Vocabulary development in primary education requires more than increasing the number of words students recognize; learners also need to clarify word meanings, establish lexical relationships, and use vocabulary productively. This study identifies classroom needs in theme-based vocabulary instruction for Grade 3 students and develops a pedagogical framework grounded in lexical-semantic theory, curriculum requirements, textbook tasks, and empirical needs analysis. The study draws on data from 218 Grade 3 students and 15 teachers at three primary schools in Thai Nguyen Province, Vietnam. Student performance was uneven, with 47.7% scoring below 7 on a 10-point vocabulary-expansion assessment. Teacher responses also indicated limited use of instructional supports specifically targeting lexical recognition, guided retrieval, and productive activation. In response, a four-component framework is proposed: lexical recognition, semantic clarification, lexical systematization, and lexical activation. Corresponding measures include guided reading and observation, semantic-feature comparison, associative and syntagmatic organization, and experience-based vocabulary use. Classroom illustrations show how these measures can be integrated into Grade 3 Vietnamese textbook tasks without altering curricular content. The framework offers a structured approach for moving vocabulary instruction from word accumulation toward meaningful lexical organization and communicative use.
Quyen Nguyen Thi Tu, Phuong Hoang Thi· International Journal of Res...· 0 citations
Speaking and listening are central components of language competence and essential for students’ participation in learning and everyday communication. This study examines Grade 5 students’ speaking and listening competence and develops a needs-informed pedagogical framework for Vietnamese language lessons. A descriptive needs analysis was conducted with 231 Grade 5 students and 15 teachers from three primary schools in Thai Nguyen Province, Vietnam. Student self-assessment addressed presenting before the class, organizing ideas, identifying main ideas while listening, participating in group discussion, and responding to different viewpoints; teacher data focused on instructional difficulties and techniques used in speaking and listening lessons. The findings indicated uneven student competence, particularly in organizing spoken ideas, identifying key information while listening, and providing constructive responses. Teachers also reported limited use of interactive techniques beyond familiar pair-sharing practices. Drawing on competency-oriented education, communication theory, curriculum requirements, and the identified classroom needs, the study proposes a three-stage framework comprising preparation, practice and interaction, and post-practice consolidation and transfer. Brainstorming, mind mapping, inside-outside circle, fishbowl discussion, and synthesis activities are integrated according to their pedagogical functions. Two classroom illustrations demonstrate how the framework can support presentation- and discussion-oriented Grade 5 speaking and listening lessons.
Quyen Nguyen Thi Tu, T. Kim· International Journal of Res...· 0 citations