An investigation into efl beliefs and practices in teaching vocabulary to tenth and eleventh graders at phan chau trinh high school, da nang city
Vocabulary is clearly important for language learning as it underpins all other language skills. Proficiency in vocabulary not only acts as a catalyst for elevated language usage but also accelerates the journey to fluency for learners. Furthermore, the beliefs held by teachers play a pivotal...
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| Andere auteurs: | |
| Formaat: | Thesis |
| Taal: | Vietnamese |
| Gepubliceerd in: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Onderwerpen: | |
| Online toegang: | https://data.ufl.udn.vn/handle/UFL/1934 |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Samenvatting: | Vocabulary is clearly important for language learning as it underpins all other
language skills. Proficiency in vocabulary not only acts as a catalyst for elevated
language usage but also accelerates the journey to fluency for learners. Furthermore,
the beliefs held by teachers play a pivotal role in understanding and enhancing the
educational process. These beliefs intricately guide language teachers, influencing
their teaching strategies as they navigate the challenges of daily language education,
thereby shaping the learning environment for language learners, impacting their
motivation, language achievement, and overall language proficiency.
This research aims to explore the beliefs and practices of English language
teachers at Phan Chau Trinh High School. It attempts to illuminate the intricate
relationship between the
specific context. The study involves three participants in observation and interview
and eight in questionnaires
internship school - a public high school located in Da Nang city.
In order to construct a comprehensive profile of the participants, the researcher
initially gathered demographic information. Data were collected through classroom
observation, interviews with teacher participants and questionnaires. Throughout the
data collection process, continuous classroom observations and interpretation of
materials were conducted, while interviews were scheduled at mutually convenient
times for both teachers and the researcher. The interview sessions were structured
with open-ended questions, providing a framework for insightful discussions.
Therefore, this study adopts a mixed approach of qualitative and quantitative,
focusing on the beliefs and practices of a group of teachers. The findings indicated
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acquiring new vocabulary and the effectiveness of their vocabulary teaching
practices. However, despite their beliefs, various constraints, such as time limitation,
Therefore, the study highlights the pragmatic understanding that maintaining a
feasible. |
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