A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGIES FOR FRESHMEN AT THUONG MAI UNIVERSITY

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ABSTRACT English terms in the field of economics are becoming increasingly important these days If you consider learning English as building a house, the vocabulary improvement is exactly the sustainable foundation for that house It could be due to the importance of these fields in life, or it could simply be that economic English is a valuable tool for one’s success However, for some reasons, vocabulary learning strategies are not used effectively The target of this study is to investigate the current situation of using these strategies as well as the learning reality of English Faculty’s students – Thuong Mai University with English specialized words in the field of economy, with the aim to broaden vocabulary and develop language skills of students Firstly, the author attempted to review the definitions of a specialized vocabulary as well as the definitions of a specialized vocabulary learning strategy, aiming at providing comprehensive views of related theories for readers Furthermore, an attempt was made to clarify the roles of the vocabulary in practical working situations, the consequences of students encountering misunderstandings with specialized English, and the difficulties or impacts of employing strategies to learn new specialized vocabularies This research included a ten-question survey, in addition to using quantitative and qualitative methods, which was conducted with the goal of highlighting the specialized vocabulary learning situation, students’ abilities, and the frequency of using strategies by English Faculty participants Finally, some suggestions will be given to help students deal with these problems and improve effectiveness of vocabulary learning strategies They were expected to be an updated and worthy material for further studies as well ACKNOWLEDGEMENTS First and foremost, I would like to express my gratitude toward teachers at Faculty of English – Thuong Mai University for supporting me to finish this graduation thesis I would like to acknowledge my gratefulness to my instructor Mrs Nguyen Thi Thuy Hanh who passionately guided, assisted and encouraged me during the time I conduct this study research It was she who first inspired and interested me in the field of vocabulary learning strategies and in her gentle way, she has acted as an excellent supervisor from the very beginning when I started working with her up to the present Without her guidance, assistance and encouragement, I could not complete my thesis on time effectively I have been looking forward to receiving her comments and feedbacks to complete the thesis My appreciation is also extended to all 100 freshmen English-majored students in K56N English Faculty Those who took part in the survey, also helped me to collect and summarized the data to give research findings My last words would go to Thuong Mai University as an active learning environment where I have chance to receive knowledge and experience life as a university student In the university, I have been approached professional training and educating that is required by modern society Yours sincerely, Nguyen Hoang Linh TABLE OF CONTENTS LIST OF ABBREVIATIONS SILL: EFL: ESL: VLS: EPI: NNES: NES: GST: DET: SOC: MEM: COG: MET: HF: LF: GSL: LLSs: Strategy Inventory for Language Learning English as Foreign Language English as Source Language Vocabulary Learning Strategies English Proficiency Index Non – Native English Speakers Native English Speaker Graduate School of Theology Determination Strategy Social Strategy Memory Strategy Cognitive Strategy Meta – cognitive Strategy High – Frequency Low – Frequency General Service List Language Learning Strategies LIST OF TABLES AND FIGURES CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale of the study “A man with a scant vocabulary will almost certainly be a weak thinker The richer and more copious one’s vocabulary and the greater one’s awareness of fine distinctions and subtle nuances of meaning, the more fertile and precise is likely to be one’s thinking Knowledge of things and knowledge of the words for them grow together If you not know the words, you can hardly know the thing.” – (Henry Hazlitt, “Thinking as a Science”) We live in a multilingual world English serves as the lingua franca for education, trade and employment, and is an essential skill for anyone wanting to succeed professionally or academically in the century English offers enormous opportunities, and language policy rightly focuses on how to give more equitable access to high levels of English language proficiency so that these opportunities can be inclusive rather than exclusive, open to all socioeconomic groups As observed from the reality, although a lot of other languages have been acceded, English remains the highly – using level and its role is not deniable That is the reason why an increasing number of people want to learn English and take advantage of it to become global D A Wilkins (1972, p.111) stated that “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” The saying sounds very familiar with a lot of people However, the researcher still wants to repeat it once more to confirm the importance of vocabulary in any language Besides, “If a language could be considered as a house, then its grammar could be considered as cement and its vocabulary could be figuratively compared to bricks To build a complete house, not only cement but also bricks are needed Without bricks, no house can be built, even when plenty of high quality cement is available.” (Huyen, 2004, p.1) This means that to be a competent English communicator, one must acquire a good knowledge of English grammar and have a rich amount of English vocabulary as well, which is considered as an essential element of language “Acquisition depends crucially on the input being comprehensible And comprehensibility is dependent directly on the ability to recognize the meaning of key elements in the utterance Thus, acquisition will not take place without comprehension of vocabulary” Krashen and Terrell (1983 as cited by Youngkyu Kim, 2006) Obviously vocabulary learning plays an important in language acquisition Inadequate vocabulary could lead to learners’ difficulties in language reception and production Thus, learners have to use vocabulary learning strategy (VLS) in order to broaden their vocabulary in an effective way In another regard, the economy’s growth, which can be defined as skyrocketing, is undeniable This development necessitates a greater focus on this subject; in simpler terms, the functions of both English and economy should be taken into consideration if people would like to keep up with global trends Countries with higher English language proficiency have better economies, with higher per capita income and a higher quality of life for their residents The 2013 EPI (English Proficiency Index) provides as well several headline – grabbing correlations between English proficiency, economic and social development As the report notes: “Historically, speaking a second language, or more specifically, speaking a highly valued second language, was a marker of the social and economic elite… However, globalization, urbanization, and the Internet have dramatically changed the role of English in the past 20 years Today, English proficiency is increasingly becoming a basic skill needed for the entire workforce, in the same way that literacy has been transformed in the last two centuries from an elite privilege into a basic requirement for informed citizenship” The question now is “How could one master economic vocabularies in particular and English in general?” As seen in the educational environment, in specific at Thuong Mai University, in order to complete the study schedule and fulfill all requirements of the actual working environment, students at the English Faculty must complete several lessons focusing on economic fields as well as the practice of analyzing and applying this specialized knowledge Thanks to these courses, students have not only strengthened their understanding of trade practices in English, allowing them to become more confident, but they have also discovered topics that they are interested in for further study The author discovered an interest in studying specialized vocabularies, specifically economic ones, through real and in – education observations, hence would like to conduct this research to highlight the difficulties faced by students, the most suitable approach for a particular circumstance, and to make the process of specialized vocabulary learning easier Above all, the author is passionate about English terms that have to with economics, so this study is a way to help one understand and master them The knowledge gained, as well as the attempt and effort put forward in this report, are expected to assist students at Thuong Mai University’s English Faculty in becoming more confident and competent in mastering the new economic terms 1.2 Previous study Learning and using the English specialized vocabularies is a significant challenge for learners and even English users because it necessitates specialized expertise and realistic connections in order to grasp, “embrace”, and master all of the unique meanings defined by these terms as quickly as possible English specialized terms related to economics are often more difficult to deal with; it is not only learning of each single word, but also understanding the target language’s culture and specialized knowledge In fact, there have not been many previous studies that could mention exactly what one is looking for: economic vocabulary learning strategies or anything similar, so the author has referred to some related materials which are not really the same but similar and useful for this research What one might learn from them is not only the theoretical information or the findings but also recommendations which their owners submitted At last, the author highly appreciates the similarities and the differences among the previous researches and materials because of their value for one’s findings, contributing to make the research become more multidimensional Numerous studies on vocabulary learning strategies were conducted by foreign researchers Hatch and Brown (1995) identified five steps in vocabulary learning: a clear image, learning, source, a strong memory and using Lawson and Hogben (1996) investigated how Australian college students research the meaning of new Italian terms, discovering that they often repeat the spellings and meanings of the new words and that only a few students use context to guess the new words’ potential meanings Furthermore, students who used dictionaries frequently in their vocabulary research performed better on vocabulary tests than those who did not use dictionaries, according to Luppescu and Day (1993) Kafipour and Naveh (2011) investigated the impact of vocabulary learning strategies on reading comprehension and discovered that certain strategies make a difference Nosidlak (2013) examined the vocabulary learning strategies employed by eminent English learners, as well as the relationship between language competence and specific vocabulary strategies Hence, students with limited vocabulary can save time and effort in their English studies by using the best vocabulary learning strategies Language learning strategies research has been prominent for more than four decades, with several renowned writers such as Rebecca L Oxford (1990), Norbert Schmitt (1997), Michael Lessard – Clouston (1998), Scharle & Szabó (2000), and others They let readers sense, pick, and apply the most suitable stratagems for their improvement, on the other hand, they provided and clarified all relevant theories in detail so that learners could cover the substance of subjects and detect their shortage “Strategy Inventory for Language Learning (SILL)” is one of the most popular researches submitting the useful strategies in learning languages, in general and learning vocabulary in particular of Rebecca L Oxford’s one (1990) According to ScienceDirect Magazine this research “is the most frequently employed instrument in language learning strategy research” It comes in two versions: version 5.1 is for native English speakers learning a foreign language, and the remaining version – 7.0 is for non – native English speakers learning English (ESL or EFL students) Readers may self – evaluate their ability and efficiency in learning new vocabularies using qualitative methods and a wide range of linguistic assessments Throughout this work, the analysis, compilation, and discussion have all contributed to not only supporting and proving the given claims, but also diversifying and enriching the available studies In addition, readers can also benefit from the introduction of the taxonomy into two strategy groups: direct strategies (including memory, cognitive, compensation strategies), and indirect strategies (including meta-cognitive, affective and social strategies) as well as the frequency of using each (the most common one is compensation strategies) This implementation of these methods demonstrated their importance in the field of linguistics, and it even became a benchmark for subsequent research In summary, the Oxford (1990) study is fairly detailed and highly applicable to language learning, teaching, and researching language, as well as its components such as vocabulary In China, Gu and Johnson (1996) studied the English vocabulary learning strategies used by Chinese university students and further probed into the relation between strategies and performances, discovering that two meta – cognitive strategies (selective attention and self – initiation) help the students 10 Specifically, ninety-four out of one hundred participants admitted that they frequently got help from instructors, English native speakers or other students in learning A large number of participants with ninety-seven percent saying “yes” in the fourth strategy – “Translate into mother language” Both of these compensation strategy activities were supposed to be simple, effective, and time saving Taking knowledge from third language or mother language to learn just accounted for fifteen percent in total The reason was freshmen find it difficult to capitalize on the link between the new and the unfamiliar thing like another language Compensation strategies still saw the convenient choice instead of ones which could help learners apply and develop both known and new knowledge In fact, compensation strategies which tend to compensate all the unknown knowledge by the already known ones are an effective way for learners to learn specialized vocabulary in terms of both time and efficacy Meta – cognitive strategies that depend on the learning arrangement, in general, students showed their choice of short- term learning instead of carefully planning 3.8 Learners’ usage of meta – cognitive strategies In specific, ninety-two percent of participants said that they looked for opportunities to practice as much as possible as strategies for learning specialized vocabularies, because practicing allows the brain to store new ones in a more favorable environment Following were arranging and planning, setting goals in learning with eighty-four percent; besides, centering on every single word account for sixty-one percent and finally, self-balancing the time for language skills (listening, speaking, reading and writing) with forty-seven percent Participants affirmed that they were almost unable to track their own learning and assess their outcomes As a result, they favored those that were simple to learn, 53 or at least, included the assistance of others In terms of testing the frequency in using of affective strategies, there were seventy-two percent of all inclined toward the activity of using a checklist or word diary to make vocabulary learning easier Using music and mass media was the option of sixty-five participants Being less popular than the above ones, discussing feelings with others and creating a positive impression for words were just employed by thirty-one and twenty-seven students respectively The result could be shown as follows: 3.9 Learners’ usage of affective strategies While learners could not get high effectiveness by using music, mass media, or checklists, they were still chosen despite the fact that these methods were not both time-saving and highly successful It may be due to the ease for approaching and following of these strategies Finally, the activities in social strategies were the last ones which participants were asked to choose for their frequency of using 3.10 Learners’ usage of social strategies As can be seen from the chart, a large number of participants preferred to work in groups or pairs The reality revealed that participating in different physical activities with partners would increase effectiveness, which may explain why there were just fourteen participants who did not select this activity as their specialized vocabulary strategy Accordingly, the option of mastering cultural factors to make vocabulary acquisition easier was chosen by fifty-nine percent of participants In general, all participants said that cultural factors could ease learning, however, it is extremely hard to master Moreover, ninety-seven participants would like to interact with native speakers or their instructors as social strategies to learn specialized vocabularies They claimed that specialized terms can be clearly 54 described with the aid of experienced people, allowing them to understand, store, and master these words easier and longer As a result, they were ecstatic at the prospect of interacting with linguistics teachers or native speakers This choice was exactly the same with the choice in compensation strategies in which ninety-seven percent of participants also learn specialized vocabularies thanks to getting help from instructors To summarize, students at Thuong Mai University’s English Faculty employed all strategies offered by Oxford (1990) in their learning of specialized vocabularies as well as language Specifically, they preferred to use the ones that were simple and easy to apply such as getting support from teachers, native speakers, or working in groups,… The ones that required more time or tools such as word diaries, flashcards, or similar items were not preferable, even though these options were beneficial to learners in learning and they are encouraged to be employed all in appropriate situations 55 56 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 4.1 Limitations of the study Despite the author’s best efforts, as well as strategies for learning specialized vocabulary in economics, it was recognized that several constraints remained First and foremost, the author’s research was limited to freshmen of English Faculty, Thuong Mai University only, so the findings were unable to be applied for the large scope The sample size was insufficient to be applicable for all situations of using these strategies Furthermore, due to the limited number of male students in the English Faculty at Thuong Mai University, this study was unable to ensure gender equality Second, due to time constraints, the results in particular, as well as the research in general, also had several limitations In specific, the author was unable to refer to as many previous studies as expected and also, could not spend more time to enrich literature review or enlarge the amount of sampling More significantly, since there was little time to analyze and work with the acquired data, the explanations and discussions among the responses given by participants were not deep and profound enough As a result, the author’s guidelines and suggestions were not entirely adequate In brief, due to time constraints, there were several unfinished points in this thesis, such as previous materials, theoretical review, data analysis, or proposals which could be improved in future studies As the author acknowledged in the first chapter of this study, there were a lot of previous studies related to language learning strategies, however, the studies focusing on vocabulary learning strategies or specialized vocabulary learning strategies in economics were not many However, the lack of documents could be an opportunity to describe the need for further research In fact, the author’s English fluency was far from great, creating some difficulties in finding and dealing with available materials as well as obtained data This study also had several issues in reviewing theories, performing the survey, 57 analyzing – synthesizing the collected results and submitting recommendations and suggestions for learning and researching Accordingly, the reason was partly because the researcher also had not much experience as well as the actual knowledge 4.2 Recommendations and suggestions Previous research, theoretical reviews and an actual survey revealed the reality of learning, storing and mastering specialized vocabularies in the field of economy among English Faculty’s students, Thuong Mai University Furthermore, they also reappear their vocabulary learning habits, mistakes, and difficulties contributing to provide the actual observations and the most relevant suggestions for both further studies and changes 4.2.1 Recommendations and suggestions for further studies With a larger sample size, more research on specialized vocabulary learning strategies in particular and language learning strategies in general would be strongly recommended Due to the limited sample size of only 100 participants, this research was unable to provide adequate and accurate details as well as problems Since gender is one of a factor in Oxford’s taxonomy of language learning strategies, further studies had better have the balance between female and male participants, so that the results would be able to display both similarities and differences in characteristics of two groups This research focused solely on analyzing data collected by the author, rather than consulting, analyzing, and evaluating data from previous studies, so it was not systematic Hence, studies in the future are expected to take advantages of all the current and previous findings for enriching their insightful value Last but not least, in addition to focusing on six vocabulary learning strategies and their frequency, future research should consider including more comprehensive knowledge of common strategies such as using mass media, group learning, The results of the survey should be analyzed as well, at least with the most popular and the least popular ones 58 4.2.2 Recommendations and suggestions for undergraduates Throughout the course of conducting this research, the author became aware of the difficulties that English Faculty students face while learning vocabulary, especially those in the economic field As a result, numerous recommendations will be made to learners and teachers in order to alleviate challenges and increase their interest in specialized vocabulary learning a Self – correction Learners can only excel in any area of language learning if they put forth their best effort in finding and gaining it on their own This means that the school’s or teachers’ assistance and contribution would be futile if students not challenge themselves and try their hardest to conquer the obstacles The survey results showed that certain time – consuming but effective strategies were not widely used because learners prefer to solve problems with convenient strategies That may be one of the reasons why learners could easily acquire new specialized vocabulary but struggle to store and master it for long periods of time In order to make good use of Oxford’s strategies, Schmitt’s strategies, or similar ones, learners should consider using the right strategies for each and every case, or in simpler terms, focusing on performance rather than learning quickly or a lot In terms of vocabulary problems such as grammar, collocation, form, and so on, practicing more, using a variety of methods and techniques, juggling time spent studying and updating, and becoming acquainted with the economic context are a few simple suggestions To illustrate, instead of constantly asking teachers or checking the dictionary for new words, students might try using flashcards, notes, or vibrant reproduction… In closing, there is no obligation for learners to hire any specialized vocabulary learning strategies; thus, scholars must be versatile in employing them, taking into account the necessary strategies for the appropriate learning situation 59 Students may also practice using suitable and appropriate materials Indeed, no one could learn all new available vocabularies, there are some areas of information that one could not meet; you just simply try to hit your limitation Practicing with updated and realistic materials, taking straightforward and scientific notes, and, most importantly, reviewing regularly would be simple but powerful advice for students to follow b Peer correction Learning in a group or with friends has been shown to be one of the most successful and widely used methods for language learners In reality, by sharing one's learning process with others, they could not only learn from others’ methods, but also consider their own shortcomings and get the development for themselves Actively collaborating with others, actively expressing views, and actively listening to and acquiring others’ sharing can provide learners with greater effectiveness than they expected In reality, the activities that learners may engage in with friends or others include not only learning and exchanging information, but also attempting to identify the most qualified strategies for each set of vocabulary or even developing their own learning strategies c Teacher correction Students can develop their abilities further under the guidance of instructors, in addition to the role and contribution of friends or themselves, because teachers would clearly understand learning challenges and have expertise in information transferring and problem solving As a result, it is entirely fair to say that their teachers play a significant role in their ability to acquire specialized vocabulary Teachers are recommended to assist students by balancing the use of various strategies, identifying students’ limitations, establishing appropriate directions for students, and improving practice and review practices Teachers’ instruction, in particular, will have a significant impact on how successful students’ learning is Students are still encouraged to learn further, under the supervision and correction 60 of their teachers, of course As a learning guide, teachers must not only use available strategies, but also devise new ones or at least adapt existing ones to meet the needs of their students To summarize, consulting with consultants is a vital and necessary phase in the process of learning specialized vocabularies; thus, those who serve as teachers are expected to work creatively to develop the ability of learners d School At Thuong Mai University in particular, and all schools in general, the author would emphasize on the role of the school in the process of specialized vocabulary learning Accordingly, Thuong Mai University could consider incorporating more specific activities and practicing time into the official curriculum in order to help students become more acquainted with specialized vocabularies in economy and their contexts as well Furthermore, without the orientation and guidance of the school as well as teachers, students frequently find it difficult to practice in pairs, in groups, or even alone As a result, the school directions are completely necessary and vital for the progress by practicing Moreover, while the actions of practicing and discovering the new information should be maintained equally for the purpose of improving comprehensively students’ ability, the school could observe and decide to provide more English culture’s course, business culture, and other courses of this nature so that students could have a better understanding about the sense and the diversity of word meaning Finally, this thesis recommends the care from academic facility which had better offer students more resources, more practice, versatile as well as innovative instruction from teachers which provide students with clear orientation and guidance; and, more specifically, students’ constructive learning and fixing, as well as their versatility in using specialized vocabulary learning strategies, all of which have a significant impact on learners’ development and performance in general 61 CONCLUSION This research aimed to identify theoretical knowledge and practical usage of specialized vocabulary learning strategies among freshmen at English Faculty, Thuong Mai University, this study focused on working with the actual presence of strategies offered by Oxford (1990) Based on a quantitative and qualitative methodology, the study is carried out with the structure of four parts: The first chapter: Overview of the study, Second chapter: Literature Review, Third chapter: Research Findings and Last chapter: Recommendations and Suggestions The analysis, in general, has many back sides due to time constraints, theoretical and practical information, and other factors But, after all, the aim of this research is to look into the difficulties of language learning and the extent to which specialized vocabulary strategies are used On the whole, students tend to choose to use social or compensation strategies because they are convenient, time – saving, and highly efficient As a result, the author attempted to summarize the most efficient and easy strategies for each situation so that students could conveniently implement all of the potential and beneficial strategies Thanks to discovering the restrictions, the author provided some recommendations and suggestions, with the aim of improving learners’ ability in employing specialized vocabulary learning strategies In addition to helping English learners in their learning and later researching, this study is expected to become a valuable reference for the process of instructing Citing the theory of renowned scholars, including the actual questionnaire, and making some recommendations, this thesis is expected to provide comprehensive observations as well as meeting the standards and requirements of the ones who are finding and trying to employ specialized vocabulary learning strategies 62 REFERENCES Tia Arsita Desiana (2014), Vocabulary Learning Strategies of Students in Economic International Program, Satya Wacana Christian University Michael Lessard – Clouston (1998), Specialized Vocabulary Learning and Use in Theology, LAP LAMBERT Academic Publishing Rebecca L Oxford’s (1990), Strategy Inventory for Language Learning (SILL), University of Alabama, Tuscaloosa, AL, USA Pham Hoai Phuong and Thach Thi Hai Huyen (2017), Students’ Strategies in Learning English Specialized Vocabulary, Hue University of Foreign Languages Rod Ellis (1985), Understanding Second Language Acquisition, Oxford University Press Rebecca L Oxford (2003), Language Learning Styles and Strategies: An Overview, GALA Rebecca L Oxford’s (1990), Language Learning Strategies: What Every Teacher Should Know, New York: Newbury House Josef Vaclav Becka, The Lexical Composition of Specialized Texts in its Quantitative Aspect, Prague Studies in Mathematical Linguistics Paul Nation (2001), Learning Vocabulary in Another Language, United Kingdom at University Press, Cambridge 10 Donald Rubin (1987), Multiple Imputation for Nonresponse in Surveys, John Wiley & Sons Inc., New York 11 Yanfei Su (2018), A Review of Language Learning Strategy Research, Article in Theory and Practice in Language Studies, Academy Publication 12 Norbert Schmitt (1997), Using a Word Knowledge Framework to Research 63 Vocabulary, University of Nottingham 13 Jim Rigney (1978), Learning Strategies: A Theoretical Perspective, Academic Press, New York 14 Bei Zhang (2011), A Study of the Vocabulary Learning Strategies Used by Chinese Students, Kristianstad University, School of Education and Environment 15 Henry Hazlitt (1916) Thinking as a Science, E.P Dutton & Company, NewYork 64 APPENDIX Survey to test the awareness and usage of English Faculty’s students with specialized vocabulary learning strategies This survey aims at researching the reality of using specialized vocabulary learning strategies of English Faculty’s students The findings pointed out in this survey would help the writer suggest some recommendations for learning and researching specialized vocabularies Thank you for your cooperation How much time you spend learning specialized vocabulary? A: More than hours per week B: 6-9 hours per week C: 2-6 hours per week D: Less than hours per week Which is the best definition for "specialized vocabulary learning strategies"? A: Ways to learn vocabularies in the specialized field B: Techniques and devices to learn specialized vocabularies C: Taking all advantages of known knowledge and environmental factors to learn specialized vocabularies D: Techniques and devices to obtain, store and use specialized vocabularies Which is the biggest difficulty you have when learning specialized vocabularies? A: Pronunciation and Spelling B: Grammatical forms of words C: Word combinations ( collocation, idiom, phrase) D: Meanings of words E: Word usage 65 With questions from to 10, you could choose more than one option Which strategies you frequently use to acquire new English specialized vocabularies in economics? A: Use the obviously true opinion and perception (Cognitive strategies) B: Use already known linguistics factors such as phrase, formula (Memory strategies) C: Use contexts or known knowledge to make up for missing information (Compensation strategies) D: Use designed methods, plans, the organization and evaluation (Metacognitive strategies) E: Use regulations of emotions, motivation and attitude ( Affective strategies) F: Interact with others and share known knowledge (Social strategies) In terms of cognitive strategies, which ones you frequently use to learn and store specialized vocabulary? A: Take notes/ highlight words in class B: Use a word list C: Write and read new specialized vocabularies several times D: Connect to more familiar factors like known words with the same/similar pronunciation, meaning In terms of memory strategies, which ones you frequently use to learn and store specialized vocabulary? A: Learn with collocations, idioms B: Learn with words’ forms/ contexts C: Learn with pictorial representation and sound/ key words D: Use physical responses such as playing word games, word exercises 66 In terms of compensation strategies, which ones you frequently use to learn and store specialized vocabulary? A: Paraphrase or use words’ synonym, antonym in mother tongue B: Adjust the original message C: Get help from instructors or other learners D: Translate into mother language E: Use known knowledge from the mother language or from the third language In terms of meta- cognitive strategies, which ones you frequently use to learn and store specialized vocabulary? A: Seek opportunities to practice B: Center on every single word C: Arrange and planning, setting goals in learning D: Self – balancing the time for reading, writing, listening, speaking to get words In terms of affective strategies, which ones you frequently use to learn and store specialized vocabulary? A: Use a checklist/ word diary Use music, media, B: Use music, media, C: Discuss one’s feeling with others D: Create a positive impression for words: linking to a good experience, a story 10 In terms of social strategies, which ones you frequently use to learn and store specialized vocabulary? A: Work in groups B: Master cultural factors of words C: Interact with native speakers/ instructors for the correction 67 ... Definition of specialized vocabulary learning strategies Vocabulary learning strategies are a part of language learning strategies, and specialized vocabulary learning strategies are a part of vocabulary. .. that they had better “embrace” the taxonomy of Vocabulary Learning Strategies (taxonomy of VLS) Vocabulary Learning Strategies Discovery Strategies Determination Strategies Consolidating Strategies. .. Definition of language learning strategy Vocabulary learning strategies are considered a subset of language learning strategies Language learning strategies have received a considerable amount