, to my understanding, richness in this research as it dives into a topic that will have a real impact on the students learning, my teaching practice in the school and in the future, and the construction of the school curriculum.. 10.

(11) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Literary Review:. Related topics to my action research are learning and teaching vocabulary, and young learners.. Vocabulary learning. ‘Vocabulary’ encompasses a wider range of concepts then what the most general definition offers as ‘words’. As Folse (2004) states, vocabulary deals not only with single units of meaning but also with chunks, idioms and phrasal verbs; it is necessary to note that these groups of words may not be understandable by the sum of their separate parts. From this point on, several misconceptions about vocabulary uptake are defied in his book.. Furthermore, Daller, H et al. (2007) state that ‘‘Perhaps the most basic, catch-all definition would be simple, passive, word recognition; the learner recognizes the form of a word and that it is a word rather than a meaningless jumble of symbols. ’’ (4). Nation (2001) provides a more detailed explanation by stating that knowing a word involves at least three dimensions described as form, meaning and use, which, respectively, are divided at the same time into spoken, written and word parts; form and meaning, concept and referents, and associations; and grammatical functions, collocations, and constraints on use.. 11.

(12) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Vocabulary teaching strategies. There is an agreement amongst language researchers that vocabulary in an L2 context cannot be simply assimilated by learners through context since research has demonstrated that direct teaching is required (Nation, 2001; Folse, 2004; Daller, H et al. 2007). As a consequence, language teachers need to work on strategies and techniques for vocabulary development.. McCarthy (1990) presents some strategies for the introduction of new vocabulary such as definitions, illustrations/exemplifications, synonyms/antonyms, or hyponyms when metalanguage can be applied according to learners’ proficiency. At the same time, the author refers to pictures as an effective technique to convey meaning; however, he also claims ‘‘But pictures have their limitations too; not all words are easily explained by a visual stimulus, and visual stimuli can be misleading’’ (115).. In Teaching Vocabulary (2010), Nurgun AKAR proposes a wide number of techniques and tips for vocabulary learning. First, the author exemplifies a list of memorization techniques that favor long-term memory processes such as developing meaningful tasks, fostering Guided Discovery, the use of keywords for imaginaries, rote learning, and recycling language. All these techniques, as the author discusses broadly, are framed through the use of the different human senses so as to visualize, listen, speak, smell, move and taste language in order to make it more meaningful.. 12.

(13) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Young learners learning. There is broad research on how children learn throughout their young years. Vygotsky (1962) stated that social interaction was critical to children’s learning processes; he coined the term ZPD (or Zone of Proximal Development) to explain how adults or more capable peers help children expand their individual thinking schemata. Similarly, Brunner (1983) pointed out the importance of adult-guiding advice as a means to scaffold the children’s learning processes. All the previous theories must be confronted with the specific developmental stage in which each child is at the moment of learning. The idea of a specific disposition to learning from a psychobiological perspective is provided by Piaget (1954a) in his discussion of the Concrete Operational Stage, the stage 2nd grade learners are at.. In a more foreign-language scope, Cameron (2001) claims that ‘‘For Young learners, spoken language is the medium through which the new language is encountered, understood, practiced and learnt…The spoken form in the Young learner classroom acts as the prime source and site of language learning’’ (p.18), demonstrating the prevalence of communication inside the classroom. Also, supporting communication as the core of young learners’ learning, Slattery, M. & Willis, J. (2001) list some needs of language Young learners as it follows: ‘‘to hear clear pronunciation and intonation; to feel successful when using English; plenty of opportunities to communicate; to enjoy their [learners’] efforts at speaking in English; to know they have achieved something worthwhile’’ (55).. 13.

(14) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Literary review: Mind map. Psychology Development stage and scaffolding. Young learners Language What techniques do I need to implement in my 2nd grade B class at Escuela Francisco Varela in order to help students recall vocabulary words from classes?”. Needs. Vocabulary Learning. Vocabulary Teaching. 14. Learning What means to know a word. Techniques and strategies.

(15) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Methodological design. It is important to bear in mind that the appropriate permissions for gathering data were crucial for an ethical development of this work. Even more, this concern had to be approached more delicately as I was working with 2nd grade students. Therefore, I attached a school parent authorization form for the learners’ guardians to sign and allow me to use the students’ drawings and some pictures of the class (see appendix A for the complete document). I received 23 documents fully signed and one document with authorization for the documentation of everything but pictures (from a sample of 24 students). Consequently, my use of images in this research was restricted in order to not mistakenly take a picture of the boy whose parents did not sign the form.. Gathering information for a given problem requires careful attention to all classroom factors. This action research dealt with young learners’ vocabulary learning; therefore, the concepts of learning, vocabulary and young learners must guide the data collection procedures.. Reporting learning is a hard task since learning is a mental process that is reinforced through different experiences. In other words, as a teacher I can plan learning objectives, but what learners finally acquire from the lessons remains partially obscure. This is especially true when we dive into the world of vocabulary knowledge, as explained in the literature review, for knowledge of words covers at least 9 different dimensions. Furthermore, it is relevant to take into account Cameron’s (2001) words about assessing young learners: ‘‘On the whole, it is fairer. 15.

(16) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. to assess children on the basis of what they have been taught and how, using assessment activities that are familiar to children from their classroom experience’’ (220). Taking the above mentioned into consideration, I collected evidence through three instruments: A checklist, works from the lessons and a pair of assessments of target words.. Observation: Observing my students is an ordinary exercise part of my role as a teacher. However, for this instrument to be reliable, I created a checklist and established a set of criteria to inform and unify my observations as objectively as my subjectivity allowed (see appendix B.1 and B.2). There were four main concerns in regards to my observations: following routines, listening attentively, participation in class, and finishing work. These statements reflect different dispositions or behaviors associated with language learning factors.. Works: On a normal basis, students engage in oral activities such as drilling or interactions with the teacher. Apart from these classroom activities, learners would also produce different drawings part of the lessons through which specific students’ capacities are observable. This way, in classes I attempt to assess experiences that I can later on check in order to know what individuals can do for a specific goal. For this reason, works are critical evidence of young learners’ knowledge.. 16.

(17) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Vocabulary interview: In order to picture the learners’ learning in a clearly measurable method, I resorted to ask boys and girls individually to assess whether they can recognize the fruits seen in class. I attempt to do so by sitting next to a student in a very casual fashion while my learners work on their drawings from a given class. I showed them some drawings with fruits and colors. I expected children to listen to the words I said, point at the image that represented that word, and then I would write down on a paper the number of right answers. Because of the relaxed nature of this type of assessment and the time I devoted to it (10 last minutes while students were drawing), it would take me two lessons to go over all students at the beginning and the end of the assessing process. There would be two of these instances per category; in other words, two classes to assess colors and then two classes to assess fruits (see appendix C). The idea is to comply with the rule set by Cameron (2005) previously: activities have to be familiar for children. Since these learners do not face formal tests, I decided to have a friendly encounter so as to reduce the likely levels of stress that might arise if a test was applied.. The triangulation of the previous instruments provides me with sufficient and meaningful evidence of all aspects of the classroom context. It is, to my belief that the data collected through the months of October and November will provide me the guidelines to come to a solid conclusion.. 17.

(18) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Gantt chart. MONTH WEEK. JUL AUG . . 1. HOURS. DAY. ... 1. M 27. SEPTEMBER 2. 3. 4. OCTOBER 5. 6. 7. 8. NOVEMBER 9. 10. 11. 12. .. DEC . . .. .. .... .... MF M F M F M M F M F M F F M F 1 1 1 2 2 2 F M F 1 1 1 2 2 3 M F M 1 1 2 .. 7 1 4 8 1 5 8 2 5 9 2 6 9 3 6 0 2 6 9 3 6 0 . F 11. Step Identifying problem School Holidays National Holidays. X. X. 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 .. 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 .. X X X X X. Interventio n. X X X X X X X X X X X X X X X X. Gathering data. X X. X X X X X X X X X X. Analysis of data. X. AR conclusion s. X X. Adjustment s. X. 18. X.

(19) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Intervention. As I was concerned with my 2nd grade learners’ vocabulary learning and my own teaching practice for young learners, I focused my intervention in a big theme: vocabulary awareness in the classroom.. Vocabulary-focused activities:. Classroom Management Procedures 2nd grade students fall in the category of young learners and, as explained previously in the literary review, routines are fundamental to a proper development of the class. These procedures are fundamentally helpful thanks to their patterns that make lessons more comprehensible for boys and girls. For this reason, I believed there was no reason to change any routine that learners had worked on so far. Instead, I chose to reinforce the morning routines such as the hello song by choosing three to four volunteers to help me sing each class. Furthermore, for the moments I required students to listen attentively, I kept one attention getter called ‘open – shut them’ students used with the previous teacher, and I added two attention getters that required learners to react to language and/or to speak:. . If you can hear me: this attention getter included a fixed sentence stated as ‘‘if you can hear me…’’ followed by a number that would dictate how many times students would clap. For example, ‘‘if you can hear me, clap once/twice/ three times…’’. 19.

(20) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. . Counting: If the class was too noisy, I would get closer to a group of students and would start counting very slowly yet loud enough for the class to hear: ‘‘one….two….three…’’. Students would join me in with the counting until we reached 10.. Games. Children enjoy games in the classroom since playing is one fundamental part of their development. Similarly, that is also true for language-focused speaking games because, as stated by Slattery, M. & Willis, J. (2001), ‘‘they are also absorbing new vocabulary and intonation patterns’’. (p.49) Therefore, part of the intervention was engaging students in varied speaking games, either whole-class games or in groups, during some lessons so as to make English expressions and vocabulary more familiar to the students. In my lessons, there were four games I would come back to as part of the intervention:. . I spy with my little eye: learners would play individually or in groups. Students were given some seconds to look around the place and find an item of the class that could be spotted by its colors. Afterwards, the boys and girls would say the colors of the object, and the rest of the class would have to make a guess of the objects they believe were the chosen ones. This game attempts to help learners pay attention to details in their surroundings as well as invite students to concentrate on the descriptive aspect of colors.. . Circle ‘‘all the children…’’: boys and girls were asked to make a circle wide enough for children not to be too close to each other. Then, one learner has to stand in the middle of. 20.

(21) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. the circle and look at what colors people are wearing that day. After careful observation, the student has to say out loud ‘‘all the children with…..’’ and a color; as a consequence, all people wearing anything containing that color must cross to the other side of the circle. The last person to get to the other side must stand in the middle next and continue the game. An alternative version included: ‘‘all the children who like…’’ This game focuses on colors or any fruit students might like and attempts to develop a more ludic use of vocabulary.. . Telephone: Students line up in different groups. The first learner in every column will hear a phrase that they must pass on to the next. When the last person receives the message, they must raise the hand so as to tell what message was received. An alternative version had some drawings of fruits other classmates had made, and students had to identify the name and number of fruits in English in order to send the message. This game attempts to help learners be more aware of the pronunciation of the target words so the next classmate can understand.. . Memory games: There is a 3x3 table on the chalkboard with one fruit inside each box. Students were asked to say the name of each fruit on the board. Afterwards, students were told to repeat the name of the fruit as I went pointing to each box. After a row, I would erase one of the drawings and continue pointing at all boxes. If I chose an empty box, children had to remember what fruit was there and say the name. The same logic went on until no fruits were left and learners repeated the names by heart as I pointed at all the empty boxes. An alternative version of this game included numbers instead of. 21.

(22) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. fruits. This activity attempt to challenge students’ memory in all aspects as they first must remember the items and then the pronunciation.. Different learning experiences. As I stated in the beginning of this work, one of the main issues I encountered teaching this class was the exclusive use of my voice as the only source of English in the room. In order to vary the learning experiences of the students, I decided to try different materials so as to broaden the spectrum of possible scenarios in which they might have to use or understand the language. Because of that, I brought to class some audios, videos and images related to what we were doing. The idea of using diverse aural input aims at allowing learners to face different speaking paces, words and intonations which might not appear in my own production. Likewise, the use of images in the classroom comes from the need to make an association of image, sound, and concept in the absence of written language. The mentioned image might come either from me, as a drawing on the chalkboard or on a paper sheet, or from the students as part of their work in class. Finally, using different learning experiences also aims at finding a benefit from activities or encounters that are not formally addressed as learning activities yet students learn from those as well; by that I mean moments such as the morning routines.. 22.

(23) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Data Collection. In order to continue with the analysis of the data, it is relevant to remember that the participants of this research are 24 2nd grade students from a school having 80 minutes of English lessons a week.. The following paragraphs analyze the results obtained through the weeks that the checklist was used. And narrate how changes and glimpses of vocabulary learning happened in the classroom.. After having finished the 2nd trimester with my 2nd grade B class, I decided to start the last trimester of the year revisiting some of the vocabulary items seen before through a story. It surprised me that there were colors, numbers and phrases that were not recognized by the students in spite of the fact that the previous teacher and I had taught them before. Because of that, I started the next unit paying much more attention to how I was delivering the lesson to my young learners. I needed to know what to change in order to help my students learn more.. When the new unit began, I introduced the language items as I had previously done it: through drawings on the board. I started the first lesson on fruits by telling learners what my favorite fruit was and then asking them what their favorite fruits were. This way, I attempted to introduce the new vocabulary in a contextualized way. Later on, students drew their favorite fruit because we would make an English folder. While the students were working, I interviewed students one by one asking them to look at an image and recognize the colors in it (see results in appendix D ). Since this type of personal conversation was common in the classroom, students were relaxed. 23.

(24) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. and willing to answer without inhibitions. This type of learning report is reliable for different reasons. It is relevant to make sure that, as expressed by Daller et al. (2007) ‘‘[the instrument] is working consistently and does not give different scores for people with the same ability’’ (p.15). That is possible as the images used to elicit the answers from the students are not misleading. In other words, the visual support legitimately represents how the objects are; therefore, they allow varied learners grasp the concept without hesitation. Furthermore, the validity of this instrument is checked if, according to Daller et al. (2007), ‘‘it measures what it is supposed to measure’’ (p.16). This instrument assessed what was primarily taught in class, for the fruits selected for this exercise were items taken from the lessons and the materials used. Similarly, during classes the main trained ability was to recognize objects as a consequence of an aural stimulus, and this assessment checked that.. As observed in figure. Number of Students. 12. n.1,. 10. in. regards. to. the. first. 8. application of the assessment, there. 6. are varying numbers of students. 4. across the horizontal line, being the. 2. students able to recognize up to. 0 4 or fewer. 5. 6. 7. 8. 9 or more. five colors a predominant group of the sample. Out of the 24 students,. Number of Colors. there were nine students who could. Figure n.1 First interview: Color recognition. recognize at least seven colors, with only one child able to recognize nine colors or more. Figure n.1 First interview: Color recognition. 24.

(25) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. After six classes with the learners in which we mainly went over sentences such as ‘‘I like/don’t like’’ and ‘‘my favorite fruit is’’ through some drilling activities and games, I believed it was an appropriate time to have short interviews with the students including fruits instead of colors. 10. Number of Students. 9. According to the bar graphs, as. 8 7. observed in figure n.2, the first. 6. application of the assessment. 5 4. instrument demonstrates high. 3 2. number of students capable of. 1 0. identifying up to five different 3 or fewer. 4. 5 6 Number of Fruits. 7 or more. fruits from a given group of images. There was only one. Figure n.2 First interview: Fruit recognition. learner, out of the 24, who could identify seven fruits or more. Again, it is relevant to explain how this measurement was made after six classes in which there was an introduction to all target vocabulary under examination so as to make this fair.. Subsequently, I proceeded to register the behavior of my students through a checklist ( see appendix E for results ) that covered major aspects involved in language-learning processes such as following routines, listening attentively and participating in class.. 25.

(26) Number of Students. TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. 10 9 8 7 6 5 4 3 2 1 0 St is St does not disconnected join the from class routines. St joins at St follows St follows some parts routines most routines and of the of the time gets involved routines. Figure n.3 First observation: Following routines. 18 16 14 12 10 8 6 4 2 0 St is extremely noisy. St is noisy. St is a bit talkative. St is quiet yet St is quiet and not looking at looking at the the teacher or teacher or peers peers speaking speaking. Figure n.4 First observation: Listen attentively. 20 18 16 14 12 10 8 6 4 2 0 St disturbs other peers. St is doing St participates St participates St participates unrelated in a fair most of the along the things manner time whole class. 26. Figure n.5 First observation: Following routines.

(27) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Figure n.3 shows the results of the checklist in regards with the reactions of the students to the routines carried out in class. As it can be observed in the image, 23 out of the 24 students were involved in the routines to a certain extent. This reinforced my initial observation in which students’ involvement in the normal procedures of the class was not a serious issue. From the beginning, students had a positive disposition toward having the class started, and it was common to have students asking if they could help me sing the songs or hand out the paper sheets. On a different aspect, we will find in figure n.4 how at the beginning of the data collection process of the checklist, 17 students would engage in conversations at times during the lesson. Although this is not particularly critical as boys and girls are not fully aware of the disruption they create, it would be an issue when I needed to give instructions. On the other hand, there were 5 students who were plainly noisy and required constant observation either from me or from any teacher who was in the class with me.. Regarding participation, figure n.5 demonstrates how participation is shown by the learners. It can be observed that 21 learners participated during the class, while three of the children did not contribute to the class in any way. This description fits with the previous charts due to the attention-participation connection. If students were chatting with their classmates during the class, it was less likely to have them participate most of the time or along the whole class. Indeed, this initial picture of the participation of the class can be narrated as a cyclical participation in which students tended to chat at times with their neighbors and then look at me to catch up with was going on and answer questions if they knew how to do it.. 27.

(28) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. In response to those attitudes toward learning inside the classroom, and as a previously designed intervention, I changed some aspects of my teaching practice in order to foster more vocabulary development during lessons.. Along the intervention, students were expected to react to diverse language input experiences. One of the ways in which I attempted to vary the learners’ perception to aural language was to present different sources for them to decode.. As I never planned to ban students’ voices from the class, I decided to allow students’ chatting as long as I could direct their conversations into an English-oriented activity. In order to allow students listen to their peers instead of me, students gathered in pairs to have a guessing activity. Each learner would have a different paper sheet with six boxes in which three of the spaces had a picture and the rest would be blank. The objective was to fill all the boxes with the correct item by guessing the missing information through questions to the partner like ‘‘do you have an apple on number 2?’’ (See sample in appendix F). Students remained noisy due to the nature of the activity, but the classroom was filled with my learners’ voices in saying at least the target words in English.. During the next lesson I tried the memory game previously mentioned in the intervention section. Students seemed more eager to listen to their classmates instead of to me, so the next activity was also related to their own voice as well. Similarly to what happened in the previous lesson, students participated more actively and even paid more attention to what was happening. 28.

(29) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. in the board. Students’ participation levels rise immediately when we were playing games in order to join in. I set more time for games from that moment on at least one every other class.. Games as a starting point for classes resulted in higher degrees of participation not only during classes, but also did routines strengthen. As mentioned at the beginning of the data collection, learners’ involvement with the routines was not a worrying theme since boy and girls were part of the routines to a certain extent. Their will to volunteer to sing was steady as I would allow two or three students sing and gesture along with me. After that I started asking each class who would aid me with the singing so that I could have other students too. Even more, when it was time to ask ‘’how are you?’’, there were at least eight hands raised. Plus, students would get inside the classroom and would raise the hand to volunteer for the songs even though before I said hello.. From there, the intervention was based on the previously described attention getter (‘‘open-shut them’’, ‘‘if you can hear me’’, and the clapping rhythm ) so as to maintain the silence and attention gained through the different aural sources. At first, students reacted more actively to ‘‘open-shut them’’ because of how they got used to that song, but the clapping command connected to numbers resulted equally effective after we used it a few more times.. Later on, students watched an animated clip about a pirate looking for a treasure. Along the video some pirates face three different fruits and three different obstacles in getting closer to the fruits while expressing sentences such as ‘‘ I like bananas’’ or ‘‘ I don’t like monkeys’’. After the video was done, students were asked to name what was the treasure and then draw the story. 29.

(30) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. and the main elements (See samples in appendix G). Although this resource was equally visual and aural, the students’ drawings demonstrated a degree of image retention which might be linked to the sounds part of the same video. At times, the drawings may not seem relevant for language development, yet I have to point out that while adults write down information to remember best, young learners use drawings to keep memories from images and sounds.. In parallel with these activities, students would keep on volunteering and different students would have the chance to help. Furthermore, when I asked students how they were feeling, I started asking ‘‘why’’ out of genuine curiosity and/or concern when students answered ‘‘happy’’ or ‘‘sad’’; this led to students giving explanations in Spanish as it was too hard for them in English.. In order to continue with the aural sources, I presented students with an audio about a girl and her mom going to the market for fruits. During the listening, the girl would go saying ‘‘I want two apples’’ or ‘‘I want four oranges’’ to her mom, and at the end of the listening the seller asked what she had taken so the list of fruits was repeated. Again, students’ attention to the listening increased to a level in which silence was absolute during the length of the audio. When the audio stopped, I asked students to recall the number of fruits taken by the girl; when learners had a hard time remembering, I would offer ‘A or B’ questions such as ‘’Did she take five bananas or three watermelons? To which learners reacted very positively. Afterward, learners were asked to draw the market and the fruits that the girl took (See samples in appendix H).. 30.

(31) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Subsequently, as the last aural resource in terms of diversity, I used my voice in a similar fashion to the listening about the market. I told the boys and girls that I was going to tell them what and how many fruits I wanted to buy at the market so that they could draw them. I provided the learners with paper sheets, and the filled four boxes with the fruits I said out loud (See samples in appendix I). These drawings from the students demonstrated directly their ability to recognize the concepts of fruits and number, allowing me to identify clear what students could understand numbers and fruits in order to draw the list accurately.. Having reviewed some of the students’ works, I can note that there are works which prove direct understanding of lexical units such as fruits. For instance, when students had to draw the fruits I said, it was necessary for them to be able to decode the verbal message so as to associate the sound to the concept and the numbers of the given fruits. This shows a type of knowledge associated to vocabulary. Similarly, when students worked in pairs in order to find out what fruits were missing to fill the empty spaces, the students had to recall the name of the fruits seen in class and then pronounce them for the other person to react. On the other side, the listening and the video activities show some general understanding of the topics, and the recognition of certain sounds related to concepts. For instance, if in the listening they heard ‘‘two bananas’’, they drawing bananas would be an evidence of a degree of word recognition.. By the last day of observation using the checklist, there were some noticeable changes in the way students behaved in class.. 31.

(32) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. 14 12 10 8 6 4 2 0 St is disconnected from class. St does not join the routines. St is extremely noisy. St is noisy. St joins at St follows St follows some parts of routines most routines and the routines of the time gets involved. Figure n.6 Second observation: Following routines. 12 10 8 6 4 2 0 St is a bit talkative. St is quiet yet St is quiet and not looking at looking at the the teacher or teacher or peers peers speaking speaking. 10 9 8 7 6 5 4 3 2 1 0 St disturbs other peers. St is doing unrelated things. St participates St participates St participates in a fair most of the along the manner time whole class. 32. Figure n.7 Second observation: Listening attentively. Figure n.8 Second observation: Participation in class.

(33) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. By the last lesson recorded in terms following routines, as figure n. 6 demonstrates, students were significantly more engaged in the routines part of the class. Only two students (making up 8% of the class size) would join in the routines partially, while the rest of the class (92%) would accompany me with the singing and subsequent question of ‘’How are you today?’’. The aforementioned would also include the respective volunteers per class and the explanation about why they were feeling the way they did (see appendix J for singing routine volunteers). Moreover, apart from asking ‘‘why’’, I started to encourage students to respond back saying ‘‘because…’’ and the rest could be in Spanish; a structure that persisted during the last lessons.. For the ‘listening attentively’ criterion, the scenario changed by the time we reached our last day of the chart. As observed in figure n.7, it was only 4 children from the class who remained talkative while the rest of the learners (20 students) chose to stay quiet, either actively following the speaker (10 learners) or passively looking elsewhere (10 learners as well). The degree of physical disposition toward listening would immediately increase if an attention getter were used because I would make sure everyone was looking at me during instructions. Nonetheless, if there was some casual talking like students answering how they were feeling at that moment, I would be content with their silence toward their peers.. Moreover, by the last lessons there was an improvement in the participation levels. As figure n.8 demonstrates, 23 of the students would participate during the class, varying in the time of their participation. This increase was also evident as during the first description of this criterion there was no student recorded participating along the whole class, and during the last lessons about 9. 33.

(34) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. students collaborated at all moments of the class. Participation increased especially when there was a game in the class in which students found a challenge.. These positive results during the last observation in comparison to the first time the checklist were also present after the second application of the vocabulary interview. 9. Number of Students. 8 7 6 5 4 3 2 1 0 5. 6. 7 Number of Colors. 8. 9 or more. Figure n.8 Second interview: color recognition. During the second application of the interview, as seen in figure n.8, there was a dramatic change in the numbers of colors being recognized by the learners. As it can be observed, there is a rising trend as the number of students per bar increases along the quantity of colors recognized. In other words, the majority of the learners are now represented in the right part of the chart, for 19 out of 24 students were able to recognize at least nine colors. While during the first assessment the bar representing five words recognized was the tallest of all bars, during the second application it sharply changed to be the smallest of all bars.. 34.

(35) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. 14. Number of Students. 12 10 8 6 4 2 0 3 or fewer. 4. 5 Number of Fruits. 6. 7 or more. Figure n.9 Second interview: fruit recognition. On the other side, during the second application of the assessment instrument for fruit recognition, there is a strong upward trend toward the right side of the graph. In other words, out of the 24 students, it is only one student identifying fewer than five fruits. This data evidences a sharp growth in the number of words being recognized by the students from a fixed set of vocabulary.. 35.

(36) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Reflection Having observed the previous pages with the analysis of the data, it is also relevant to revisit that information through a reflective lens.. First, the data collected through the checklist provides insightful evidence of how apparently unrelated actions affect the degrees of learning of the students. Once again, the criteria set in the checklist might not directly lead to positive growth in vocabulary learning by themselves, yet such factors favor the generation of knowledge in its different forms. For instance, following routines in general does not necessarily aim at strengthening learners’ vocabulary, but as 2nd grade B class’ routine involved expressing feelings, it was possible to achieve higher and more complex conversations just by making students aware of the expressions they had to use. After the intervention, the boys and girls developed and held more real talks in terms of depth, but also they started connecting with the routines more consistently as demonstrated in the previous charts. Similarly, listening attentively to the teacher or any speaker was not reinforced for the sake of respecting others only, but also for helping learners understand and recognize words through the aid of gestures. Positively, if a student listened attentively, they were more likely to recognize the new words in a different context. A general increase in this aspect was clear thanks to the data. Moreover, participating in class did not only refer to the act of publicly speaking and/or raising the hand; participation also involved being with peers in an active way. When learners initially engaged in the games described a few pages ago, they would need some time to grasp how to play in order to fully enjoy the experience. As classes went by, it was easier for students to participate in the games, for the basics of the. 36.

(37) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. activity had been already absorbed. The increase in the levels of participation along the lessons evidenced the young learners’ will to be part of the classes.. Indeed, when reviewing the results of the boys and girls in the assessments of the fruits’ names and colors, there was a steady upward increase in all aspects in both cases. This improvement regarding specific words is, to my understanding, a direct consequence to the recycling of words during games and the exposure to different contexts in which such words were used. Plus, the aforementioned factors from the checklist did also benefit the learning of these items since colors and fruits would be included in all aspects from the class in a conscious way.. Nevertheless, the most fascinating finding was evident to me only after looking at the students’ works from a perspective based on a descriptive scope rather than from the common dichotomy of right and wrong. While checking some students’ drawings, I realized that there were a considerable number of students (a quarter of the class) who would attempt to systematize the aural input they received into written language. In other words, although I did not expose students to either writing or reading stimuli, learners attempted to write the words we had worked on the most – the names of the fruits (see appendix K). The reasons of the students to write remain obscure to me, yet this comes to question the belief held at the school that reading and writing in English might confuse children learning to read and write in their mother tongue, opening new opportunities for us to reconsider our self-imposed restrictions in terms of language teaching.. 37.

(38) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Conclusions. Taking into account all the data, reflections and experiences from this process, I can state that the interventions made for the class resulted in the progress of the capacity students have relating to new vocabulary. The use of diverse sources as experiences for vocabulary learning prompted, as indicated in the data analysis, an improvement in all aspects of the class described as factors favoring learning. It is also relevant to point out how addressing the vocabulary students can recognize and handle will impact on the students’ future performance, bestowing this linguistic component a privileged seat in terms of communicating ideas and expressing one’s world views. Speaking, listening, reading and writing rely on the comprehension and use of words in order to convey any message. Nonetheless, there must be also a constant observation of the practices performed in class since an obstuse focus on vocabulary learning only could end up in a breadth of words without the support of fluency.. Regarding the limitations I encountered, I would say the main issue would be related to the actual time I had for classes. Since I had one lesson before lunch and one lesson before the morning snack, I had to finish classes early so as to give time for students to wash their hands and get their food ready. Furthermore, as the classes took place on Mondays and Fridays, it was quite usual to miss classes due to celebrations or school activities held either day. Even more, I would say that my 2nd grade B class had two thirds of the number of classes that I had with 2nd grade A. Had I had more classes, I would have implemented more videos and activities as I did on the other class.. 38.

(39) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Furthermore, in terms of the cycling nature of the action research, I would change a few elements from the class in order to maximize the time available. For instance, I would prepare a list where all students are assigned a certain day to help in the class. During my intervention, I asked for volunteers each class since I did not want to force any student to do things that might make them feel uncomfortable. Nevertheless, I believe that after one month or two, I could have already asked for this type of help. This way, everyone would have a chance to participate in a different way. Plus, I would change songs more often in order to keep the class fresh, and I would like to use more pair work as a way to decenter the class from me as much as possible.. Finally, doing action research taught me more about being a critical teacher. As I had described in the introduction of this work, there are many situations and instruments we take for granted in the schooling process. For instance, avoiding written language never crossed my mind because I am a visual learner. This pushed me to think of ways to help my students learn as much as I could. At times, the exclusive use of sounds as a means of communication was not an obstacle for my learners as much as it was for me. Being coherent with what an action research is, it was not my learners’ fault not to write or read in the language. It was rather my issue to place written language as an unavoidable aspect of language teaching. I had to relearn and rethink my practices and so I did. In other words, I learnt how the cycle of going back to check current practices is embodied and how this ongoing questioning of naturalized situations is a must.. 39.

(40) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. References. Akar, N. (2010) Teaching Vocabulary: Bridging the Gap between Theory and Practice.. Brown, H. D. (2007) Principles of Language Learning and Teaching, fifth edition. New York: Pearson Education.. Bruner, J. (1983). Child’s talk: learning to use language. Oxford: Oxford University Press.. Burns, A. (2010). Doing Action Research in English Language Teaching, a guide for practitioners. New York: ESL & Applied Linguistic Professional Series Cameron, L. (2001). Teaching languages to young learners. Cambridge New York, NY: Cambridge University Press.. Daller, H., Milton, J. & Daller, J. (2007). Modelling and assessing vocabulary knowledge. Cambridge New York: Cambridge University Press.. Dörnyei, Z (1998). Motivation in second and foreign language learning. Language Teaching. 31(3), 117-135. Dörnyei, Z. (2001) Motivational strategies in the language, first edition. New York: Cambridge University Press.. 40.

(41) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Folse, K. (2004). Vocabulary myths applying second language research to classroom teaching. Ann Arbor: University of Michigan Press.. McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.. Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-96.. Nation, I. (2001). Learning vocabulary in another language. Cambridge New York: Cambridge University Press. Piaget, J. (1954a). The construction of reality in the child. (M. Cook, Trans.). Slatterly, M., & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.. 41.

(42) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS Appendixes Appendix A: School authorization message and form Estimados/as Padres y Madres Escuela Francisco Varela.. Junto con saludarles, la presente tiene como objetivo contarles sobre un trabajo de investigación-acción que se desarrollará durante este trimestre en nuestra Escuela. Mi nombre es Sebastián Arriagada González, soy estudiante en Práctica Profesional de la asignatura de Ingles de la Universidad Alberto Hurtado que es recibido por la Escuela “Francisco Varela” para ser parte de mi formación profesional como docente. En esta oportunidad, me encuentro realizando mi trabajo final de tesis, que está basado en una investigación-acción donde intento apoyar el aprendizaje de vocabulario de los niños a través de distintas técnicas y estrategias.. Para esto he diseñado un plan de acción que cuenta con distintas actividades que se implementarán en el 2do Básico B, curso al cual he acompañado desde Abril en aula, quedando a cargo de la clase luego de vacaciones de invierno. Esta investigación – acción la desarrollaré junto a mi profesora guía y Coordinadora de Ingles de la Escuela Carola Pinto.. Como parte de este trabajo, debemos documentar el proceso para obtener evidencia y hacer de esta investigación un trabajo honesto, profesional y con verdaderos resultados. Por esta razón grabaremos en imagen y audio a los estudiantes de 2do B durante desde las próximas semanas hasta fin de clase. Estas documentaciones serán utilizadas como evidencia para respaldar la información y resultados presentados en la entrega final de la investigación, y durante mi examen de grado. Cabe señalar que la información, imágenes y audios. 42.

(43) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. obtenidos en esta investigación solo serán usadas para el trabajo de tesis antes mencionado.. Por esta razón les solicito completar la siguiente autorización.. AUTORIZACIÓN USO DE VIDEO E IMAGEN. Yo. _______________________. CI. ________________. apoderado/a. de. ________________________ CI______________ quien cursa 2do básico B, por medio de la presente. autorizo al estudiante en práctica de la Escuela Francisco Varela, Sebastián. Arriagada González CI 18.166.699-4, para hacer uso de las fotos y videos en los cuales figure mi hijo/a, así como de los trabajos que él /ella realice durante su permanencia en dicho establecimiento.. La Escuela Francisco Varela y el departamento de inglés podrán hacer uso de las fotos, videos y trabajos para los fines académicos correspondientes que conlleva esta investigación.. Expido este. consentimiento de conformidad con las disposiciones legales vigentes. sobre los derechos de autor.. Atentamente,. ________________________________ (Firma). 43.

(44) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS ________________________________ (Nombre apoderado/a) ________________________________ (CI). 44.

(45) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Appendix B.1 Checklist Name:. Monday. Friday. Follow routines. 1 - 2 -3 -4-5. 1 - 2 -3 -4–5. Listen attentively. 1 - 2 -3 -4–5. 1 - 2 -3 -4–5. Participate in class. 1 - 2 -3 -4-5. 1 - 2 -3 -4–5. Finish work. 1 - 2 -3 -4-5. 1 - 2 -3 -4–5. Notes. B.2 Criteria of the checklist Scale Follow routines. 1. 2 St is St does not disconnected join the from class routines St is St is noisy extremely noisy. 3 St joins at some parts of the routines St is a bit talkative. 4 St follows routines most of the time Listen St is quiet yet attentively not looking at the teacher or peers speaking Participate in St disturbs St is doing St participates St participates class other peers unrelated in a fair most of the things manner time Finish work St does not St barely St works in a St works work at all works fair manner most of the time. 45. 5 St follows routines and gets involved St is quiet and looking at the teacher or peers speaking St participates along the class St works all the time.

(46) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Appendix C.1 Assessment image colors. C.2 Assessment image fruits. 46.

(47) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Appendix D. Interview results: fruits and colors. 47.

(48) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Appendix E: Checklist results. 48.

(49) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. 49.

























(74) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS. Appenidix G: Fruit Video samples. 74.



(77) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS Appendix H: Buying at the Market samples. 77.



(80) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS Appendix I: Number of Fruits samples. 80.



(83) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS Appendix J: Guessing Game samples. 83.

(84) TECHNIQUES TO TEACH VOCABULARY TO YOUNG LEARNERS Appendix K: Writing samples. 84.




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