UNIVERSITY OF EL SALVADOR

WESTERN MULTIDISCIPLINARY CAMPUS

FOREIGN LANGUAGES EXTENSION PROGRAM

Effects that produce the use of different methodologies in the

learning of vocabulary in levels 9A, 9B, and 10 of the intensive
program, according to the lesson plan given by the teacher, in the
foreign languages ​extension program of the Western Multidisciplinary
Campus of the University of El Salvador, semester II – 2016
 TABLE OF CONTENTS

INTRODUCTION
CHAPTER I – STATEMENT OF THE PROBLEM
CHAPTER II- THEORETICAL FRAMEWORK
CHAPTER III – RESEARCH METHODOLOGY
CHAPTER IV – ANALYSIS AND INTERPRETATION OF DATA
CHAPTER V – CONCLUSIONS AND RECOMMENDATIONS
 INTRODUCTION
As the vocabulary is an essential tool in the English learning process and the

way which people communicate and express their ideas; it has to be a target

of study, for that the research team decide to study the effects of the

methodology used by the teacher in the vocabulary learning process in levels

9A, 9B and 10 at the Foreign Languages extension program in the University

of El Salvador Western Multidisciplinary Campus.

 CHAPTER I
STATEMENT OF THE PROBLEM

DESCRIPTION OF THE PROBLEM

A solid vocabulary is essential to acquire proficiency in the target language.
Although some students have enough vocabulary according to their level, others
have not reached the average yet. Consequently, they cannot understand others
or express their own ideas effectively. As a matter of fact, it is significant for
students to acquire more productive vocabulary and knowledge to facilitate the
production of English.
 SCOPE OF THE WORK

This research work is aimed at find out the effects produced the use of
different methodologies in the vocabulary learning. The methodology which
the teacher uses to teach vocabulary is essential in the acquisition process.
Vocabulary is a fundamental tool for the English language teaching-learning
process.
To develop the investigation the chosen sample were levels 9 A, 9 B
and 10 at the foreign languages extention program. The tools that the
research team made use of were:

• Diagnosis survey

• Observation checklist

• Evaluation exam
 OBJECTIVES
GENERAL OBJECTIVE

To perceive the current vocabulary that the students use in levels 9 and 10 of
the Foreign Languages Extension Program at the Western Multidisciplinary
Campus of the University of El Salvador, semester II – 2016

SPECIFIC OBJECTIVES

• To observe to what extend the vocabulary provided by the teacher in the

Foreign Languages Extension Program is being used by the students

• To consider whether the students are properly using the vocabulary that they
are being given
 OPERATIONALIZATION OF VARIABLES
General Objective Specific Objectives Definition of the problem

To perceive the current To observe to what extend the

Problems students have when
vocabulary that the vocabulary provided by the
writing meanings and
students use in levels 9 Foreign Languages Extension
interpretations in English
and 10 of the Foreign Program is being used by the
because of the lack of vocabulary
Languages Extension students

Program at the Western Problems students have when

Multidisciplinary Campus To consider whether the students they are using English due to the

of the University of El are properly using the vocabulary poor comprehension of the

Salvador, semester that they are being given methodologies that are used in

II – 2016 the teaching of vocabulary

 CHAPTER II
THEORETICAL FRAMEWORK

Steven Stahl says:

"Vocabulary knowledge is knowledge;

the knowledge of a word not only implies a definition,
but also implies how that word fits into the world."
Vocabulary is acquired incidentally through indirect exposure
to words and intentionally through explicit instruction in
specific words and word-learning strategies.

Michael Graves:
1. Wide or extensive independent reading to expand word knowledge

2. Instruction in specific words to enhance comprehension of texts

containing those words

3. Instruction in independent word-learning strategies

4. Word consciousness and word-play activities to motivate and

enhance learning
 VOCABULARY TEACHING

While traditional language-teaching methods highlighted vocabulary study

with lists, definitions, written and oral drills, and flash cards, there was a
period of time when “the teaching and learning of vocabulary were
undervalued” (Zimmerman).

In the zeal for natural, authentic classroom tasks and activities,

vocabulary focus was swept under the rug. Further, as teachers more and
more perceived their role as facilitators and guides, they became more
reluctant to take the directive and sometimes intrusive steps to turn
students focus to lexical form.
 EFFECTIVE METHODOLOGIES USED IN VOCABULARY TEACHING

It is noteworthy to mention that vocabulary items are imparted mostly by

translation: either a list of words with their translation at the beginning of the
lesson or the translation of the content having new words or glossaries.
This is an erroneous practice as it leads to a state of confusion for the learners.

Main methodologies for teaching vocabulary in an English language classroom:

• Listening carefully
• Pronouncing the word
• Methods of grasping the meaning
 KEY STRATEGIES

Even though the methods are important in vocabulary teaching, the teachers
must use some key strategies that will help the students’ learning process.
Some of those key strategies are:

• Definitions • Parts of words

• Self-defining context • Illustrative sentences
• Antonyms • Practice from meaning to expression
• Synonyms • Reading word
• Dramatization • Writing the word
• Pictures and drawings • Shift on attention
 THE IMPORTANCE TO LEARN VOCABULARY

Learning vocabulary is vital in any foreign language, adequacy of new words

in a foreign language inspire learners to communicate in the target
language…

…Weak vocabulary leads to little proficiency skills

in foreign language. Some studies reported that vocabulary knowledge is
essential for second language learners and that lack of vocabulary skills is
among the factors affecting students’ English proficiency skills.
 CHAPTER III
RESEARCH METHODOLOGIES

It is presented the research methodology and the procedures designed

to achieve the objectives and try to answer the questions asked in the
surveys.
PARADIGM DESIGN

Researchers would identify how the methodology that the teacher uses
affects the students’ vocabulary acquisition in the Foreign Languages
Extension Program at the Western Multidisciplinary Campus of the University
of El Salvador, semester II – 2016.
 SAMPLE PROCEDURE
Researchers observed three levels of the Foreign Languages Extension
Program at the Western Multidisciplinary Campus of the University of El
Salvador, semester II – 2016. After carrying out the observation, the
investigators selected 5 students per group, not taking into consideration
whether the population is not equally distributed in all those three levels.

PRELIMINARY PHASE

To develop the preliminary phase, the investigation group followed a set

of steps to know about the methodology that the educator makes use of
to teach vocabulary to the students in the levels 9 and 10.
 PRELIMINARY OF THE PROBLEM
• First, researchers passed a survey
• Second, researchers carried out an observation checklist on the classroom of
the target population.
• Finally, the researchers evaluated the students in levels 9 and 10 at the
Western Multidisciplinary Campus of the University of El Salvador through an
exam designed by the investigators.

As part of the preliminary of the problem there are subtopics to take into account:
• Approaching the field of Study
• Diagnostic study
• Definition of the problem
PLANNING PHASE
 EXECUTION PHASE

Data Collection Procedure

The Research team evaluated different investigation instruments created to
gather the necessary information from the students. This procedure was
done to obtain the necessary data to carry out the analysis by evaluating the
students as a group and individually.
Data Processing
The information obtained through the various processes was placed in a
database to observe and plot a sample of the learning and use of
vocabulary according to the level of English that students have from levels
9A, 9B, and 10 of the intensive Program.
Data Analysis and Interpretation

After having tabulated the collected information, it was processed to

be able to observe the result of the obtained data and thus to know
the development of the vocabulary learned by the students from levels
9A, 9B, and 10 of the Intensive Program at the Western
Multidisciplinary Campus of the University of El Salvador, semester II -
2016. Thus, the researchers analyzed the information gathered in
each tool and presented the results after having done the proper
analysis.
 CHAPTER IV
ANALYSIS AND INTERPRETATION OF DATA

During the analysis, researchers observed and considered the vocabulary of students in level 9A,
9B, and 10 in the Intensive English Program in the Foreign Languages ​Extension Program at the
Western Multidisciplinary Campus of the University of El Salvador.

DIAGNOSTIC OF VOCABULARY USED BY STUDENTS IN THE LEVELS

STUDIED

Based on the results that the research group got through the diagnostic survey, they can confirm
that the students did not feel confident with the vocabulary they have learned.
METHODOLOGIES USED IN THE VOCABULARY TEACHING
PROCESS IN LEVEL 9A AND 10
The methodologies that the teacher applied in his class were:
Listening carefully
Pronouncing the word
 KEY STRATEGIES IN THE PROCESS OF LEARNING
VOCABULARY IN LEVEL 9A AND 10

The key strategy used was: Definitions

The students were attentive to search and identify the meaning of a

word through a dictionary, which helped them generate a proper
interpretation, at the same time, consult the teacher if the meaning
is the right one (Self-defining context) and if it was the correct
pronunciation.
METHODOLOGIES USED IN THE VOCABULARY TEACHING PROCESS
 Vocabulary Knowledge
• LEVEL 9A

Students obtained a 78% of effectivity in the test

• LEVEL 9B

It was obtain only a 48% of effectivity in the test

According to the results students presented a 30% least knowledge that level 9A.
• LEVEL 10

Students obtained a 90% of effectivity in the test

 CHAPTER IV
CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

These are the tools the research team designed and administered to
develop this study:
• A diagnostic survey
• An observation checklist
• An evaluation exam
With the tools mentioned, the researchers observed
that in the levels which used the methodologies
“Grasping the Meaning” and “Listening Carefully” the
efficiency of the student improve, in comparison with
the other level.
DISCUSSION OF FINDINGS

Through the investigation work, the researchers found out different

results in the groups under study:
• The right methodology might generate positive effects in the
students’ vocabulary acquisition.
• The three groups that were studied (level 9A, 9B and 10)
presented different characteristics that could indicate
difficulties in the teaching process.
RECOMMENDATIONS

• Use of Web sites to teach English vocabulary.

• Expand English vocabulary by keeping updated.
• Use of different keys to develop classes, such as audio-visual aids to
deliver the class.
• This investigation could be used only as the first part of further
investigations.
• It may be helpful to conduct an investigation of a specific
methodology from the ones presented in this project.
“…While without grammar very little
can be conveyed, without vocabulary
nothing can be conveyed”

WILKINS (1972)