An investigation into teaching English for Vietnamese children from 0 to 12 years old by natural approach with Helen Doron english program case :Graduation Thesis - Faculty of Foreign Languages

Supervisor: Le Pham Thien Thu, M.A 3

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGE

------ GRADUATION THESIS

AN INVESTIGATION INTO TEACHING ENGLISH

FOR VIETNAMESE CHILDREN FROM 0 TO 12

YEARS OLD BY NATURAL APPROACH WITH

HELEN DORON ENGLISH PROGRAM CASE

STUDENT : TRẦN THỊ NGỌC ANH

ID NUMBER : 17036751

CLASS : DHAV13E

COURSE : 2017-2021

SUPERVISOR : LE PHAM THIEN THU, M.A

HO CHI MINH CITY, 06/2021

Supervisor: Le Pham Thien Thu, M.A 4

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGE

------ GRADUATION THESIS

AN INVESTIGATION INTO TEACHING ENGLISH

FOR VIETNAMESE CHILDREN FROM 0 TO 12

YEARS OLD BY NATURAL APPROACH WITH

HELEN DORON ENGLISH PROGRAM CASE

STUDENT : TRẦN THỊ NGỌC ANH

ID NUMBER : 17036751

CLASS : DHAV13E

COURSE : 2017-2021

SUPERVISOR : LE PHAM THIEN THU, M.A

HO CHI MINH CITY, 06/2021

Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 3

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

------

Student’s name : ……………………………………………. Student’s ID : ……………………………………………. Class : ……………………………………………. Course : ……………………………………………. Student’s declaration: I declare that this graduation report is entirely my own work and does

not involve in plagiarism or collusion. It also has not been accepted as part of a submission to

another purpose elsewhere. I accept heavy penalty for any cheating or plagiarism. Date submitted: ………………………

Signed : ………………………. Word length : ……………………….

Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 4

ABSTRACT

English language has been the common language of the world for decades, the most spoken

language around the world. Therefore, the growth of teaching and learning English has been

orientation of any country in the world. It is now impossible to find a country where teaching

and learning English has not become a norm. However, with a lot of difficulty in teaching and

learning a second language for Vietnamese children, educators could find out several

challenges to teachers and learners, from that discovering suitable methods to apply English

for children effectively. From the view of this situation, to make motivation and interest in

learning a second language of children is the key target to help teachers be creative in

choosing teaching methods and support for children in getting success of learning English. Helen Doron English Program is a unique method for teaching babies, toddlers and children

English. Applying HDEP to teach English for Vietnamese children from 0 to 12 years old is

one of the current methods to get high effectiveness. In addition, teachers and parents

understand clearly children’s psychology at this age, so teachers can find out a suitable

method to help them acquiring knowledge naturally. This method is mainly used with Natural

Approach – children apply the English language as their mother tongue, combined with the

onset of education very early in the childhood. In this study, the researcher will do a survey on

the opinions of teachers and parents in teaching English for children with HDEP. Moreover, this research will be useful for parents to overcome difficulties choosing the best program for

their children with some suggestions. To conduct this study, the writer will use the qualitative

methodology to support for finding out the general view of participants in integrating HDEP

to teach English and pointing out effects of taking techniques and teaching aids to apply for

children and giving recommendations for teachers to instruct children learning the best. This study has five main chapters to help the researcher go into detail about the problem from

beginning to the conclusion. In chapter one, the author will focus on giving the problem

statement with the aims of the study, research questions, significance of doing this research

and limitation of the study. Moving on to chapter two, the writer will definitely provide

readers with the theoretical framework of terms involved. Stepping up to chapter three, the

researcher will concentrate on describing factors such as place of the study, participants, research methods, research methodology, data procedures and data analysis. In chapter four, the author will take concern on findings and discussion about the study through charts, tables

and opinions from participants and end up at chapter five with conclusion of the impact of

HDEP to teach English language for children with ages 0 – 12 years old and give some

recommendations for teachers.

Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 5

Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 6

ACKNOWLEDGEMENT

During this period of the thesis, I received a large amount of enthusiastic support that guides

and encourages me to overcome all challenges and complete my thesis punctually. Firstly, I would like to express my gratitude and appreciation to my supervisor, Ms. Le Pham

Thien Thu, for her valuable support and precious advice she delivered to me during my

research. I have to accept that I would not have been able to accomplish this study without her

advice and enormous help. She created a variety of opportunities for me to fulfill my

questionnaires for students in her classes coupled with my interviews for lectures and thus, my work became convenient and smooth. Secondly, I am grateful for the School Board of the Industrial University of Ho Chi Minh City

and the Faculty of Foreign Languages creating advantageous conditions for me to do this

study. Thirdly, I would have not finished the questionnaires without the assistance from lectures who

spent their time on answering my questions whenever I got troubles during designed

questionnaires. Next, I would like to be thankful for Helen Doron English Centers where teachers made a

condition for me having the opportunity to conduct the survey. I also thank to all parents and

teachers who helped me to do the online questionnaires. In addition, my appreciation goes to all my friends who still spent tremendous sympathy and

support on contributing to my study during this difficult time. Moreover, I would also like to show my deepest thanks to my sister who is always willing to

help me both physical and mental aspects to boost my motivation so that I could tackle

difficulties in doing my study. Whenever I got troubled, she encouraged me to have more

energy for giving a solution. She turned me to be stronger and more confident to cope with

troubles. Finally, I sincerely thank all people for helping me to finish this graduation thesis.

Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 7

SUPERVISOR’S REMARKS

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Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 8

OPPONENT’S REMARKS

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Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 9

TABLE OF CONTENTS

CHAPTER 1. INTRODUCTION......................................................................................... 14

1.1. Rationale .........................................................................................................................15

1.2. Research goals................................................................................................................15

1.3. Research questions........................................................................................................ 16

1.4. Significance of the study............................................................................................... 16

1.5. Scope of the study.......................................................................................................... 16

CHAPTER 2. LITERATURE REVIEW............................................................................. 17

2.1. Vietnamese children should study English at an early age ........................................18

2.1.1. The circumstance of teaching and learning English in Vietnam nowadays............... 18

2.1.2. The characteristics of children from 0 - 12 years old................................................. 23

2.2. Natural Approach in teaching and learning English of Vietnamese children......... 26

2.2.1. Definition of Natural Approach. .................................................................................26

2.2.2. The characteristics of the Natural Approach.............................................................. 27

2.3. Helen Doron English Program..................................................................................... 33

2.3.1. Definition of Helen Doron English Program..............................................................33

2.3.2. The characteristics of Helen Doron English Program................................................ 35

2.3.3. The roles of teachers and learners of Helen Doron English Program........................ 38

2.3.4. The benefits and limitations of Helen Doron English Program................................. 40

2.3.5. The outstandings of this program............................................................................... 41

CHAPTER 3. RESEARCH METHODOLOGY................................................................. 42

3.1. Place of the study........................................................................................................... 43

3.2. Research Methodology and Data Collection Instruments......................................... 43

3.2.1. Research Methodology ............................................................................................... 43

3.2.2. Data Collection Instruments....................................................................................... 43

3.3. Participants.................................................................................................................... 44

3.4. Research procedures..................................................................................................... 44

Submitted by: Tran Thi Ngoc Anh ID Number: 17036751

Supervisor: Le Pham Thien Thu, M.A 10

3.5. Data Analysis................................................................................................................. 45

CHAPTER 4. FINDING AND DISCUSSION..................................................................... 47

4.1. Results from questionnaires for parents..................................................................... 48

4.1.1. The most suitable ages for children to learn English ..................................................48

4.1.2. Common types of courses children often learn in Helen Doron English Program.... 49

4.1.3. A survey of parents on suitability assessment of program for Vietnamese children ..50

4.1.4. A satisfaction survey of the view of parents in children’s evolvement after learning

this program..........................................................................................................................51

4.2. Finding from questionnaires for teachers................................................................... 53

4.2.1. Children should learn English as soon as possible ..................................................... 53

4.2.2. The most suitable ages to learn English for Vietnamese children ..............................54

4.2.3. The main features that characterize the psychological development of Vietnamese

children when learning English language from 0 to 12 years old........................................ 55

4.2.4. Types of methods teachers use when teaching kids................................................... 56

4.2.5. Kinds of techniques used when teaching children with Helen Doron English Program

.............................................................................................................................................. 57

4.2.6. Common types of teaching aids teachers use in the class.......................................... 58

4.2.7. Collecting opinions from teachers about the suitable levels of Helen Doron English

program.................................................................................................................................59

4.3. Research discussion....................................................................................................... 60

4.3.1. Effects of Helen Doron English Program for children ............................................... 60

4.3.2. Effects of teaching aids on motivating children ......................................................... 61

CHAPTER 5. CONCLUSION.............................................................................................. 64

5.1. Conclusion...................................................................................................................... 65

5.2. Recommendations..........................................................................................................66

REFERENCES....................................................................................................................... 68

APPENDICES........................................................................................................................ 72

APPENDIX 1: QUESTIONNAIRE FOR PARENTS....................................................... 73