FINAL

ASSIGNMENT
RESEARCH METHODOLOGY

A32979 Vũ Minh Châu

THE METHODOLOGY OF TEACHING

ENGLISH TO VERY YOUNG CHILDREN

HANOI 2021
 THANG LONG UNIVERSITY
ENGLISH LANGUAGE DEPARTMENT

A Research Proposal

Title: The Methodology of Teaching English to Very Young Children

Student name: Vu Minh Chau Code: A32979
Instructors: Le Quang Dung, Ph.D.……………………………………………………………
Grade: …………………………………………………………………………………………
Assessors’ signature: ………………………………………………………………………….

Hanoi, 2021

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

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 TABLE OF CONTENT

CHAPTER 1. INTRODUCTION ............................................................................................ 8

1.1. Background of the study ................................................................................................ 8
1.2. Statement of the research problem ............................................................................... 8
1.3. Aims of the study............................................................................................................. 8
1.4. Significance of the study ................................................................................................. 9
1.5. Research questions .......................................................................................................... 9
CHAPTER 2. A REVIEW OF RELEVANT LITERATURE ............................................ 10
2.1. Theoretical framework ................................................................................................. 10
2.1.1. Age of learning ........................................................................................................... 10
2.1.2. English vocabulary learning ...................................................................................... 10
2.1.3. English pronunciation learning ................................................................................ 11
2.1.4. English vocabulary teaching methods ....................................................................... 11
2.1.4.1. Total Physical Response ...................................................................................... 11
2.1.4.2. Communicative Language Teaching ................................................................... 12
2.1.4.3. Natural Approach ................................................................................................ 12
2.1.4.4. Suggestopedia ...................................................................................................... 12
2.1.5. English pronunciation teaching methods ................................................................. 13
2.1.5.1. Listen and repeat ................................................................................................. 13
2.1.5.2. Drilling................................................................................................................. 13
2.1.5.3. Minimal pair drills ............................................................................................... 13
2.1.5.4. Ear training.......................................................................................................... 14
2.1.5.5. Tongue twister...................................................................................................... 14
2.1.5.6. Songs and rhymes ................................................................................................ 14
2.1.5.7. Phonics................................................................................................................. 14
2.1.5.8. Sound-colour charts ............................................................................................. 14
2.2. A critical review of previous studies ........................................................................... 14
2.3. The gap for the present study to fill in ........................................................................ 16
CHAPTER 3. RESEARCH METHODLOGY..................................................................... 17
3.1. Research design (Rationale) ......................................................................................... 17
3.2. Population and sampling .............................................................................................. 17

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 3.3. Data collection instruments (Rationale) ..................................................................... 18
3.4. Data collection procedure ............................................................................................ 18
3.5. Data analysis instrument .............................................................................................. 18
CHAPTER 4. EXPECTED FINDINGS AND DISCUSSIONS .......................................... 21
4.1. Results related to the first question ............................................................................. 21
4.2. Results related to the second question ........................................................................ 23
4.3. Results related to the sub-problems research questions ........................................... 24
CHAPTER 5. CONCLUSION AND SUGGESTION FOR FURTHER STUDY ............. 27

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 LIST OF FIGURES

Table 1. Timetable for Early Years Foundation Class .................................................................. 17

Table 2. Timetable for Primary Class............................................................................................ 18

Chart 1. Effectiveness of four vocabulary methods according to teachers……………………….21

Chart 2. Effectiveness of eight pronunciation teaching techniques according to teachers ............ 22

Chart 3. Students’ feelings about the classroom activities in learning vocabulary ....................... 23

Chart 4. Students’ feelings about the classroom activities in learning pronunciation ................... 24

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 LIST OF ABBREVIATION

L2: Second language

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

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CHAPTER 1. INTRODUCTION

1.1. Background of the study

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

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

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CHAPTER 2. A REVIEW OF RELEVANT LITERATURE

2.1. Theoretical framework

2.1.1. Age of learning
In Vietnam, it is mandatory to teach English from the third grade of primary school.
However, nowadays, many schools teach English to very young children starting from
kindergarten.
Age is a crucial factor in Second Language Acquisition (SLA), which affects the success of
learners as well as the teaching methods. Many researchers (Lightbrown, 2008; Er, 2014; Burhan
& Lynn, 2019) have shown that children can learn more than one language at an early age. Learning
L2 has been proved to be beneficial for children as they grow up. By learning different languages,
children can gain many benefits in certain areas such as communication, culture, cognitive
behaviour and education (Saunders, 1988; Baker, 2000).
Lightbown (2008) stated that the number of years a child involved in language can also
determine their fluency. Furthermore, the idea of young children are natural at learning languages
lies at the heart of the Critical Period Hypothesis (CPH). The critical period for language
acquisition was first proposed by Penfield and Roberts (1959) and Lenneberg (1967). According
to CPH, children are able to learn a second language effectively before puberty since their brains
are still capable of using mechanisms that assisted first language acquisition (Cameron, 2001).
Gilakjani (2012) and Lightbown and Spada (1999) have given some of the proof both to and against
CPH. These researchers raise the idea that determining variables should be included in language
learning, such as the different necessities, motivations, and environments surrounding learners.
They recommended that learning L2 from an early age is beneficial to accomplish native-like
proficiency. On the other hand, if the goal is to achieve only communicative ability then there is
less need to begin at an early age. Since different parts of the brain are responsible for different
roles for recalling and activating language between the early bilingual children and those who begin
later at the age of 7 or 8, the differences between these goals are reflected by the activity of the
brain during language processing (Cameron, 2001). Gilakjani (2012) further distinguished some
variables affecting L2 fluency (in his study, the L2 is English), specifically pronunciation. Gilakjani
(2012) found that learners can accomplish a native-like accent even if they start to learn English
after puberty. This is achieved by having appropriate attitude, motivation, instruction and exposure.
2.1.2. English vocabulary learning
Slattery and Willis (2001), who argued that youngsters acquire language in various ways
depending on their age, have summed up the attributes of young learners. Children younger than 7
(very young learners) acquire language unconsciously through the language openness around them
by hearing and playing. Whereas, 7-12-year-old students, (young students) are already able to read
and write the language consciously.
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 Muñoz (2017) says that every language teacher should select the appropriate and suitable
vocabulary according to the level of the students. Nevertheless, since children
understand concrete aspects better than abstract ones, Llach and Gómez (2007) propose that words
taught to children should have concrete references, such as apple, ball and doll. They also suggest
that it is convenient to introduce words whose meanings can be inferred with actions, body
language, and drawings. According to Gopnik, Meltzoff & Kuhl (1999), the number of words
toddlers typically know is about 100 to 300 words. Therefore, it is important to give them words
that cover their actual needs and interests such as those that are typically used in their daily life and
activities. This enables the young children in understanding the words without the translating them
into their mother tongues (Yusuf, Asyik, Q. Yusuf & Rusdi, 2017). They further explain that
participative games, role-playing and dramatizations, repetition and imitations, and physical
activities (body movements) can be done to reinforce the vocabulary being learnt.
2.1.3. English pronunciation learning
According to the Critical Period Hypothesis by Lenneberg (1967), young learners are
considered to be in the ideal age and are able to accomplish native-like pronunciation if they are
taught correctly.
The Common European Framework for Languages (CEFR, 2001) suggests that
pronunciation should be taught right from the beginning of foreign language teaching. At the
beginning of learning process, students should practice correct pronunciation. The emphasis within
teaching pronunciation is to meet the communicative objective of the language (ISCED 1, 2011).
Regarding pronunciation, students should be exposed to native speakers, be encouraged to
imitate the teachers, read aloud phonetically texts, practice ear-training, or tongue twisters (Reid,
2016). Other techniques such as clapping, tapping gestures and mirrors can also be used in teaching
pronunciation.
2.1.4. English vocabulary teaching methods
Different English vocabulary-teaching methods and approaches have been proposed by
researchers; however, this study will consider some methods that are specifically applicable for
young learners in teaching English as second language. Teaching methods such as Suggestopedia,
The Silent Way, Community Language Learning, Total Physical Response, and Communicative
Approach or Natural Approach have been the foundation for many research on young children’s
L2 acquisition (López & Méndez, 2004). Therefore, this research will focus on how these methods
are applied by ESL teachers.
2.1.4.1. Total Physical Response
Total Physical Response (TPR) (Asher, 1977), which is a method of teaching language or
vocabulary concepts, focuses on activities that involve body movements or physical responses
known as modelling. According to Richards and Rodgers (2001, p. 92), vocabulary items should
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be selected according to the situations in which they can be used in the classroom and ease with
which they can be learned rather than according to their frequency of need or utilize in target
language situations. In TPR, there is normally no specific material used for beginners in TPR. As
students are making progress in their learning, the authentic materials including pictures, objects,
slides and word charts are utilized in succeeding different stages of learning.
2.1.4.2. Communicative Language Teaching
Communicative Language Teaching (CLT) is a set of principles about the targets of language
teaching, how pupils learn a language, the kinds of classroom activities that best enable learning,
and the roles of teachers and learners in the classroom (Richards & Rodgers, 2001). The goal of
CLT is to improve students’ communicative competences (Richards, 2006, p.4), which are:
− Knowing how to use language for a range of different purposes functions
− Knowing how to vary the use of language according to the setting and the participants
− Knowing how to produce and understand different types of texts
− Knowing how to maintain communication despite having limitations in one’s language
knowledge
These competences are stimulated from functional communication activities and social
interactional activities (Richards & Rodgers, 2001). In the classroom, students are encouraged to
perform pair work, role-plays, group work, and project work since they can give pupils greater
opportunity to use language and develop fluency. The materials used in CLT teaching are authentic
(Richards, 2006).
2.1.4.3. Natural Approach
Natural Approach (NA) is a method of language teaching developed by Stephen Krashen and
Tracy Terrell (1970s, publication: 1983). The researchers suggested that vocabulary is essential
when acquiring language (Krashen & Terrell, 1983). In addition, the method is designed to help
beginners become intermediates (Krashen & Terrell, 1983). According to Richards & Rodgers
(2001), learners’ roles can change according to their stage of linguistic development, namely pre-
production stage, early-production stage and speech-emergent phase. In NA, teachers are viewed
as the primary sources of comprehensible input for learners since they set the teaching and learning
environment and offer students the opportunity for language learning practices. Thus, these learners
are not obliged to speak the target language unless they are ready and materials are mostly taken
from real-world objects rather than textbooks (Brown, 2001).
2.1.4.4. Suggestopedia
Suggestopedia (SG) is a method developed by the Bulgarian psychiatrist-educator Georgi
Lozanov in the late 1970s (Lozanov, 1978). According to Richards and Rodgers (2001, p. 142),
the most obvious characteristics of SG are the decoration, furniture, and arrangement of the

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classroom, the use of music, and the authoritative behaviours of the teacher. The environment and
atmosphere in the classroom are the essential factors to help students feel comfortable and
confident, and various techniques, including art and music, are used by the trained teachers
(Harmer, 2001). The focus of Suggestopedia lessons vocabulary and grammar which can be
achieved from communicative tasks (Richards & Rodgers, 2001). The use of music in the learning
environment (Richards & Rodgers, 2001) is based on the knowledge that the human brain can
process vast materials given appropriate learning conditions. Music is believed to help learners
relax and create enjoyment in the teaching and learning environment. Moreover, music experiences
help and promote growth in different developmental domains of children’s early learning,
including literacy and language learning (Parlakian & Lerner, 2010; Yuliana, 2003).
2.1.5. English pronunciation teaching methods
According to the Common European Framework for Languages (CEFR), pronunciation
should be developed through contact with authentic spoken language. The CEFR suggests some
techniques such as listening and repeating, drilling, ear training, phonetic training, imitation,
tongue twisters, phonics, and songs/rhymes. It is advised that different techniques should be
combined when teaching pronunciation to learners. Some of the most common pronunciation
teaching techniques, which will be analysed below, are recommended by AMEP (2002), Celce-
Murcia, Brinton, Goodwin (2002), Reid (2014), Morley (1991), O’Connor (1993), Baker (2006),
Hancock (1995), Hudson (2012) with the focus on children suitability.
2.1.5.1. Listen and repeat
This is one of the most common and traditional technique that is suitable for learners of all ages.
However, it can be more effective if combined with using CDs, interactive boards and internet
activities (Reid, 2016). Students can also record themselves and listen to their own pronunciation
in order to improve their pronunciation skills.
2.1.5.2. Drilling
Drilling is the repetitive oral practice of a target language structure. It focuses on accuracy
and provides students with an accurate model of the target language (BBC Learning English, 2017).
The basic drill is choral drill where teachers say a word and the students repeat. Other types of
drills include substitution drills, or question and answer drills. However, this technique can be
boring and repetitive. When performing drills, teachers and students can combine with different
sound variations such as lower and higher voice or shout and whisper. This technique is useful for
beginners, especially young learners since it generates laughter between teachers and students
(BBC learning English, 2017).
2.1.5.3. Minimal pair drills
A minimal pair is a pair of words that vary by only a single sound (phoneme) such as fan-
van, men-man, or gnat-nut. This technique enables learners to recognize different sounds and
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pronounce them clearly. It is more suitable to use this for young learners since their brains have
the elasticity to recognize and imitate sounds.
2.1.5.4. Ear training
This is a highly effective technique in teaching suprasegmental features, such as word stress,
rhythm or intonation as learners will concentrate on hearing rather than speaking. Ear training is
an efficient technique when using with young children who can distinguish different sounds,
rhythm of the speech and intonation.
2.1.5.5. Tongue twister
According to Beare (2014), tongue twisters are short, memorable lines that are difficult to
articulate quickly, because of alliteration or a slight variation of consonant sounds. In
pronunciation, tongue twisters are useful when concentrating on particular, related phonemes, or
sounds. This technique is useful for all age groups, and it can bring joy to the class.
2.1.5.6. Songs and rhymes
Pupils can practice pronunciation drills, rhythm, or intonation by singing or saying rhymes.
Songs and rhymes are especially useful and loved by young learners who are very energetic.
Additionally, they can bring a lot of fun to the class because learners can dance and move while
they are singing.
2.1.5.7. Phonics
Phonics is a method of teaching people to read, based on learning the sounds that letters
represent (defined by Cambridge Dictionary). This technique was first developed for native
speakers; however, it is becoming more and more popular among ESL learners nowadays. Phonics
helps pupils recognize which letters make which sounds in order to read. It is highly recommended
to teach phonics to young learners.
2.1.5.8. Sound-colour charts
Sound-colour chart, which was originally developed for teaching native speakers on how to
read and write, is a spelling programme that connecting letters with colours. The sound-colour
charts provide learners with a connection between sounds and colours. Training vocal gymnastics
to students means that students will become more aware of different lip positions and muscular
movements when producing new sounds. This method can replace learning the phonemic alphabet
and are suitable for all ages.
2.2. A critical review of previous studies
The Critical Period Hypothesis, Lenneberg (1967) stated that the first few years of life is the
crucial time for individuals to acquire first language (mother tongue) and it can also use to acquire
second language. The researcher also claimed that first-language acquisition relies on the plasticity
of the brain. However, there have been many debates about the link between language acquisition

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and age. Researchers such as Johnson and Newport (1989), Patkowski (1980) and Oyama (1978)
have provided evident to support the effects of age on second language acquisition. On the other
hand, many researchers argued that the ability of learning a language depends on different variables
such as motivation, environment and needs (Gilakjani, 2012; Lightbown and Spada, 1999). The
Critical Period Hypothesis has posed many controversies for researchers and learners, therefore,
different approaches are needed in the future to reach an agreement.
Richards and Rodgers (2001) have conducted a study on different approaches and methods
in language teaching. The study was designed to give an unbiased and comprehensive view of a
particular approaches and methods to help teachers understand the strengths and weaknesses of
them. Therefore, teachers can decide what approaches and methods are suitable for their teaching
strategies. The study investigated eight approaches, namely The Oral Approach and Situational
Language Teaching, The Audiolingual Method, Communicative Language Teaching, Total
Physical Response, The Silent Way, Community Language Learning, The Natural Approach, and
Suggestopedia. The researchers found that most of the approaches and methods lack detailed
description. They exist primarily as proposal, and it is difficult to understand how they can be
implemented by teachers.
Cameron (2001) stated that teaching and learning are not two sides of the same coin but are
essentially different activities. The study aims to help teachers of foreign language to young
learners apply and develop different methods and theories in their practice. The author emphasises
on learning is in the centre of the frame. The study used a lot of data to highlight and explore key
principles and concepts of language learning in the classroom. Throughout the study, the focus
remains on the learners and on learning-centred teaching.
CEFR - Common European Framework for Language (2001) aims to encourage language
teachers and learners reflect on different questions before putting into practice and to help
practitioners achieve their goals. The Council also supports methods of learning and teaching which
help young people and older learners to develop the attitudes, knowledge, and skills to become
more independent, responsible, and cooperative. The six-level frame used is based on the normal
practice of several public examining bodies.
Richards (2006) has examined the methodology called Communicative Language Teaching
and investigated how it affects language teaching approaches nowadays. The study provides some
insight about the methodology and some classroom activities that can be used in communicative
language teaching. Besides, the study also examined two methods and two approaches that are
extended from the CLT movement, namely content-based instruction, task-based instruction, text-
based instruction, and competency-based instruction. The researcher found that content-based and
task-based instruction focus on the input to the learning process, whereas text-based and
competency-based instruction stress on the outcomes of the learning process.

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 Reid (2016) has conducted a study on different approaches and techniques of teaching for
different age groups. The researcher stated that teaching pronunciation should be focused from the
beginning of English language teaching. The study offers some insight on the pronunciation
learning for different ages (young learners and adults). Thus, the study provides suitable learning
and teaching techniques for different age groups. These techniques include Listening and
repeating, Drilling, Minimal pair drills, Ear training, Tongue twisters, Song and rhymes, Reading
aloud, Recording learners’ pronunciation, Visual aids, Phonics, Sound-colour charts, Phonetic
training, Teaching sounds and explicit learning, and Suprasegmental and explicit learning. The
author suggests that language learners as well as teachers should combine different techniques
according to their needs and ability.
2.3. The gap for the present study to fill in
There have been few works are published on the English teaching methods to very young
children used by ESL teachers in Vietnam. Most of these studies emphasised on evaluating English
teachers and the English education system in Vietnam (Le. P.H. Huong & M. Yeo, 2016; Le.V.
Canh & Do.T.M.Chi, 2012; Le.V.Canh, 2007; and Hoang.V.Van, 2007a). The topic of English
teaching methods to very young children (kindergarten and primary students) is one of the most
understudied topics in the field of English teaching methodology. Therefore, the aim of this study
is to contribute to fill the gaps in this areas.

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CHAPTER 3. RESEARCH METHODLOGY

3.1. Research design (Rationale)

The research project selected quantitative as the research design method. Quantitative
research focuses on collecting numerical data and generalizing it across groups of people or to
explain a particular phenomenon (Babbie, 2010; Muijs & Daniel, 2010).
3.2. Population and sampling
The study was conducted at a bilingual school (school A) in Hanoi. School A is a selective,
independent, and co-educational day school, providing a British-style education for an international
students aged between 2 and 18 years old in Hanoi. This school provides four class categories
based on the age of students. These classes are Early Years Foundation 1/2 (2 – 3 years old), Early
Years Foundation 3 (4 years old), Primary (5 – 10 years old) and Secondary (11 – 18 years old).
The Early Years Class and Primary Class are handled by two teachers, the main teacher, and the
teaching assistant. Both teachers have been trained in international education by top institutes.
However, the main teacher is usually a foreign or an experienced teacher, while the assistant is
usually a Vietnamese teacher who has just started his/her teaching career. Therefore, main teachers
are responsible for teaching English in the classroom.
School A is one of few schools in Hanoi that provides an English learning environment for
children at an early age (2 years old). The teaching and learning process in school A mostly occur
in English, and the L2 teachers and students are expected to communicate in English as much as
possible. The learning process is also designed in a joyful and educative way. Students learn
through games, role-play, and singing during their lesson. They use the National Curriculum for
England (NCE), and the International Primary Curriculum (IPC) for Early Years Foundation and
Primary.
The study will focus on the Early Years Foundation 3 Class (20 students/class) and Primary
(24 students/class). The total numbers of participants are 24 teachers and 24 assistants. These
classes are selected as the study investigates on the teaching methods applied for very young
children. The Early Years Class starts from 8:30 to 15:05 and Primary class starts from 8:30 to
16:05. The activities for each class were cited from the school’s website and are shown in Table 1
and 2.

Timetable for Early Years Class in school A

Full day (including lunch break) 8:30 – 15:05

Table 1. Timetable for Early Years Foundation Class

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 Timetable for Primary Class in school A

Lessons 8:30 – 10:30

Morning Break 10:30 – 10:55

Lessons 10:55 – 12:35

Lunch Break 12:35 – 13:25

Lessons 13:25 – 15:05

Extra – Curricular Activities 15:05 – 16:05

Table 2. Timetable for Primary Class

The Early Years Class offer a child-centered, play-based curriculum that uses learning and
teaching materials from the British Early Years Foundation Stage Framework. Thus, the class does
not have a detailed timetable. For Primary Class, students will study three lessons per day and each
lesson last for 2 hours.
3.3. Data collection instruments (Rationale)
Since the purpose of the study is to investigate which methods are used by English teachers
for very young learners, survey method was selected. The survey questionnaire contained 10
questions, each question will concentrate on aspects of language learning and teaching methods.
3.4. Data collection procedure
Data was collected by survey questionnaires and interview. The survey questionnaires
contain 10 questions and are numbered from 1 to 10. Questions 1 to 5 will deal with the aspects of
teaching vocabulary and questions 6 – 10 will deal with the aspects of teaching pronunciation.
3.5. Data analysis instrument
After conducting the survey, the data was summed up and shown through charts. The data
collected from question 1, 2, 6 and 7 will be presented in bar charts.
Questions for English vocabulary teaching
Q1: In four vocabulary teaching methods, which method is the most effective? (1: no effect, 2:
little effect, 3: most effective, N: if not apply)

Methods Rate

Total Physical Response

Communicative Language Teaching

Natural Approach

Suggestopedia

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Q2: How do students feel about the activities base on these methods? (1: bored, 2: neutral, 3:
excited)

Total Physical Response

Communicative Language Teaching

Natural Approach

Suggestopedia

Q3: How do you encourage students to participate in classroom activities? (Write your answer
below)
Q4: Beside the teaching methods, what other factors influence the vocabulary learning of children?
(Write your answer below)
Q5: What is the most useful source of vocabulary for students (textbook, internet or real life)?
(Write your answer below)
Questions for English pronunciation teaching
Q6: In eight pronunciation teaching techniques, which technique is the most effective? (1: no
effect, 2: little effect, 3: most effective, N: if not apply)

Methods Rate

Listen and repeat

Drilling

Minimal pair drills

Ear training

Tongue twisters

Songs and rhymes

Phonics

Sound-colour charts

Q7: How do students feel about these pronunciation activities? (1: bored, 2: neutral, 3: excited)

Listen and repeat

Drilling

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 Minimal pair drills

Ear training

Tongue twisters

Songs and rhymes

Phonics

Sound-colour charts

Q8: Do you use any aids (pictures, videos or audios) to when teaching pronunciation and what are
they? (Write your answer below)
Q9: Beside the teaching methods, what other factors influence the pronunciation of children?
(Write your answer below)
Q10: What is the most useful source for students to learn pronunciation (music, films or
communicate with teachers and friends)? (Write your answer below)

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CHAPTER 4. EXPECTED FINDINGS AND DISCUSSIONS

In this section, the results of the study will be presented descriptively according to the research
questions:
− What methods do ESL teachers use to teach English to non-native speaking children?
− Which methods are the most suitable for children in second language acquisition?
4.1. Results related to the first question
In this part, the study attempts to answer the first question “What methods do ESL teachers
use to teach English to non-native speaking children?”.
Q1: In four vocabulary teaching methods, which method is the most effective? (1: no effect, 2:
little effect, 3: most effective, N: if not apply)
100%

90%

80%
70%
70% 65%
60%
60%
Effective
50%
42%
Little effect
40% 35%
No effect
30% 25% 27% 27%
20%
20%
12% 10%
10% 5%

0%
Total Physical Communicative Natural Approach Suggestopedia
Response Language Teaching

Chart 1. Effectiveness of four vocabulary methods according to teachers

The bar chart above describes the effectiveness of four vocabulary teaching methods, namely
Total Physical Response, Communicative Language Teaching, Natural Approach and
Suggestopedia. The TPR is the most effective method with 70% of teachers approved. This method
is believed to be fun and easy for teachers and students to practice. It can also be used with other
methods such as CLT and NA. However, it is not a creative method since the students only do as
teachers said and it can easily be overused. The CLT is the second effective methods because it
bases on students’ needs and interests. Although it focuses on the fluency, this method does not
focus on accuracy which leads to incoherent, grammatically incorrect sentences. The NA is the
third effective method since students are not forced to produce language until they are ready. The
drawback of this method is that it can be a long process. The SG is described as an effective method
21
because it creates a relaxing environment for learners. However, in the classroom, teachers do not
have enough time to apply this method, thus they cannot rate its effectiveness in a short time.
Q6: In eight pronunciation teaching methods, which method is the most effective? (1: no effect, 2:
little effect, 3: most effective, N: if not apply)

The effectiveness of each techniques

Sound-colour charts
45%

Phonics
60%

Songs and rhymes

90%

Tongue twisters
55%

Ear training
75%

Minimal pair drills

80%

Drilling
77%

Listen and repeat

87%

Chart 2. Effectiveness of eight pronunciation teaching techniques according to teachers

The chart above indicates the effectiveness of the pronunciation techniques, namely listen
and repeat, drilling, minimal pair drills, ear training, tongue twisters, songs and rhymes, phonics,
and sound-colour charts. Listen and repeat, drilling, minimal pair drills, ear training, and songs and
rhymes are considered the most effective techniques in teaching pronunciation. These techniques
are fun and easy to practice in the classroom. The other three techniques show little effects on
students since young children can easily get bored with challenging tasks or theory lessons.
Fortunately, there are no techniques that show no effects on teaching and learning pronunciation.

22
4.2. Results related to the second question
In this part, the study attempts to answer the second question “Which methods are the most
suitable for children in second language acquisition?”.
Q2: How do students feel about the activities base on these methods? (1: bored, 2: neutral, 3:
excited)
100%

90%

80%

70%

60%
Bored
50%
Neutral
40% Excited

30%

20%

10%

0%
TPR CLT NA SG

Chart 3. Students’ feelings about the classroom activities in learning vocabulary

This chart illustrates which classroom activities based on the four methods is the most
exciting for young children. The types of activities for TPR are imperative drills, dialogues, roles
play and slide presentation (Richards & Rodgers, 2001, p.93). The types of exercises and activities
for CLT are unlimited (Richards & Rodgers, 2001, p.76); however, Littlewood (1981) stated that
"functional communication activities" and "social interaction activities" are the major activity types
in Communicative Language Teaching. The activities for NA are often borrowed from other
methods such as TPR or CLT (Richards & Rodgers, 2001, p.136). The major activity for SG is
listening activities and it is used in three phases of reading (Richards & Rodgers, 2001, p.1348).
Since the students are very young and enthusiastic, they feel excited about almost all activities in
the classroom. These activities also improve children’s vocabulary foundation as well as motivate
them in learning language. However, there are few students feel bored or neutral toward these
activities because they are shy, or they can easily get tired from these activities.

23
Q7: How do students feel about these pronunciation activities? (1: bored, 2: neutral, 3: excited)

How students feel about each techniques

Sound-colour charts
37%

Phonics
30%

Songs and rhymes

95%

Tongue twisters
45%

Ear training
77%

Minimal pair drills

82%

Drilling
80%

Listen and repeat

89%

Chart 4. Students’ feelings about the classroom activities in learning pronunciation

The chart describes how young learners feel about the eight activities mentioned above.
Children are always energetic when they participate in activities such as singing songs, listening
and repeating, and drilling. These activities help create a joyful and motivative environment for
children, therefore, helping them improve their listening and pronunciation skills. These activities
also boost students’ confidence and creativity. On the other hand, activities like sound-colour charts
and phonics are considered not interesting because they focus mostly on theory and are hard to
remember. Additionally, tongue twisters may be considered challenging for pupils if they are
overused.
4.3. Results related to the sub-problems research questions
In this part, the study attempts to answer the sub-problems research questions:
− Are there any factors that influence children in learning English beside teaching methods?
− How can teachers encourage students in learning second language?
− What are the most useful sources of language knowledge for students to improve their
language skills?
Concerning the question “Are there any factors that influence children in learning English
beside teaching methods?”, the answer for this question lies in the Q4 and Q9 of the survey
questionnaires. It is clear that teaching methods is not the only factor affecting a child’s language
acquisition. The first factor influences the children’s learning is environment which means their
classroom or family. If a child is exposed to language at an early age, he/she can develop his/her

24
language acquisition. Another factor affecting pupils’ learning is motivation. Being in a class where
everyone speaks English will motivate the children to learn English so as to play and communicate
with friends and teachers. Other factors such as personality (introverted or extroverted) and
learning environment (positive, active or tense) are also considered to have certain impacts to
young learners’ language acquisition.
Regarding to the question “How can teachers encourage students in learning second
language?”, the response in Q3 and Q8 will answer this question. According to teachers at school
A, they usually offer reward such as stars or presents for students who are dynamic in classroom
activities. Teachers should also build a good relationship with students and show their support to
students when they participate in any activities. Another way to encourage students is creating a
joyful and relaxing environment. Children are more likely to concentrate on learning if they feel
welcoming and relaxing. The environment and atmosphere in the classroom are the essential factors
to help students feel comfortable and confident (Harmer, 2001). Additionally, teachers can make
their lessons more appealing by using visual aids such as pictures, videos and slideshow, or other
aids like songs or flashcard.
For question “What are the most useful sources of language knowledge for students to
improve their language skills?”, the response in Q5 and Q10 are attempted to answer this question.
For vocabulary sources, it is highly recommended that children use audio books. Students can
adjust the speed of the speech, repeat any part they want and read anytime they want. In the age of
technology, children can also learn vocabulary through education games and apps. However, they
will need the supervisor from parents and teachers so that they will not be distracted by other games
on the electric devices. Other sources such as textbook or storybook can also help young learners
acquire English vocabulary. For learning pronunciation, pupils are encouraged to imitate some
phrases or lines from movies and songs they like to improve the speaking. However, songs and
movies can be hard to listen if they are spoken in different accents, and it is essential that parents
and teachers choose songs and movies for the children to listen to. Audio books can also be used
to improve pronunciation. Other sources such as textbook audios and education apps are also
helpful for learning pronunciation.
RECOMMENDATIONS
As the result of the study, there are still several methods and techniques that can be improved
to maximize the potential of young learners. First of all, for theoretical lessons, teachers should use
some visual aids such as pictures, videos or slide presentation to make the lessons more appealing
to students. Furthermore, teachers should also design different types of games in classroom to help
students understand the lessons easily. Different teaching methods should be combined in order to
produce the best result.

25
 Secondly, it is important to stay up-to-date with the current trend so that teachers can design
the suitable lessons or activities. Moreover, teachers can introduce teaching materials to children
such as new storybooks, audio books or videos about English learning. In addition, teachers can
combine teaching language during the class field trip. For example, children can learn vocabulary
from different objects they see during their trip.
The third important area is the improvement of the learning environment. It is ideal that the
learning environment should be welcoming and joyful since the pupils are young and energetic.
According to Harmer (2001), the environment and atmosphere in the classroom are the essential
factors to help students feel comfortable and confident.
Finally, teachers should apply music into teaching as well as creating a relaxing atmosphere
inside the classroom. Richards & Rodgers (2001) stated that the use of music in the learning
environment is based on the knowledge that the human brain can process vast materials given
appropriate learning conditions. Besides, music is believed to help learners relax and create
enjoyment in the teaching and learning environment.

26
CHAPTER 5. CONCLUSION AND SUGGESTION FOR FURTHER STUDY

This study has investigated the methodology of English teaching in terms of vocabulary and
pronunciation in Vietnam.
Based on the findings, the four vocabulary teaching methods, namely TPR, CLT, NA and
SG, were employed in Early Years Foundation Class and Primary Class. The TPR method was
used the most by teachers of school A through classroom activities. The study found that young
learners can understand the action words by responding with simple answers or actions according
to their teachers’ commands. CLT method was applied to encourage students to interact and
communicate with each other. The teachers focus on both social context and functional context
because they both show improvement of the students. For the NA method, the pupils were taught
in a natural environment and were not obliged to speak unless they were ready. The students were
exposed to English through daily conversations with teachers and friends. Although SG is the least
used by teachers, it was still employed in the setting of the classroom. The teachers had tried their
best to create a comfortable environment for students. Along with these methods, various aids such
as pictures, audios, videos and storybooks were used as teaching sources. Grammar was taught
based on their textbook and vocabulary was taught based on both textbook and authentic materials.
The teachers had done a great job in addressing the needs and interests of students.
For the pronunciation teaching methods, the eight techniques were used collaboratively with
each other. Each of the techniques provided different approaches toward learning pronunciation.
Teachers also made the lessons become more appealing by using a variety of visual aids. Students
were encouraged to practice pronunciation through activities such as role-play, dialogues and
drama. Different learning materials were introduced to students to help them find the most suitable
source for their pronunciation learning.
The study has also made some recommendations for the improvement of English teaching to
Vietnamese young learners. It is crucial that teachers are always adapting new teaching approaches
to meet the need of young learners and to “develop engaging, motivating activities to help young
learners in learning English” (Shin & Crandall, 2014, p. 19). Although there are still more work to
be done, this study can be a useful contribution to the field of ESL teaching for very young children.
The study is still present some flaws and limitations. Therefore, the field of second language
teaching in Vietnam is always need more studies and investigations in the future.

27
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 APPENDIX
Q1: In four vocabulary teaching methods, which method is the most effective? (1: no effect, 2:
little effect, 3: most effective, N: if not apply)

Methods Rate

Total Physical Response

Communicative Language Teaching

Natural Approach

Suggestopedia

Q2: How do students feel about the activities base on these methods? (1: bored, 2: neutral, 3:
excited)

Total Physical Response

Communicative Language Teaching

Natural Approach

Suggestopedia

Q3: How do you encourage students to participate in classroom activities? (Write your answer
below)
Q4: Beside the teaching methods, what other factors influence the vocabulary learning of children?
(Write your answer below)
Q5: What is the most useful source of vocabulary for students (textbook, internet or real life)?
(Write your answer below)
Questions for English pronunciation teaching
Q6: In eight pronunciation teaching techniques, which technique is the most effective? (1: no
effect, 2: little effect, 3: most effective, N: if not apply)

Methods Rate

Listen and repeat

Drilling

Minimal pair drills

Ear training

32
 Tongue twisters

Songs and rhymes

Phonics

Sound-colour charts

Q7: How do students feel about these pronunciation activities? (1: bored, 2: neutral, 3: excited)

Listen and repeat

Drilling

Minimal pair drills

Ear training

Tongue twisters

Songs and rhymes

Phonics

Sound-colour charts

Q8: Do you use any aids (pictures, videos or audios) to when teaching pronunciation and what are
they? (Write your answer below)
Q9: Beside the teaching methods, what other factors influence the pronunciation of children?
(Write your answer below)
Q10: What is the most useful source for students to learn pronunciation (music, films or
communicate with teachers and friends)? (Write your answer below)

33