CHAPTER
ONE
INTRODUCTION
Introduction
The purpose of this research is
to investigate factors which deal with a contemporary issue of importance that
of teaching vocabulary using pictures. Perhaps a little neglected in the past,
vocabulary teaching is today a hot topic for many teachers; they have realized
that without the cornerstone of a well function mental lexicon, no student can
possibly engage in meaningful active communication. And active communication in
English is what counts in today’s globalized world. As I will strive to
demonstrate in this thesis, pictures represent an indispensable tool for
vocabulary teaching, especially (but not by far only) when teaching children.
My goal is to show how pictures can be employed in lessons as well as to
reach conclusions on why they work and in what way exactly they
help retaining the memorized words. In this chapter, first, it discusses the
Background of Study of the research, The Effectiveness of Pictorial for
EFL/ESL in Public School Grade seven to Grade nine, and then it presents
the research objectives, Research questions and the last section of this
chapter mentions the significant of the study.
1.1
Background of Study
<iframe width="854" height="480" src="https://www.youtube.com/embed/n9j2RzxZMms" frameborder="0" gesture="media" allow="encrypted-media" allowfullscreen></iframe>
Since the beginning 20th century, it has shown the ever-growing popularity of the population speak English as the international language in the world. Universities, schools, and institutes have taught English. English Language is the most popular because there are lots of documents in English any subjects for teaching. People use English language for communication through business, science, tourist, politic, history of the world, computer science (internet searching, mail, and Facebook). the knowledge of English is absolutely crucial and highly desirable. The emergence of globalization and the economic and cultural influence of the United States as well as that of other English-speaking countries have brought English to the four corners of the world, especially to Cambodia, and have shaped a great deal of people’s perspectives on the importance of being able to communicate in English. Moreover, with the advent of computer technology, particularly the Internet and email as well as the majority of publications of newspapers, magazines, books and journals which are in English, English language is attracting considerable attention from people around the world. Not surprisingly, speaking which is one of the four macro skills in English language becomes an essential tool for communication across the globe. It has become more and more common for people from different countries to communicate with one another by using English regardless of whether it is a business or personal matter.
People know that English is the
most important for job, communication, study and up grate knowledge, but the
matter is schools, institutes, and universities both private and public need to
understand the strategies how important of teaching to English as a foreign language
learners or English as a second language learners. Because of the lack of materials
to teach the students, they learn little bit slowly. When teacher prepares the
materials can help the both teacher understand full meaning. According to David
Ausuble (1968, p. 189), Most of the time, successful learning is achieved
through a process of teaching that leads to meaning reception learning. This
occurs when new material is linking with pre-existing knowledge and concept,
and is contrasted with rote learning. Picture is the big materials to teach the
pupils get the meaning and remember from the teacher. Pictures are also
carrying thousand meaning which motivate the pupils' interest with their
learning. Motivation involves a constellation of beliefs, perceptions, values,
interests, and actions that are all closely related. As a result, various
approaches to motivation can focus on cognitive behaviors (such as monitoring
and strategy use), non-cognitive aspects (such as perceptions, beliefs, and
attitudes), or both. For example, Gottfried (1990) defines academic motivation
as “enjoyment of school learning characterized by a mastery orientation;
curiosity; persistence; task-endogamy; and the learning of challenging,
difficult, and novel tasks” (p. 525). On the other hand, Turner (1995)
considers motivation to be synonymous with cognitive engagement, which he
defines as “voluntary uses of high-level self-regulated learning strategies,
such as paying attention, connection, planning, and monitoring” (p. 413). To
understand the development of thinking for English as a foreign language, or
English as a second language this paper reach helps teachers to develop of
preparing the lesson to teach much better than in the past. It motivates
teachers to try to use as much as possible. Materials (pictures) give the whole
meaning for teacher to guide the students. However, students also want to learn
with the illustration pictures in the lesson, it helps them to catch the
meaning because the pictures relate to the existing knowledge and environment
that pupils.
1.2
General Statement of the
Effectiveness of Pictorial for EFL/ESL in Public School Grade Seven to Grade
Nine.
Learning English as a foreign
language and English as a second language is one way to help the students get
better understanding the meaning. Pictures can provide the many meaning to them
and they use the picture to learn the vocabulary, phrases, and sentences. For
practice the words and sentences pictures are role important to drill the
different structures. They make the learners to interest in learning the second
language. The pictures can help the slow learner to memory the vocabulary, and
meaning. It is affected when using the pictures to describe the events.
Learners can describe in different ways for the same pictures. According to
Alison Mackey (2000, p. 66) other ways for picture description tasks, many
picture description tasks are information gap tasks. Successful task completion
usually depends on learners sharing information. In many such tasks important
to ensure that if someone is describing a picture to another, the describer's
picture cannot be seen. When this is the case, individuals usually two,
although these tasks can also be carried out in smalls group are separated by
some barrier. This barrier can made of cardboard or can even be a simple file
folder. Whatever is used, the point is to ensure that none of the picture can
be seen through the back. In some versions to describe the picture so that
another person is given a picture with instructions to describe so that another
person can draw it. One more way using pictures to tell the story at school,
home and some places which the learner able to see them. It is the effective
way that can impact the students' motivation to learn fast. Students understand
a long by telling with pictures. (Jean Greenwood, 1988).
1.3
Research Objective
The purpose of this study aims to
help the teachers able to the pictures in classroom when teacher the English as
a foreign language and English as a second language. Using pictures to teach
the EFL/ESL save more time and energy. It means some words without translate
the meaning because it contain the meaning already. One more, they keep class interesting while
processing the lesson. Teachers is easy to manage class well while doing the
lesson, the students do their own tasks. When instructors use the pictures to
teach in their class, it is seem more effective. The students can remember the
words, meaning and the ways to use the vocabulary. For the pupils as a EFL/ESL
need the pictures to help them get the meaning of the words, phrases, sentences
and stories. As you know picture carries thousand meaning, so is also base on
the exist knowledge. They connect the meaning and with old experience and link
to the new experience it store new information into the long term memory. Allan
Paivio (1971, 1986; Clark & Paivio, 10091) suggests that information is
stored in long term memory as either visual image. Through visual of images can
help the pupils get better learning in a second language or the foreign
language. In public school in Cambodia,
from grade seven to grade nine is the most important to use the pictures to
present in class. They learn the first language they understand meaning, and
how to say since they started speaking in the family, but when they learn a
second or foreign language they need pictures to develop of thinking skills.
1.4
Research Questions
1. How does the effectiveness of
pictorial present for EFL learner and ESL learner in classroom?
2. What are the reasons of using
pictures in public school grade seven to grade nine?
3. In what ways can help teachers
and students to apply these strategies public school and private school in
Cambodia?
1.5 Significance of
Study
The
present study should:
1. Understand the effectiveness of
pictorial of learning English as a second language and English as a foreign
language.
2. Encourage the both teacher and
student to use pictures for learning new vocabulary, sentences, describing the
events, and telling the stories.
3. Develop of thinking the meaning
without translation from the first language and process into long term memory.
4.
Create the atmosphere interesting by
motivation as habit both private school and public school.
1.6 Chapter Outlines
The
whole research report is divided into five chapters. Chapter One has introduced
the Background of Study, General Statement of the effectiveness of pictorial
for EFL/ESL in public school grade seven to grade nine, the research
objectives, the significance of the study, and then it is followed by the
Chapter Outlines. Chapter Two literature review the effectiveness of pictures
for EFL/ESL,
Chapter
Three delineates the research design, with detailed descriptions on its
setting, participants and methods of data collection and analysis, in which the
research ethics are also discussed. Chapter Four presents the findings of this
study based on the four proposed research questions. Chapter Five discusses the
findings presented in Chapter Four, with reference to some of the literature
review. This research report ends in Chapter Six, which includes pedagogic
implications, the limitations, and the conclusion of this study.
