OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS

i MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRẦN THỊ HẢI OUT-OF-CLASS ENGLISH VOCABULARY LEARNING STRATEGIES: INSIGHTS FROM HIGH SCHOOL STUDENTS Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Nguyễn Gia Việt, Ph.D Nghe An, 2017 i ABSTRACT This study was motivated by an interest in the process of acquisition of English vocabulary by a previously unstudied group of learners, high school students The study identified the vocabulary learning strategies of 70 students in high school It also examined relationships between reported strategies and their insights over the period of the studying English out-of-class The data were collected with a self-report online questionnaire administered at the beginning of the 2017 semester, as well as with interviews with the participants Descriptive analysis of students’ importance indicated that the participants highly valued the role of vocabulary in studying a foreign language, understood the complexity of the process of vocabulary acquisition, and believed that words and phrases should be carefully studied and then practiced in context The participants reported high motivation and high expectations of their success as learners of English Descriptive analysis of vocabulary learning strategies demonstrated that besides active use of a dictionary, guessing, and note-taking strategies, virtually all participants reported frequent use of rehearsal strategies, especially repetition Analysis of the responses to open-ended questions and interview prompts confirmed that the participants frequently used repetition and rehearsal strategies and considered them most effective for establishing form–meaning connections for new words The respondents also reported frequent use of contextual encoding, activation, and affective strategies Comparison of the results of the two questionnaires revealed several vocabulary learning strategies that underwent changes as a result of one semester of studying English At the end of the semester students reported even more agreement with value of repetition, practice, good memory, and cultural knowledge for learning vocabulary ii Interviewed students explained this shift by noting the difficulty of English vocabulary and cognitive overload while trying to acquire new words in context These findings once again argue against the claim that contextual acquisition of foreign language vocabulary is always effective in instructed foreign language learning Using correlation and cluster analyses, the study identified multiple relationships between groups of vocabulary learning strategies, as well as between the importance and strategies From detailed findings, some implications for teaching reading skill were proposed Limitations of the study were pointed out and further research was suggested iii ACKNOWLEDGEMENTS First of all, I would like to express my deepest thanks to my beloved supervisor, Nguyen Gia Viet, who directly supported and encouraged me during the preparation of this study I am truly grateful to him for his professional advice, invaluable support and guidance he offered to help me carry out the study I would also like to express my gratitude to all lecturers and staff of the Department of Foreign Languages, Vinh University who supply me with the good conditions to conduct this thesis I wish to express my sincere thanks to the students of the two classes I worked with in order to gather data for my study Last but not least, I owe special heartfelt appreciation to my parents, my friends without whose unceasing support, patience and understanding I could not have been able to complete my study iv TABLE OF CONTENTS iii TABLE OF CONTENTS iv iv Techniques in remembering vocabulary teachers have to think of ways of making the experience of learning and recycling vocabulary more memorable Pavicic mentions her former research in which she divided learning strategies into four groups 11 74 CHAPTER FIVE CONCLUSION 75 Griffiths, C (2013) The Strategy Factor in Successful Language Learning Bristol, UK: Multilingual Matters .84 APPENDICES 90 APPENDIX A 90 APPENDIX B 92 APPENDIX C 94 APPENDIX D 96 APPENDIX E 98 APPENDIX F 100 APPENDIX H .102 103 APPENDIX L .104 v LIST OF TABLES Table: 1.1 Vocabulary learning strategies listed by Gu & Johnson (1996) Error: Reference source not found Table 1.2 Vocabulary learning strategies Error: Reference source not found Table 1.3 Self-Regulating Capacity in Vocabulary Learning scale Error: Reference source not found Table 4.1.The importance of learning English vocabulary Error: Reference source not found Table 4.2 The importance to use vocabulary Error: Reference source not found Table 4.3 Means and standard deviation of participants’ vocabulary learning strategies by using wordlists measured level (1+2+3) and level (4+5+6).Error: Reference source not found Table 4.4 Means and standard deviations of participants’ vocabulary learning strategies by repetition measured by levels for two groups Error: Reference source not found Table 4.5: Means and standard deviations of participants’ vocabulary learning strategies by associations measured by levels for two groups Error: Reference source not found Table 4.6 Means and standard deviations of participants’ vocabulary learning strategies by encoding: Imagery measured by levels for two groups Error: Reference source not found vi Table 4.7 Means and standard deviations of participants’ vocabulary learning strategies by contextual encoding measured by levels for two groups Error: Reference source not found Table 4.8 Means and standard deviations of participants’ vocabulary learning strategies by visual encoding of word structure measured by levels for two groups Error: Reference source not found Table 4.9 Means and standard deviations of participants’ vocabulary learning strategies by analysis of word structure measured by levels for two groups .Error: Reference source not found Table 4.10 Result of score on using dictionary on cognitive and affective strategies by participants from the two groups .Error: Reference source not found Table 4.11 Result of score on using note-taking on cognitive and affective strategies by participants from the two groups .Error: Reference source not found Table 4.12 Result of score on using guessing on cognitive and affective strategies by participants from the two groups .Error: Reference source not found Table 4.13 Result of score on using technology on cognitive and affective strategies by participants from two groups .Error: Reference source not found Table 4.14 Result of score on using semantic encoding affective strategies on cognitive and affective strategies by participants from the two groups Error: Reference source not found Table 4.15.The rank of strategy categories in descending order .Error: Reference source not found Table 4.16 The most frequently used vocabulary learning strategies (mean ≥4.50) Error: Reference source not found vii Table 4.17 the least frequently used vocabulary learning strategies (mean ≤ 3.50) .Error: Reference source not found Table 4.18: Students’ difficulties learning vocabulary (N=70) Error: Reference source not found Table 4.19.The relationship between learning vocabulary and learning strategies Error: Reference source not found Table 4.20 Relationship between S21 and learning strategies Error: Reference source not found Table 4.21 The most frequently used vocabulary learning strategies at time and time Error: Reference source not found Table 4.22 Perceived helpfulness of activities Error: Reference source not found Table 4.23: Support activities for learning vocabulary out - of - class Error: Reference source not found Table 4.24 Means and standard deviations of level (1+2+3) and level (4+5+6) on vocabulary learning strategies for the treatment and control groups (Time 1) Error: Reference source not found Table 4.25 Means and standard deviations of level (1+2+3) and level (4+5+6) on vocabulary learning strategies for the treatment and control groups (Time 2) Error: Reference source not found CHAPTER ONE INTRODUCTION This chapter consists of the following five parts which offer a general outline of the study: rationale, the aims and objectives, research questions, scope and design of the study 1.1 Rationale English has been used more and more widely It also becomes a compulsory subject in education curriculum Especially, nowadays, vocabulary learning plays an important role in language teaching in the context where English is taught as a foreign language McCarthy (1990) stated that “No matter how well the students learn grammar, no matter successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication an L2 just can not happen in any meaningful way” This is because lexical competence is now seen as the heart of language learning and the ultimate goal of language teaching is to improve the language competence of learners Moreover, vocabulary has been recognized as an important factor for language learning because insufficient vocabulary knowledge leads the learners to encounter difficulties in language learning Learners can significantly improve their language competence by developing their ability to use vocabulary learning strategies (VLSs) High students generally encounter problems in English learning, except those who attend international programs where English is used as the medium of instruction (Somsai & Intaraprasert, 2011) Despite a regular use of the English language both inside and outside the classroom settings, the students still encounter problems in their out-of-class learning and they are difficult to communicate because of lacking vocabulary The reason may be because vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners led to difficulties in second language learning (Asgari& Mustapha, 2011) Mastering vocabulary is one of the most challenging tasks that any learner faces while acquiring another language (Nyikos& Fan, 2007) Thus, in the case of language learning, students need to be educated with the strategies Silpakorn University Journal of Social Sciences, Humanities, and Arts149 which can help the learners acquiring the meaning of words The particular strategies which are used by learners for the acquisition of new words in the second language are called ‘vocabulary learning strategies’ (Gu, 1994) Michael Shelby manifested that other difficulties in learning and using English vocabulary include fixed word collocations, phrasal verbs, idioms, proverbs and regional differences in vocabulary usage There are differences in English usage in English-speaking countries in terms of spelling, pronunciation, vocabulary and grammar This problems can be mentioned by any language learners, any age bracket Real situations for some difficulties which students usually encounter in the out-of- class vocabulary learning is attaining the vocabulary in mind, misunderstanding some words, forgetting promptly the words Moreover, communication will become more difficult with the reason lacking vocabulary In addition, the high school must learn many subject, so, they are limited the time, the problem dividing suitable time in house to study is necessary to be noticeable in this study To face with challenges about out-ofclass vocabulary learning problems, these strategies should have been brought to the language classroom to enhance language learners’ effectiveness in language learning According to Dóczi (2011) It can be said that through the use of vocabulary learning strategies, learners may be able to maximize the 91 S30 S31 S32 S33 S34 S35 6 6 8 8 10 B30 B31 B32 B33 B34 B35 6 6 6 6 92 APPENDIX B The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using associations by the two groups Treatme Level(1+2+3 Level(4+5+ Control Level(1+2+ Level(4+5+6 nt group S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 ) 8 6 7 5 7 5 3) 6 7 7 6 5 6 5 5 6 5 6) 8 8 10 8 10 8 7 8 8 group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 ) 7 7 7 6 7 6 6 6 6 7 7 6 93 S33 S34 S35 7 8 B33 B34 B35 6 94 APPENDIX C The average scores of level (1+2+3) level(4+5+6) of the tests on and the average scores of using imagery by the two groups Treatme Level(1+2+ Level(4+5+6 Control Level(1+2+3 Level(4+5+ nt group S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 3) 6,5 7,5 5,5 7,5 7 5,5 5,5 7,5 5,5 7,5 5,5 5,5 6,5 7 5,5 6,5 ) 6,5 6,5 6,5 6,5 6,5 6,5 6 5,5 7,5 5,5 6,5 5,5 6,5 5,5 5,5 6,5 5,5 5,5 5,5 5,5 ) 6,5 7,5 7,5 7,5 9,5 7,5 7,5 8,5 8,5 7,5 6,5 8,5 8,5 8,5 7,5 8,5 7,5 6,5 7,5 8,5 8,5 8 8,5 6,5 group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 6) 6,5 6,5 6,5 6,5 6,5 6,5 5,5 6,5 6,5 5,5 5,5 6,5 6,5 6,5 7,5 6,5 5,5 6,5 6,5 7,5 6,5 6,5 6,5 6,5 5,5 95 S33 S34 S35 6,5 7,5 7,5 7,5 B33 B34 B35 5,5 6,5 5,5 5,5 7 96 APPENDIX D The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using repetition the two groups Treatmen Level(1+2+3 Level(4+5+6 Contro Level(1+2+3 Level(4+5+6 t group S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 ) 6 6 6 6 8 6 6 6 6 ) 8 8 8 8 8 8 10 8 10 8 8 8 10 8 l group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 ) 6 6 6 6 6 6 6 6 6 6 ) 6 6 6 6 6 6 6 6 6 6 6 6 97 S33 S34 S35 6 8 B33 B34 B35 6 6 98 APPENDIX E The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using analysis of word structure by the two groups Treatmen Level(1+2+3 Level(4+5+6 Contro Level(1+2+3 Level(4+5+6 t group S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 ) 6 6 6 7 6 6 7 6 ) 8 8 8 8 8 10 8 8 8 8 l group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 ) 6 6 5 5 6 5 6 6 5 6 5 ) 6 6 6 5 6 6 6 5 6 7 6 6 99 A33 S34 35 8 B33 B34 B35 6 6 100 APPENDIX F The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using dictionary by the two groups Treatmen Level(1+2+3 Level(4+5+6 Contro Level(1+2+3 Level(4+5+6 t group S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 ) 4 4 4 4 6 6 6 6 6 6 6 ) 6 4 6 6 6 6 6 6 6 6 6 l group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 ) 6 4 4 6 4 6 4 6 4 6 6 ) 6 6 6 6 6 6 6 6 6 6 6 6 101 S33 S34 S35 4 6 B33 B34 B35 6 8 102 APPENDIX H The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using visual by the two groups Treatmen Level(1+2+3 Level(4+5+6 Contro Level(1+2+3 Level(4+5+6 t group S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 ) 4 4 4 5 5 5 5 6 5 6 ) 6 5 6 5 5 6 6 6 6 6 l group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 ) 6 5 6 6 6 5 6 4 6 ) 6 6 7 6 6 6 7 6 6 6 6 103 S33 S34 S35 4 6 B33 B34 B35 6 104 APPENDIX L The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using note-taking by the two groups Treatmen Level(1+2+ Level(4+5+ Contro Level(1+2+ Level(4+5+6 t group A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 A22 A23 A24 A25 A26 A27 A28 A29 A30 A31 A32 6) 4,5 5,5 4,5 5,5 5,5 6,5 5,5 6 5,5 5,5 5,5 5,5 6,5 5,5 5,5 5,5 5,5 6 5,5 5,5 6,5 6,5 4,5 5,5 l group B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 ) 6,5 5,5 6 6,5 6,5 6,5 6,5 6,5 6 6,5 5,5 6,5 6 6,5 5,5 6 6,5 6,5 6 6,5 6,5 3) 3,5 3,5 3,5 3,5 4,5 4,5 3,5 4,5 5,5 2,5 5 4,5 4,5 5 5 4,5 4,5 5 4,5 5,5 5 5,5 3) 5,5 5,5 5,5 5,5 5,5 5,5 5 6 5,5 5,5 6,5 5,5 5 5,5 5,5 6,5 105 A33 A34 A35 4,5 4,5 5,5 B33 B34 B35 5,5 5,5 7,5 6,5 ... acquisition of English vocabulary by a previously unstudied group of learners, high school students The study identified the vocabulary learning strategies of 70 students in high school It also... learn vocabulary out of class from students? ?? perspectives? 2) What strategies students employ in learning vocabulary out of class? 3) What are the challenges that students face in learning vocabulary. .. to learn vocabulary out of class from students? ?? perspectives? 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