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Description
Teaching English vocabulary is crucial for language acquisition, especially among young learners. This study delves into the teaching practices employed by Vietnamese primary school teachers when instructing English vocabulary. The investigation draws on data from semi-structured interviews conducted with three elementary school teachers in Vietnam. The participants underscored the necessity for tailored approaches that cater to individual student needs. Notable effective strategies identified include selectivity in vocabulary teaching, emphasis on pronunciation and word meanings, repetition, the use of visual aids, and interactive games. Participants' perspectives on the characteristics of effective teaching strategies reveal essential attributes such as inclusivity, integrated real-life application, and the judicious use of technology. The study also sheds light on challenges faced in vocabulary acquisition and retention among young learners, such as unfamiliarity with English elements and dealing with large and mixed-ability class sizes. In light of these findings, the study proposes further research avenues exploring the impact of teaching approaches on student motivation, regional variations in vocabulary teaching, and insights from student perspectives. Ultimately, the outcomes of this study contribute to the improvement of English language instruction in Vietnamese primary schools by emphasizing the importance of tailored and engaging approaches along with the thoughtful integration of technology.
