TEACHING ENGLISH VOCABULARY METHODS TO STUDENTS AT PHONG NẪM PRIMARY SCHOOL

Tóm tắt

This research endeavor aims to undertake a comprehensive and in-depth analysis of a pivotal research inquiry: the challenges associated with imparting English vocabulary to primary-level students for whom it is not their native language. The researchers have diligently strived to introduce a conceptual framework that encompasses a range of pertinent topics crucial to the effective teaching and learning of English vocabulary within this specific context. This conceptual framework encompasses various facets, including but not limited to, the precise definition of the term “vocabulary”, exploration of different categories of vocabulary, elucidation of the inherent significance of a robust vocabulary foundation, examination of the psychological attributes intrinsic to primary-level students, and delineation of strategies for successfully teaching vocabulary to these young learners. In order to comprehensively investigate and analytically scrutinize the multifaceted aspects influencing the acquisition of vocabulary, the study employs a mixed-method approach, skillfully integrating both qualitative and quantitative methodologies. Through this nuanced approach, the research endeavors to meticulously unearth the factors that exert a detrimental impact on students at Phong Nẫm Primary School in their journey toward acquiring a proficient vocabulary, encompassing both the quantitative breadth of words and their adept application within diverse contextual settings. Furthermore, the study also undertakes the noble task of providing practical recommendations and insights that can aid students in surmounting the aforementioned challenges, thereby empowering them to navigate the intricate terrain of vocabulary acquisition with enhanced efficacy.