17 a STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE PRIMARY SCHOOL STUDENTS AT BEGINNER LEVEL AT APOLLO ENGLISH CENTER

MINISTRY OF FINANCE ACADEMY OF FINANCE  STUDENT:CHU THI TRA GIANG GROUP: CQ55/51.01 GRADUATION THESIS TOPIC: A STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE PRIMARY SCHOOL STUDENTS AT BEGINNER LEVEL AT APOLLO ENGLISH CENTER Major : English for Finance and Accounting Student code : 17522202010007 Supervisor : M.A Tran Huong Giang Hanoi – 2021 Academy of Finance Graduation Thesis DECLARATION I hereby declare that this thesis entitled: “A study on vocabulary learning strategies employed by the primary school students at beginner level at Apollo English Pham Tuan Tai.” is the result of my own hard works and efforts It has not been submitted for any awards Other sources of information have been acknowledged where they have been used Hanoi, May 26th 2021 Student Chu Thi Tra Giang Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis ABSTRACT This paper aims to investigate the vocabulary learning strategies ( VLSs) used by Vietnamese primary school students at beginner level at Apollo English Pham Tuan Tai in vocabulary learning, the differences between effective and less effective learners in using VLSs, factors that contribute difficulties to the students, and suggestions to help students improve their vocabulary learning The study is based on a research, which involved 50 primary school students at beginning of their education and 10 native teachers at the center Participants were required to take a vocabulary tests and fill out questionnaires According to the research data, there are significant differences between effective and less effective learners, as well as commonalities between effective learners Effective learners employ a variety of learning methods and maintain a positive attitude Meanwhile, there are six methods they use in common, they are, learning through videos and songs, using bilingual dictionary, practicing with family and friends, learning through games and practicing exercises Vocabulary acquisition has been identified as being of primary importance and central to second language (L2) acquisition Vietnamese students are always hindered by a lack of vocabulary However, there has been little research has been done on the VLSs used by Vietnamese primary school students Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis ACKNOWLEDGEMENTS First and foremost, I would like to express my heartfelt gratitude to my thesis’s advisor, MA Tran Huong Giang, for her gracious consultation, valuable guidance, constant encouragement, and patience in providing helpful comments She has always been willing to provide me with a lot of recommendations and valuable feedback to my study and I am confident that I will be able to complete it successfully My respectful heart goes out to her forever in gratitude This research would not have been possible without her Next, I am grateful the internship opportunities provided by Apollo English Pham Tuan Tai My sincere thanks go out to all of my teachers for providing me with not only knowledge but also experiences, as well as the teachers and students at Apollo English Pham Tuan Tai who participated in this study, for their kind assistance, patience, and understanding Special thanks are given to teachers and friends from the Foreign Language Faculty of the Academy of Finance for their encouragement and advice on my thesis I would also like to express my gratitude to the authors of the books, newspapers, magazines, and other materials listed in the reference section for their ideas, which have been reflected and developed in the study Finally, I would like to take this opportunity to thank my parents, my best friends They have always stood by my side, assisting and encouraging me to finish this study I am extremely grateful for all of the significant help and encouragement I received during my studies Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis LIST OF ABBREVIATIONS ESL: English as a Second Language L2: second language VLSs: vocabulary learning strategies Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis LIST OF FIGURES AND TABL Figure 1.1: Classification of English vocabulary learning strategies .8 Figure 1.2: Organization structure 18 Table 2.1: General assessment form 22 Table 2.2: Level classification at Apollo English 23 Figure 2.1: Score range of students when applying memory strategies 25 Figure 2.2: Score range of students when applying cognitive strategies 27 Figure 2.3: Score range of students when applying compensation strategies .28 Figure 2.4: Score range of students when applying metacognitive strategies .29 Figure 2.5: Score range of students when applying social strategies 30 Table 2.3: Level classified by score .33 Figure 2.6: The number of students in each level 34 Figure 2.7: Students’ interest in learning English vocabularies of Group 36 Figure 2.8 : Students’ interest in learning English vocabularies of Group 37 Figure 2.9 : Students’ interest in learning English vocabularies of Group 38 Figure 2.10 : Students’ interest in learning English vocabularies of Group 39 Figure 2.11 : Students’ interest in learning English vocabularies of Group 40 Figure 2.12: The purpose of learning English vocabulary of students 41 Table 2.4 : Frequency of learning vocabulary at home by students .42 Figure 2.13: Difficulties of students when learning English vocabulary .44 Figure 2.14: Students’ preference among difference strategies of learning vocabulary .45 Table 2.5 : Teacher’s opinion about learning vocabulary .46 Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis Figure 2.15 : Teachers have difficulties in teaching vocabularies 47 Table 2.6 : Strategies teachers use to teach vocabularies 48 Figure 2.16 : Frequency of practice English vocabulary .50 Y TABLE OF CONTENTS DECLARATION i ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS iv LIST OF FIGURES AND TABLES v TABLE OF CONTENTS vii INTRODUCTION 1 Rationale of the study Aim of the study Scope of the study .3 Methodology of the study Organization of the study CHAPTER 1: LITERATURE REVIEW 1.1 CONCEPTS OF VOCABULARY LEARNING STRATEGIES 1.1.1 Definition of vocabulary 1.1.2 English vocabulary learning strategies Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis 1.1.2.1 Definition of English vocabulary learning strategies 1.1.2.2 Classification of English vocabulary learning strategies .7 1.1.3 Direct strategies .8 1.1.3.1: Memory strategies: .8 1.1.3.2 Cognitive strategies 1.1.3.3 Compensation strategies: 1.1.4 Indirect strategies 10 1.1.4.1 Metacognitive strategies: 10 1.1.4.2 Social strategies: .10 1.1.4.3 Affective strategies: 10 1.1.5 The importance of vocabulary learning strategies .10 1.2 METHODS AND CRITERIA OF ASSESSING EFFECTIVENESS OF ENGLISH LEARNING STRATEGIES 12 1.2.1 Class observation 12 1.2.2 Questionnaires .12 1.2.3 Assess test 13 1.3 THE DRIVING FACTORS FOR LEARNING ENGLISH VOCABULARIES 13 1.3.1 Subjective factors 13 1.3.1.1 Learning motivation 14 1.3.1.2 The passivity of students 15 1.3.2 Objective factors 16 1.3.2.1 Time limitation 16 1.3.2.2 Language barriers .16 Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis CHAPTER 2: THE STUDY OF VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE PRIMARY SCHOOL STUDENTS AT BEGINNING LEVEL AT APOLLO ENGLISH PHAM TUAN TAI 16 2.1 OVERVIEW OF APOLLO ENGLISH PHAM TUAN TAI 16 2.1.1 General information of Apollo English Pham Tuan Tai .16 2.1.2 Organizational structure and human resource 18 2.1.3 Apollo English center operating situation 19 2.1.4 Company’s value 20 2.2 PRACTICAL SITUATION OF ENGLISH VOCABULARY LEARNING STRATEGIES OF PRIMARY SCHOOL STUDENTS AT BEGINNING LEVEL AT APOLLO ENGLISH CENTER .21 2.2.1 Practical situation of teaching and learning process at Apollo English center 21 2.2.1.1 The process of examining and assessing students’ inputs 21 2.2.1.2 The process of applying vocabulary learning strategies in class for primary school students 24 2.2.2 Methods and criteria of assessing effectiveness of English learning strategies 32 2.2.2.1 Class observation 32 2.2.2.2 Assess tests .33 2.2.2.3 Surveys and questionnaires .35 2.2.3 Findings and discussions .36 2.2.3.1 Findings from the results of questionnaires of students 36 2.2.3.2 Finding from the result of questionnaire of teachers 47 Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis 2.3 ACHIEVEMENTS AND LIMITATIONS WHEN APPLYING DIFFERENT VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI 51 2.3.1 Achievements 51 2.3.2 Limitations 51 CHAPTER3 53 3.1 ORIENTATIONS FOR FUTURE DEVELOPMENTS OF VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI IN THE NEXT SEMESTER .53 3.2 SOLUTION FOR LIMITATIONS OF APLLYING VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI 53 3.2.1 Solution for teachers 54 3.2.1.1 Make good preparation before class to save time .54 3.2.1.2 Effective use of vocabulary strategies to increase students’ motivation 55 3.2.1.3 Try to break down language barriers 57 3.2.1.4 Changing students’ passivity in learning English vocabularies 57 3.2.2 Solution for students 57 3.2.2.1 Students should motivate themselves .57 3.2.2.2 Students should practice listen, write and say the words many times .59 REFERENCES 60 APPENDIX 61 REFERENCES Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis and active in learning English, but there are students who are very passive in learning Besides, some studies find that lack of participating in class comes from having the whole class looking at them Shy students also don’t want to be in the spotlight They are not likely to raise their hand to answer a question because they mind getting the answer wrong in front of everyone Thirdly, the time limitation in class prevent teachers from convey all the knowledge of the lessons to students Teachers and students don’t have enough time in classes and they always have to consider how much time they have for each class to use their time effectively They may have plenty of ideas for amazing, engaging activities, but they not make sure that they have enough time to carry them out or limited time Next, considering the goal the lesson, teachers determine what they hope their students will achieve by the end of the class, then plan suitable activities within time allowance However, teachers might want to consider giving their class a time limit, for example, “you have 10 minutes for this discussion” But it is also important to be flexible because of the time limitation of class lessons Finally, language barriers cause psychological reluctance to conduct learning with foreign teachers, difficulty in grasping the teacher's message Limited vocabulary and language skills may prevent some students from actively participating in class, socializing with peers, and learning to their full potential Bilingual staff or teaching assistant can also act as intermediaries between families and teachers The difference in language between teachers and learners will make students feel afraid when learning with foreign teachers Students will find it difficult to grasp the teacher's message without teaching assistants CHAPTER 3: SOLUTION TO IMPROVE VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI IN THE NEXT SEMESTER Chu Thi Tra Giang 50 CQ55/51.01 Academy of Finance Graduation Thesis 3.1 ORIENTATIONS FOR FUTURE DEVELOPMENTS OF VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI IN THE NEXT SEMESTER There are a lot of achievements that Apollo English Pham Tuan Tai has achieved in the process of teaching English The center has effectively trained and oriented vocabulary learning for students Not only that, the teachers at Apollo Center are also the ones who inspire students, helping them get rid of the boredom when learning vocabulary and focus more and better in the learning process The teachers at the center are constantly learning and improving new skills and methods to impart a variety of knowledge to students The students of the center have been familiarized with and exposed to new and innovative vocabulary learning methods These methods help most students have more motivation in the learning process, motivate them to study harder to achieve better results In the coming time, Apollo English Pham Tuan Tai needs to continue to promote its achievements to help learners achieve more effectively in the learning process 3.2 SOLUTION FOR LIMITATIONS OF APLLYING VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI Based on the findings from the study, we can see that vocabulary learning methods have some minor drawbacks that need improvement This chapter will present a number of recommendations to the two main elements of learning and teaching: Teachers and Students 3.2.1 Solution for teachers Vocabulary learning efficiency of students also depends on how well-prepared teachers are, what the methods are used in the lessons and teacher-student relationship outside of school hours Therefore, the teachers should not only focus on the normal exercises but they should also make good preparations before classes, give their students different effective vocabulary learning strategies to activate Chu Thi Tra Giang 51 CQ55/51.01 Academy of Finance Graduation Thesis students’ motivation and create a good relationship with students to break down the language barriers As a result, each of the students can find out their own suitable ways to learn 3.2.1.1 Make good preparation before class to save time It's reasonable to understand that what makes the class effective is partly due to the good preparation of the teachers In order to save time and handle time in class, teachers have to consider how much time they have for each class and follow the syllabus of each lesson .When teachers follow the syllabus and actively learn appropriate teaching methods for students of different ages and levels, the application of the methods that the teacher studies will be more effective Along with applying the principles for elementary students, teachers should regularly update new advanced vocabulary teaching methods Learning words through different new skills helps learners understand meaning more easily because practical skills always have a specific and vivid context to help develop skills Having teachers prepare questions that students can ask and situations that may arise during class saves a lot of downtime in the classroom Hence, students and teachers can spend more time practicing vocabularies as well as knowledge learned in the lesson Besides, teachers also need to learn and organize classes appropriately in order for students to have interest in learning, to actively take over knowledge 3.2.1.2 Effective use of vocabulary strategies to increase students’ motivation Fun learning increases students' interest in learning, making them always ready to participate in class There are many ways for teachers to make lessons more interesting and as easy as possible into students' memories, such as using pictures; insert new words into practical use contexts; tell English stories that contain words that students need to learn In addition, teachers can create conditions for students to use those newly Chu Thi Tra Giang 52 CQ55/51.01 Academy of Finance Graduation Thesis learned words in their own way to complete learning tasks that are really useful for them in life Among those learning methods for primary school students, there is still a not-sogood learning strategy, which is using bilingual dictionary We all know that using a dictionary to learn the meaning of a word is very common for English learners But for beginner learners, using a dictionary to take notes, learn the pronunciation of words, and memorize the meaning of words is a very difficult task Because of the following reasons Firstly, the students faced the difficulties in pronouncing the words because of the differences between spoken and written form in English and differences between Vietnamese and English The incorrect pronunciation is often caused by the lack of sound similarity between English and the students’ native language For example, when the students pronounce the words “honor, honest, hour, …”, some words that contain silent letters are particularly problematic especially for Vietnamese students Therefore, students need to learn the pronunciation of words by means of sound which help them to easily imitate and follow native speakers Secondly, because the students who be researched are just young learners, they are still have a problem of memorizing words The time for self-study or practice in class is not long enough for students to master and memorize vocabularies for a long time Therefore, to help students to remember words longer, we need to use interactive learning activities such as learning through videos, songs, playing games, … Students can be very excited about new ways of learning vocabularies such as:  Using mind maps Use mind mapping as a pre-reading and post-reading activity Students work in small groups and they think about the words connected with the topic of a reading text Then all the groups share their words and, together with the teacher, they create Chu Thi Tra Giang 53 CQ55/51.01 Academy of Finance one large Graduation Thesis mind map on the board As a post-reading activity, ask each group to add more words and phrases in the reading to the map This way not only helps teachers to systematize knowledge, but also can help students remember in a more special way  Using multiple senses Using pictures and flashcards is a great way to present new vocabulary but to appeal to the students’ other senses, try using real objects or even sounds and tastes For example, if teachers present the topic of ‘travelling’, bring some maps, postcards, gadgets, etc and ask students to name the objects and guess the title of the lesson Or for the topic of ‘food’, bring some foods in and have students taste it without looking to see what it is  Drawing words After teachers have taught some words, divide students into groups of 3-4 and give them different flashcards and tell them to draw what things in the flashcard Students draw a picture and the teammates have to guess the words This way helps to create good memories of students about lessons they have learned Vocabulary photo album Teachers should collect vocabulary by topic and create a mini album or a picture dictionary with visual glossary of key words Through each lesson, teachers and students build that dictionary or album by adding the words they have learnt Teachers should also add examples of how to use the word in a specific context This way helps students review the lesson visually, help them to be less bored when they have to too much homework 3.2.1.3 Try to break down language barriers When students study with foreign teachers, they have a certain reluctance Some teachers only teach during class time and not talk to students during the break Chu Thi Tra Giang 54 CQ55/51.01 Academy of Finance Graduation Thesis time of after classes In order to eliminate the language barrier between students and teachers, helping them to be closer and communicate more often Teachers should care and talk to students more Teachers should become students' companions in games instead of referees This helps to bond more and break down language barriers faster 3.2.1.4 Changing students’ passivity in learning English vocabularies It is of much importance to help students have positive learning behaviors and attitudes To this, teachers should be conscious of the place of motivation in their classroom, not only to talk to encourage students to acquire large vocabulary but provide opportunities for students to know how important vocabulary learning is Besides, teachers should let students join enjoyable activities such as playing games, or singing songs in English It can be sure that students will not resist taking part in such activities; accordingly they may feel more interested in learning English and they will be more active in learning vocabularies 3.2.2 Solution for students 3.2.2.1 Students should motivate themselves First, students can motivate themselves by learning vocabularies by topics and sentences Most of students when learning English vocabulary make a huge mistake of learning too many new words but they are not related or in other words are not on the same topic This makes them forget right away even though they worked really hard, make them feel depressed and lack motivation When studying vocabularies, you should learn English vocabulary by topic because it will be more scientific and effective to students Moreover, when learning English vocabularies by topic, it helps a lot for students’ thinking For example, students are learning the topic of the family, when learning from mother they will immediately think of the word “father, children, ” This way will help them not only increase their motivation but also remember longer and especially their English thinking also improve a lot Chu Thi Tra Giang 55 CQ55/51.01 Academy of Finance Graduation Thesis Second, learning vocabulary by making sentences is a good way to motivate students When applying this method, they can definitely know the types and use of words According to the setting of the sentences, we can find out the meaning of words easily When students see any new words, they should write their own sample sentences Learning vocabulary through sentences, giving context to the used words, is beneficial over learning to recognize words alone Third, students should watch more English videos and songs to get motivated There are a lot of interesting videos and songs that related to the topics of beginning level in English in various areas so students can learn English while watching them The use of videos and songs in learning process is a fun activity because images and sounds keep the students from getting bored The use of pictures and sounds make the vocabulary material is more meaningful, to help the students memorize the word easily and to represent the real object or the thing The used of pictures and sounds also a fantastic educational tool and makes learning more fun than usually Finally, students should build their own dictionary Students should write down the new words they discover Just write them down, they will start to recognize the words as they read Students can simultaneously write new words and put stickers on them or draw pictures instead of the meaning of that word Moreover, keeping a dictionary of all the new words will give them more confidence to learn even more words - especially since they can see how many new words they've learned 3.2.2.2 Students should practice listen, write and say the words many times Whenever students learn a new word, whether in the classroom or when they are out and about, make sure students listen to the pronunciation, make a note of it and say it again some times Writing is a great way of using new vocabularies and remembering the form of words so students should fall into habit of writing something every day using new words and grammar that they have learned The more you write and say the words, the better you memorize them To reduce pronunciation difficulties students need to practice listening and repeat the words Chu Thi Tra Giang 56 CQ55/51.01 Academy of Finance Graduation Thesis many times Besides, students also need to pay attention to the pronunciation of difficult words and not hesitate to ask the teacher for answers or corrections This way helps students to be more active in their English vocabulary learning Chu Thi Tra Giang 57 CQ55/51.01 Academy of Finance Graduation Thesis REFERENCES Andrew D Cohen and Edna Aphek (1978) Easifying Second Language Learning Aitchison, Jean (2003) Words in the mind Blackwell Publishing Ltd Dörnyei, Zoltán (1998) Language Teaching, Motivation in second and foreign language learning Cambridge University Press Freeman, L D (1986), Techniques and Principles in Language Teaching, Oxford University Press Larsen-Freeman, D (1986) Techniques and principles in language teaching Oxford: Oxford University Press Lynne Cameron (2001) Teaching language to young learners Cambridge Cambridge University Press Nguyen Thi Hong Nhung (2018) External factors that affect vocabulary learning of grade 10 students at a high school in Hanoi, Vietnam National University, Unpublished M.A Thesis Nunan, D (1991), Language Teaching Methodology, Prentice Hall International Suberviola, Elena Suarez (2002) Vocabulary acquisition strategies Universidad Nacional de Educación a Distancia, Vol 14 10 Varasarin, Patchara 2007 An Action Research Study of Pronunciation Training, Language Learning Strategies and Speaking Confidence School of Education Faculty of Arts, Education and Human Development Victoria University 11 Website Apollo English Chu Thi Tra Giang 58 CQ55/51.01 Academy of Finance Graduation Thesis APPENDIX APPENDIX Survey questionnaires for students This survey questionnaire is designed for my graduation paper namely: “ A study on vocabulary learning strategies employed by the primary school students at beginner level at Apollo English Pham Tuan Tai” in completing these questions, please choose the answer by circling the letter next to your choice, ticking off the items in a checklist or expressing your idea in the blank All your personal information as well as your answers will be kept confident and not be used for other purposes Thanks for your help ! Personal information: Full name: ………………………………………………… Class:…………………………………………………………… Question Are you interested in learning new words? A Yes Question B No The purpose of your learning English? A Pass the exam B Get a high score C Talk with foreigners D To be praised E To be an English teacher F Others Question How often you study vocabulary at home? A Always Question B Usually C Often D Rarely E Never Choose difficulties that you often have when learning English vocabulary? A Pronunciation and spelling B Memorizing Chu Thi Tra Giang 59 CQ55/51.01 Academy of Finance Graduation Thesis C Both spelling and memorizing D Others Question Choose the actions you usually to learn vocabulary: A Learning through videos and songs B Learning through games C Practicing with friends and family D Using bilingual dictionary E Practicing exercises Chu Thi Tra Giang 60 CQ55/51.01 Academy of Finance Graduation Thesis APPENDIX Survey questionnaires for students This survey questionnaire is designed for my graduation paper namely: “ A study on vocabulary learning strategies employed by the primary school students at beginning level at Apollo English center” in completing these questions, please choose the answer by circling the letter next to your choice, ticking off the items in a checklist or expressing your idea in the blank All your personal information as well as your answers will be kept confident and not be used for other purposes Thanks for your help ! Question In your opinion, learning vocabulary is…… a Very necessary b Necessary c Not quite necessary d Not necessary Question 2 Do you find teaching vocabulary difficult? a.Yes b.No Question Which strategies you usually use to teach your students vocabulary? A Using visuals B Acting out verbs C Teaching through games D Teaching through songs E Others ( classify) Question How often you give opportunities to your students to communicate with you and with their peers in English to develop their vocabulary? 1.Never Rarely Sometimes Often Always Chu Thi Tra Giang 61 CQ55/51.01 Academy of Finance Chu Thi Tra Giang Graduation Thesis 62 CQ55/51.01 Academy of Finance Chu Thi Tra Giang Graduation Thesis 63 CQ55/51.01 Academy of Finance Graduation Thesis CRITIC’S JUDGEMENT Critic: Student: Chu Thi Tra Giang Group: 51.01 Topic: “A Intake: CQ 55 STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE PRIMARY SCHOOL STUDENTS AT BEGINNER LEVEL AT APOLLO ENGLISH PHAM TUAN TAI” Mark: : - In number: : - In word: Critic  Chu Thi Tra Giang 64 CQ55/51.01 ...Academy of Finance Graduation Thesis DECLARATION I hereby declare that this thesis entitled: ? ?A study on vocabulary learning strategies employed by the primary school students at beginner level. .. Compensation strategies Language learning strategies Metacognitive strategies Indirect strategies Social strategies Affective Strategies Figure 1.1: Classification of English vocabulary learning strategies. .. vocabulary learning process by gathering materials and systematizing information from these materials Chu Thi Tra Giang CQ55/51.01 Academy of Finance Graduation Thesis Organization of the study The