Rationale of the study
Learning a second language (L2) presents significant cognitive challenges, particularly in vocabulary acquisition, which many consider the most difficult aspect of achieving proficiency (Meara, 1995; Milton, 2009; Nation, 2001; Schmitt, 2000) Unlike other language skills, vocabulary learning is incremental, potentially limitless, and heavily influenced by the learner's experiences (Swain & Carroll, 1987) Recent research has increasingly focused on vocabulary learning strategies (VLS) to address the difficulties faced by L2 learners This shift towards learner-centered approaches emphasizes how individuals can take charge of their language learning, as highlighted by Schmitt (2000), who notes that the discrete nature of vocabulary makes it easier to apply specific learning strategies compared to more integrated skills like reading and writing.
Acquiring a second language encompasses various factors, including motivation, learner needs, the learning environment, effective learning strategies, and language awareness As the importance of second language learning strategies grows, it becomes essential to acknowledge their role in the process Chamot and Kupper (1989) define these learning strategies, highlighting their significance in language acquisition.
“techniques which students use to comprehend, store, and remember information and skills” (p.9)
Vocabulary strategies play a crucial role in language learning, serving as a subset of broader language learning strategies, which themselves are part of general learning strategies (Nation, 2001) These strategies promote self-direction among learners, fostering independence and enabling them to take responsibility for their own educational journey As a result, self-directed learners become more confident, engaged, and proficient in their language skills (Oxford).
Research indicates that students require training in effective vocabulary learning strategies, as they often rely on basic methods compared to more integrated tasks like listening and speaking Many learners utilize various strategies for vocabulary acquisition, highlighting the necessity of strategy instruction in foreign and second language programs.
Learning strategies are essential tools for active and self-directed language acquisition, significantly linked to language proficiency (O'Malley & Chamot, 1990) Over the past 40 years, research on second language (L2) learning strategies and vocabulary acquisition has enhanced our understanding of this process However, most studies on vocabulary learning strategies (VLS) have primarily examined specific techniques, such as the keyword method, dictionary use, and inferencing, often under controlled experimental conditions.
There is a significant gap in research regarding learner-selected vocabulary learning strategies (VLS) that offer a comprehensive understanding of the vocabulary acquisition process This study aims to address this deficiency by examining the VLS utilized by foreign language (FL) students at various stages of their language development Furthermore, it will investigate the effectiveness of these strategies in enhancing vocabulary and their correlation with overall language proficiency.
This study aims to investigate the vocabulary learning strategies employed by first-year non-English major students at this college The researcher seeks to gain a comprehensive understanding of the current state of vocabulary acquisition among these students.
Aims of the study
This study aims to enhance our understanding of the vocabulary skills of freshmen at Tân Trào University, while also offering practical insights for improving the teaching and learning of English as a foreign language.
Objectives of the study
This study aims to investigate the predominant vocabulary learning strategies chosen by first-year non-English major students at Tân Trào University, examine the reasons behind their preferences, and assess the effectiveness of these strategies as self-evaluated by the students.
In order to establish a theoretical framework for the investigation in thesis, the literature on language learning strategies, vocabulary, and related issues is reviewed.
Research questions
The study will be conducted to answer the following questions:
1 What are the most commonly-used vocabulary learning strategies by first year non-English major students at Tân Trào University?
2 Why do they use those preferred strategies?
3 How do they self-evaluate the effectiveness of those strategies to their vocabulary learning?
Scope of the study
This study focuses on the vocabulary strategies utilized by first-year non-English students at Tân Trào University It examines the factors influencing their choice of these strategies and evaluates the effectiveness of the self-selected methods in enhancing their vocabulary learning.
Method of the study
This study employs a mixed-method approach, incorporating both questionnaires and interviews Following the analysis and discussion of the collected data, the thesis will present key conclusions and offer relevant suggestions.
Design of the study
The thesis is divided into four chapters:
Chapter 1 includes the rationale, the objective, the research questions, the scope, the method and the design of the study
Chapter 2 explores the historical development of research on learning strategies, providing essential concepts related to vocabulary learning It also reviews various learning strategies and their classifications, establishing a theoretical framework for the investigation presented in the subsequent chapter.
In Chapter 3, the study is presented It includes the context of the study, the research questions, the research method and the participants
Chapter 4 reveals the findings of a study on the vocabulary learning strategies employed by first-year non-English major students at Tân Trào University It explores the reasons behind their strategy choices and evaluates the effectiveness of these methods in enhancing their vocabulary acquisition.
In the last chapter - chapter 5, some major findings are presented and conclusions are withdrawn
THEORETICAL BACKGROUND
Introduction
This chapter provides a concise overview of research on learning strategies, highlighting key concepts related to the history of vocabulary learning strategies It also examines various classifications of learning strategies to establish a theoretical framework for the investigation presented in the following chapter.
An overview of learning strategies research
Research on learning strategies has been inspired by two interwoven principles: cognitive psychology and second language acquisition O‟ Malley and Chamot (1990) provide a good overview on this issues
Cognitive psychology plays a crucial role in understanding second language acquisition as a multifaceted cognitive skill Research in this area has focused on experimental methods aimed at training learners to develop effective strategies for language learning According to Anderson, these strategies are essential for enhancing the acquisition process.
In the acquisition of language skills, two types of knowledge are essential: declarative knowledge, which encompasses factual information about the language, and procedural knowledge, which involves the ability to use language dynamically and apply rules unconsciously Skill learning progresses through three stages: cognitive, associative, and autonomous In the cognitive stage, beginners focus on acquiring declarative knowledge, such as vocabulary and grammar rules, often resulting in errors due to their limited active use of the language The associative stage sees learners reducing errors and beginning to synthesize language elements without conscious rule application Finally, in the autonomous stage, learners can use their language skills effortlessly, with fewer errors from previous stages Importantly, these stages are not strictly separate; both types of knowledge interact and are utilized throughout the learning process.
This study on vocabulary learning strategies distinguishes between declarative knowledge, which encompasses information about learning strategies, and procedural knowledge, which refers to the automatic application of language skills In the cognitive stage, learners recognize and understand various learning strategies and their usage in tasks The associative stage marks a transitional phase where learners begin to apply language learning strategies more instinctively Finally, in the autonomous stage, learners utilize these strategies automatically and effortlessly.
In the realm of second language acquisition (SLA), early research on learning strategies, notably by Rubin (1975) and Stern (1975), sought to identify the behaviors of effective learners, labeling these as "strategies." O'Malley and Chamot (1990) highlighted the complexity of distinguishing essential strategies for learning from those that may benefit different learners, emphasizing the need to explore the role of strategic processing in SLA both empirically and theoretically Their insights serve as a valuable motivation for further investigation in this area.
Language learning strategies (LLS)
1.3.1 The definition of language learning strategies
Strategies are specific techniques employed to tackle problems encountered in second language learning, as noted by Brown (2001), who describes them as moment-by-moment approaches to addressing language input and output challenges (p.114) Similarly, Cohen (2000) emphasizes that "strategies" encompass both general approaches and specific actions utilized in the process of acquiring a second language (p.9).
There is no consensus on the definition of language leaning strategies due to different interpretations of “strategy” and “learning” Different studies have given different definitions of language learning strategies
Strategies in language learning are defined as overarching tendencies or characteristics of learners' approaches, while techniques refer to specific observable behaviors (Stern, 1983, cited in Ellis, 1999) Learning strategies aim to facilitate learning intentionally, impacting the learner's motivation and the organization of new knowledge (Weinstein & Mayer, 1986; O'Malley & Chamot, 1990) Tarone (1983) emphasized that these strategies are efforts to enhance linguistic and sociolinguistic competence within the target language Chamot (1987) described learning strategies as deliberate actions that help students in recalling both linguistic and content information Additionally, Rubin (1987) noted that these strategies contribute to the development of the learner's language system and directly influence learning outcomes.
Learning strategies, as defined by 1992, are intentional actions and techniques employed by students to enhance their development of second language (L2) skills These strategies aid in the internalization, storage, retrieval, and application of new language knowledge, serving as essential tools for self-directed learning and communicative competence According to Ellis (1999), learning strategies encompass specific methods that learners utilize, which can be either behavioral, such as vocal repetition of new vocabulary, or mental, like using contextual clues to deduce meanings Cohen (1998) emphasized that these strategies are consciously chosen by learners, highlighting their unique nature Wenden (1998) further described learning strategies as mental processes that help learners acquire a new language and manage their learning efforts effectively.
Learning strategies are defined differently across various studies Oxford (1992) characterizes them solely as behavioral, whereas Weinstein and Mayer (1986) and Ellis (1997) recognize them as encompassing both mental and behavioral aspects Additionally, Chamot contributes to this discussion by offering further insights into the multifaceted nature of learning strategies.
In 1987, it was asserted that learning strategies are "deliberate actions," while Cohen (1998) described them as "conscious" efforts However, many researchers have chosen not to engage with this definition Additionally, Stern (1983) posited that learning strategies should be understood in a more specific context.
Researchers often differentiate between "approach" and "technique," with some, like Stern (1983), labeling these behaviors as "techniques." Additionally, Rubin (1987) posited that language learning strategies directly impact language development, while other scholars view their influence as more indirect.
The concept of learning strategies lacks a comprehensive definition, with terminology varying among researchers, including terms like "learner strategies" (Wenden and Rubin, 1987), "learning strategies" (O'Malley & Chamot, 1990), and "language learning strategies" (Oxford, 1990a, 1996) This diversity in definitions reflects the complexity of language learning strategies, which can be viewed from cognitive, social, or pragmatic perspectives Consequently, researchers often focus on developing taxonomies rather than strict definitions Oxford (1990:9) provides a detailed list of characteristics that are widely accepted in the understanding of language learning strategies.
Contribute to the main goal, communicative competence
Allow learners to become more self-directed
Expand the role of teachers
Are specific actions taken by learners, not just the cognitive
Support learning both directly and indirectly
Are influenced by a variety of factors
1.3.1.3 Classification of language learning strategies
Several researchers have endeavored to create a classification system for language learning strategies However, similar to the varying definitions of learning strategies, there is no consensus among scholars regarding the classification methods in this area of study.
Cohen (2000) identified key language learning strategies that encompass the identification of necessary material, differentiation from unrelated content, and organization for easier assimilation, such as categorizing vocabulary into nouns, verbs, adjectives, and adverbs Additionally, these strategies emphasize the importance of repeated exposure to the material through classroom activities and homework, along with the formal memorization of information when it is not acquired naturally Techniques such as rote memorization, mnemonics, and other memory aids are also recommended to enhance retention.
Oxford's (1990) comprehensive classification of language learning strategies emphasizes the development of communicative competence through six key strategies, divided into direct and indirect categories Direct strategies, which include memory, cognitive, and compensation strategies, engage learners in active mental processing of the target language Memory strategies assist in storing and retrieving new information, cognitive strategies facilitate understanding and production of the language, and compensation strategies enable learners to communicate despite gaps in knowledge Indirect strategies, comprising metacognitive, affective, and social strategies, enhance language learning by promoting organization, evaluation, emotional control, self-encouragement, and collaboration with others Metacognitive strategies empower learners to take charge of their learning process, while affective strategies help manage emotions and motivations, and social strategies foster increased interaction with the target language.
Vocabulary and vocabulary learning strategies
Vocabulary encompasses all the words within a specific language or subject (Cowie, 1999) According to Macathy (1990), vocabulary is the most crucial element of any language course Understanding a word goes beyond just knowing its meaning; it involves a deeper comprehension of its usage and context Cook (2001) emphasizes that "a word is more than its meaning," highlighting the complexity of vocabulary knowledge.
(2001), knowing a word may involve four aspects: form of the word (for instance, spelling and pronunciation), grammatical properties (for instance, word combination and appropriateness), and general meaning and specific meaning
Word knowledge is a crucial aspect of communicative competence, playing a vital role in both the production and comprehension of a foreign language According to Richard (1976:83), understanding a word involves several key assumptions that contribute to effective communication.
Understanding a word involves recognizing the likelihood of its occurrence in both spoken and written language Additionally, for numerous words, we can identify the types of words that are most commonly associated with them.
2) Knowing a word implies knowing the limitation on the use of the word according to variations of function and situation
3) Knowing a word means knowing the syntactic behavior associated with the word
4) Knowing a word entails the knowledge the underlying form of a word and the derivations that can be made from it
5) Knowing a word entails knowledge of the network of association between that word and other words in the language
6) Knowing a word means knowing the semantic value of a word
7) Knowing a word means many of the different meanings associated with a word
According to Nation (2005), understanding a word encompasses three key aspects: its form, meaning, and usage The form of a word includes its spelling, pronunciation, and components The meaning involves linking the word's form to its definition, understanding the concepts it represents, and recognizing related words Lastly, knowing how a word is used pertains to its grammatical role, including its part of speech and sentence structures, as well as its collocations and contextual appropriateness, such as formality, politeness, and age-related usage.
In summary, understanding a word, as discussed by various scholars, encompasses essential elements such as its form, meaning, and usage Consequently, effective vocabulary learning entails mastering not only the definitions of new words but also their structures and practical applications.
1.4.2 Factors affecting learners in learning English vocabulary
Brustall et al (1975) emphasize that, in language learning, success breeds further success, as learners who achieve milestones tend to cultivate positive attitudes throughout their studies These favorable attitudes significantly enhance motivation, which plays a crucial role in the effectiveness of vocabulary acquisition.
Factors influencing language learning also impact vocabulary acquisition, including intelligence, aptitude, personality, motivation, attitudes, learner preferences, beliefs, age of acquisition, and types of activities (Lightbrown & Spada, 1999; Rubin & Thompson, 1994) Key elements such as age, emotions, extroversion, tolerance for ambiguity, learning styles, and past experiences play significant roles in this process Nunan (1999) highlights the importance of learning strategies, noting that awareness of one's learning processes enhances effectiveness Similarly, Ellis (1997) asserts that successful learners employ a variety of strategies at different developmental stages, suggesting that identifying and teaching crucial learning strategies can benefit students.
Effective vocabulary learning hinges on the use of strategic learning methods Numerous researchers, including Nation (1982; 1990; 2001), Taylor (1990), Oxford (1990), and Rubin and Thomson (1994), have developed various vocabulary learning strategies aimed at enhancing the vocabulary acquisition process for English learners.
1.4.3.1 Definitions of vocabulary learning strategies
Vocabulary learning strategies are integral components of broader language learning strategies, which are part of general learning strategies (Nation, 2001) These strategies are defined as the actions learners undertake to understand and remember vocabulary items (Cameron, 2001) According to Catalán (2003), vocabulary learning strategies involve knowledge about the processes and actions taken by students to identify unknown words, retain them in long-term memory, recall them when needed, and apply them in both written and oral contexts Intaraprasert (2004) further describes these strategies as techniques or behaviors that learners use to discover the meanings of new words, retain newly learned vocabulary, and enhance their overall vocabulary knowledge.
1.4.3.2 Classifications of vocabulary learning strategies
To effectively expand vocabulary size, language learners must employ a variety of vocabulary learning strategies tailored to their individual needs The approach to vocabulary acquisition varies based on whether the learner's primary goal is comprehension, through reading or listening, or production, through speaking or writing Schmitt (2000) emphasizes the importance of active learning management, noting that successful learners utilize diverse strategies, organize their vocabulary learning, and consistently review and practice target words Additionally, Gu and John (1996) highlight the necessity for learners to control their strategy use, selecting the most suitable methods from available options and determining when to adapt or change strategies.
Scholars have diverse approaches to classifying language learning strategies, as noted by Intaraprasert (2004:10) This variation has led language researchers to explore different classification systems for vocabulary learning strategies, significantly enhancing our understanding of these methods Notable taxonomies include those proposed by Cohen (1987; 1990), Rubin and Johnson (1994), and Decarrico (2001), which are briefly discussed in this context.
Cohen (1987; 1990) identifies three primary categories for strategies aimed at enhancing vocabulary acquisition: strategies for remembering words, semantic strategies, and strategies for learning and practicing vocabulary These categories encompass common characteristics that facilitate effective vocabulary development.
Rubin and Thomson (1994) identified three effective vocabulary learning strategies used by language learners: Direct Approach, Use of Mnemonics, and Indirect Approach These strategies encompass both conscious and unconscious learning processes, involving activities such as memorizing word lists, engaging in vocabulary exercises, and practicing through reading and listening.
Decarrico (2001) identified four key vocabulary strategies: guessing meaning from context, using mnemonic devices (or the keyword method), maintaining vocabulary notebooks, and employing other learner strategies She emphasized that language learners often have not been explicitly taught many words, leading to predominantly implicit vocabulary acquisition Decarrico advocated for strategies that facilitate both the discovery of new word meanings and the reinforcement of words once learned Consequently, she recommended that language learners engage in independent vocabulary learning through a blend of extensive reading and self-study techniques.
Recent research on vocabulary learning strategies has gained traction, with only two notable comprehensive lists proposed Stőffer (1995) created a questionnaire featuring 53 items aimed at assessing vocabulary learning strategies, emphasizing the importance of authentic language use, physical actions, self-motivation, and visual aids in language acquisition.
Summary
This chapter introduces the historical context of learning strategies, focusing on their classification and the factors influencing vocabulary acquisition It establishes a theoretical framework that will guide the investigation in the subsequent chapter.
The reviewed literature highlights key factors influencing language and vocabulary learning, shedding light on learners' behaviors and strategies It distinguishes between two fields: cognitive psychology, which analyzes and trains effective strategies, and second language acquisition, which focuses on the types of strategies employed Researchers have systematically categorized strategies used by nonnative speakers through reliable questionnaires, supported by data from university students and professionals Studies, including those by Stoffer, validate these findings, emphasizing the importance of understanding learning strategies in the vocabulary acquisition process.
(1995) and Schmitt (1997) showed taxonomies of vocabulary learning strategies, no study has dealt with students at Tân Trào University.
METHODOLOGY
The context of the study
At Tân Trào University, all students across various departments are required to study General English, which is integrated into their curriculum during the second, third, and fourth terms, totaling 150 periods The program aims to equip students with fundamental English language skills, offering three periods of instruction each week The selected textbook for this course is Lifelines Pre-intermediate (Hutchinson, 2000) This research specifically examines the vocabulary learning strategies employed by students throughout their English studies.
Research questions
As mentioned above, the aims of the study is to seek answers to the following research questions:
1 What are the most commonly-used vocabulary strategies by first year non- English major students at Tân Trào University?
2 Why do they commonly use those strategies?
3 How do they self-evaluate the effectiveness of those strategies to their vocabulary learning?
Research method
This exploratory study utilized both interviews and questionnaires for data collection Interviews offer detailed insights within specific contexts, while questionnaires provide a broader, albeit more superficial, overview Combining these methods can enhance the richness of the data collected (Drever, 1995:8).
Participants
A study involving 219 first-year non-English major students at Tân Trào University revealed that participants, aged 18 to 23, had been studying English for 7 to 12 years Most students hailed from various regions of Tuyen Quang province, with some having prior experience in learning languages like French and Russian Notably, many students lacked opportunities to learn English at language centers or practice with native speakers.
To gather data for the study, a questionnaire and interviews were developed to explore the vocabulary learning strategies employed by students, their motivations for using these strategies, and their self-assessments of the effectiveness of these methods in enhancing their vocabulary acquisition.
The questionnaire, detailed in Appendix 3, aimed to explore the vocabulary learning strategies employed by the participating students It was structured according to Schmitt's (1997) comprehensive taxonomy, making it well-suited for the specific population under investigation in this study.
The questionnaire, designed in Vietnamese to ensure comprehension among all participants, comprised two sections The first section outlined the study's purpose and the researcher's expectations regarding students' honesty in sharing their learning experiences It collected personal information such as age, gender, place of birth, duration of English study, and additional English learning experiences at language centers The second section featured 33 questions, with 32 focused on students' vocabulary learning approaches categorized into five strategies: determination (DET), social (SOC), memory (MEM), cognitive (COG), and metacognitive (MET) Question 36 was an open-ended item that allowed students to reflect on their individual learning experiences A detailed table of vocabulary learning strategies from the questionnaire is included below.
Group of strategies Questions in the questionnaire Number of questions
Table1: Vocabulary learning strategies in the questionnaire
At the beginning of the academic year in August, a questionnaire was distributed to students in their regular classrooms, with most completing it in about 30 minutes Students were encouraged to provide honest feedback, as any copied responses could compromise the study's data integrity The researcher assured participants that the study aimed to enhance their language learning and that all personal information would remain confidential and solely used for research purposes Once the questionnaires were collected, the frequently used vocabulary learning strategies were identified, laying the groundwork for the second stage of data collection.
Interviews were conducted with six students selected from a pool of 219, focusing on their preferred vocabulary learning strategies The participants were chosen based on their availability and willingness to engage in separate interviews, ensuring unbiased sharing of opinions All interviewees responded to the same set of questions, conducted in Vietnamese to facilitate clear communication and understanding Each two-hour session was recorded for thorough data analysis During the interviews, participants reported their most commonly-used strategies, discussed their reasons for these preferences, and self-evaluated the effectiveness of their chosen methods for vocabulary acquisition.
Six selected students participated in one-to-one interviews, conducted over two hours and recorded for later analysis (see Appendix 5) The interviews focused on the students' commonly used vocabulary learning strategies, the reasons behind their preferences, and the effectiveness of these strategies in enhancing vocabulary acquisition.
Data analysis procedures
The analysis of the questionnaire data utilized descriptive statistics to assess the frequency of each strategy reported by students This approach enabled the identification of the strategies that students employed most often, as well as those they used less frequently.
The qualitative data gathered from student interviews were quantitatively analyzed to uncover common patterns in their reasons for employing specific vocabulary learning strategies Additionally, select meaningful excerpts from the students' responses were included to enhance and illustrate the quantitative findings.
FINDINGS AND DISCUSSION
Quantitative data
The questionnaire provided valuable quantitative data for addressing research question 1, identifying the most commonly used vocabulary learning strategies In the data analysis, terms such as "high frequency" (indicating "always" and "usually") and "low frequency" (representing "sometimes" and "rarely") were utilized Each question in the questionnaire was systematically analyzed within its respective vocabulary learning strategy group, with percentages calculated to reflect usage frequency.
3.1.1 Students’ self-reported use of Determination strategies (DET)
Q1 Q2 Q3 Q4 never rarely sometimes ussually always
Figure 1: Students’ use of DET in vocabulary learning
The data presented in the chart indicates that among the three DET strategies evaluated, the use of bilingual dictionary strategies emerged as the most frequently employed, with 39.7% of respondents indicating they use this strategy usually and 37.4% stating they always use it.
The findings reveal that students infrequently utilize monolingual dictionaries for word meanings, with 15.2% never using them and 30.2% rarely doing so Additionally, despite the effectiveness of contextual guessing highlighted in previous studies, over 70% of learners reported using this strategy infrequently Furthermore, the use of flashcards is minimal, with only 6.4% employing this method frequently and 40% never utilizing it at all.
3.1.2 Students’ self-reported use of social strategies (SOC)
Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 never rarely sometimes ussually always
Figure 2: Students’ use of SOC in vocabulary learning
According to the chart, a significant majority of students favored seeking assistance from teachers for translation, with over 70% indicating they often or always requested their teachers to translate new words into Vietnamese, while 30% reported doing so occasionally.
Seeking paraphrases or synonyms from teachers is a method to understand unfamiliar words, yet only 16% of respondents found this strategy enjoyable, with a significant 69% not placing much importance on it.
In addition to providing translations or synonyms for new vocabulary, teachers can support students by offering sentences that incorporate these words However, survey results indicate that only 35.3% of students occasionally request such sentences from their teachers, while 30.6% do so rarely and 20.6% never ask for this type of assistance.
The study revealed that informants exhibited minimal engagement in seeking clarification from classmates regarding vocabulary meanings Specifically, only 3.7% consistently utilized this vocabulary learning strategy, while 17.4% did so regularly and 34.6% occasionally Conversely, a mere 7.8% reported never employing this approach.
The findings reveal that students infrequently engage in group work activities to discover new meanings, with 53.9% reporting they rarely use this strategy and 15.5% never utilizing it Only a small percentage of respondents employ this approach frequently, with 0.5% always and 8% usually participating in such activities.
Despite initial perceptions of group study and word practice as unappealing, over half of the participants expressed a preference for this learning strategy.
Asking teacher to check their flash cards or word lists for accuracy (question
11) were also less used by the students Less than 10% of the informants used this strategy with high frequency
Engaging with native speakers is an effective method for practicing and retaining new vocabulary, yet many informants found this strategy challenging to implement In fact, 55.7% reported that they never interacted with native speakers, while only about 5% utilized this approach frequently.
3.1.3 Students’ self-reported use of Memory strategies (MEM)
Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 never rarely sometimes ussually always
Figure 3: Students’ use of MEM in vocabulary learning
Connecting vocabulary words to vivid personal experiences can enhance understanding of underlying concepts, yet only 18.7% of students frequently employ this method, while 7.3% never use it.
Effective understanding of new vocabulary can be enhanced through sense relationships like coordination, synonyms, and antonyms However, the collected data reveals a contrasting reality, showing that only 17.8% of respondents frequently utilize these methods, while 50.2% use them rarely, and 6.4% never employ them at all.
In question 15, respondents were asked if they categorize words by specific topics or types The findings indicated that approximately 33.5% of participants frequently engaged in this practice, while 22.2% did so rarely, and 11% never utilized this method.
Grouping words together within a storyline did not gained support from the students (question 16) About 20% used it with high frequency and 29.5% rarely did this and 20,5% denied using it
Question 17 aims at finding out whether the students use Key word method or not Many of the informants reported that they employ this strategy with low frequency (86.2%) Only 6.4% considered it to be one of their key strategies
Remembering affixes and roots (question 18) and parts of speech (question
19) were also less used by the students Only more than 30% adopted these strategies with high frequency
Paraphrasing the meaning of words is an effective strategy for individuals with a limited vocabulary, yet recent data reveals a surprising finding: the frequency of this technique is only 51.6%.
Learning the words of a collocation can help for productive use of a language (question 21) However, more than 60% of the informants sometimes or rarely did so 21.9% even never employed it
3.1.4 Students’ self-reported use of Cognitive strategies (COG)
Q22 Q23 Q24 Q25 Q26 Q27 never rarely sometimes ussually always
Figure 4: Students’ use of COG in vocabulary learning
Qualitative data
An interview was followed by the questionnaire in this research The interaction was hoped to provide necessary qualitative data for the second and the third research questions
The researcher aimed to explore the reasons behind students' choice of vocabulary learning strategies and assess their effectiveness By questioning informants about their motivations for using these preferred strategies and their self-evaluations of their impact on vocabulary acquisition, the study sought to provide clear insights into the rationale behind strategy selection and its influence on learners' vocabulary development.
3.2.1 Reflection on the reasons for preferred vocabulary learning strategies
The interview data revealed that most informants shared remarkably similar reasons for their preferences, with their responses often being nearly identical across various aspects.
1 Note taking help to concentrate more on the lessons
2/6 for later revision which dominated by learner‟s retention efforts for words‟ spellings, meanings and pronunciations resulting from teacher‟s requirement
6/6 a frequent strategy when learners were at schooling
L1 translation meet the teacher‟s requirement of translating texts
6/6 a frequent strategy when learners were at schooling
3 Verbal repetition an usual activities in class 5/6 support learners in retaining word‟ pronunciation
5/6 a frequent strategy when learners were at schooling
4 Written repetition help to remember word‟s spelling 5/6 meet the teacher‟s requirement of remembering word‟s spelling
3/6 a frequent strategy when they were at 4/6 schooling
5 Bilingual dictionary look for equivalent meanings in L1 2/6 meet teacher‟s requirement of looking up new words of the subsequent lesson
5/6 meet teacher‟s requirement of translating texts of the following lesson
Table 3: Reasons for preferred vocabulary learning strategies
All six informants confirmed that their preferred strategies for language learning included written repetition, using a bilingual dictionary, note-taking, verbal repetition, and seeking L1 translations from their teacher.
Many students highlighted the benefits of note-taking, stating that it enhances their concentration during lessons and aids in retaining spellings, pronunciations, and meanings of new vocabulary All six informants indicated that they utilize this strategy for effective later revision Specifically, Student 1 provided detailed reasons for employing note-taking as a valuable learning tool.
My teacher encourages me to memorize the spellings and meanings of new vocabulary words To aid my learning, I jot down all the new terms, which is essential for my future review and retention.
This strategy has been shown to assist learners in acquiring vocabulary items that encompass their meanings, spellings, and pronunciations, all of which are essential for effective retention and closely following lesson content.
All six informants reported that they often requested their teachers to translate texts from their books In response to translation tasks, students typically sought help from their teachers to clarify the meanings of unfamiliar words This reliance on teacher assistance appeared to be the primary strategy students employed when completing translation assignments For instance, Student 2 noted that they frequently turned to their teacher for guidance during these tasks.
In my classroom learning experience, I frequently inquired about the Vietnamese equivalents of new words I encountered My teacher encouraged us to translate texts from our books, and whenever I came across unfamiliar vocabulary, I would ask for its pronunciation and meaning in Vietnamese.
The informants demonstrated a deliberate use of verbal repetition, a strategy they commonly employed in class Many recognized its effectiveness in aiding the memorization of word pronunciations For instance, Student 4 provided multiple reasons for his consistent practice of this technique.
In class, my teacher encouraged us to read new words aloud from the board, which helped me memorize their spellings through repetition I later applied this effective strategy at home to enhance my vocabulary and learn new words more efficiently.
Students recognized that their preference for written repetition significantly aided in retaining the spellings of new words They often combined both written and verbal repetition for self-instruction, rather than treating them as distinct strategies According to Student 1, this integrated approach was particularly effective.
To enhance my vocabulary, my teacher encouraged us to memorize the spellings and pronunciations of new words As a result, I practiced by rewriting these words multiple times at home, utilizing both written and verbal repetition This combined approach proved to be much more effective in reinforcing my learning.
Informants highlighted several reasons for using bilingual dictionaries, including the need to find equivalent meanings in Vietnamese and the requirement from teachers to look up new vocabulary for upcoming lessons Additionally, students were tasked with translating texts related to their subsequent lessons.
Using a bilingual dictionary greatly assisted me in finding Vietnamese equivalents for words My teacher frequently assigned us the task of translating texts from the book, and to understand the meanings of new vocabulary, I often relied on bilingual dictionaries.
In response to the Question 7 inquiring into if the informants used to resort to those preferred strategies when they were at schooling, all of interviewees said “Yes,
I usually used these strategies when I was at schooling” in their answers without any hesitance
3.2.2 Learners’ self-evaluation on the effectiveness of the preferred strategies on vocabulary learning
In respect of benefits of those preferred strategies, all of the respondents gave almost the same answers to the last question For example, Student 4 reported that:
I think that these strategies assist me in retaining pronunciations, spellings, and equivalent meanings in Vietnamese of new words I think so
Many informants expressed skepticism about the long-term effectiveness of their learning strategies, with one student noting, "I don't know why many of the words I know I have learned before, but I can't remember them now." Another student echoed this sentiment, stating, "Many words in my books seem familiar, yet I can't recall their meanings."
Discussion
This section delves into the findings of the investigation, analyzing how they address the research questions It highlights the vocabulary learning strategies frequently employed by students, explores the motivations behind their choices, and evaluates the effectiveness of these strategies in enhancing vocabulary acquisition.
3.3.1 The most commonly-used strategies
A recent study at Tân Trào University revealed that non-English major students utilized various vocabulary learning strategies, with cognitive strategies scoring the highest average (3.0) and metacognitive strategies the lowest (2.4) The survey highlighted preferred strategies, including determination, social, memory, and cognitive strategies The average frequency of strategy use varied from 1.8 to 4.2, indicating a limited selection among students Notably, the most favored strategies were written repetition (M=4.2), asking for L1 translation (M=3.8), note-taking (M=3.6), verbal repetition (M=3.5), and using a bilingual dictionary (M=3.4), all of which required significant time and effort.
3.3.2 The reasons for the preferred strategies
The findings from the questionnaire and interviews revealed that learners predominantly focused on cognitive strategies, including verbal and written repetition, note-taking during class, utilizing bilingual dictionaries, and requesting L1 translations from their teachers These strategies were explored in detail to understand their significance in the learning process.
Students embraced these strategies after recognizing their benefits in enhancing spelling, pronunciation, and understanding of word meanings through classroom activities.
Repetition strategies, both written and verbal, are favored by learners for enhancing vocabulary retention One student noted, “After several repetitions, I could remember spellings of those,” highlighting the effectiveness of verbal repetition in learning new words at home Similarly, another student mentioned, “I often combined both written repetition and verbal repetition,” emphasizing the efficiency of using both methods together This reflects a growing awareness among learners of the benefits of these "mechanical" strategies for improving their language skills.
Research indicates that written repetition aids in the retention of phonological forms of words, thereby enhancing language storage and retrieval (Rubin, 1997) This method reinforces correct word forms, with the auditory experience complementing visual learning for long-term vocabulary retention (Kelly, 1992) Empirical studies on vocabulary rehearsal highlight the effectiveness of various repetition strategies in early vocabulary acquisition (Gary & Gary, 1982; Hill, 1994) Additionally, students reported that bilingual dictionaries facilitated understanding of word equivalents, particularly in Vietnamese (Student 6) Note-taking was also noted to improve comprehension and retention, allowing learners to focus more on lessons (Student 1) Furthermore, learners actively engaged in seeking L1 translations from teachers, demonstrating a keen interest in vocabulary acquisition, as evidenced by Student 2’s observation of requesting pronunciations and meanings in Vietnamese.
Learners utilized various strategies to fulfill their teacher's homework and classroom requirements, focusing on the spelling, sound, and meaning of new words For instance, Student 4 mentioned that the teacher often encouraged reading new words aloud in class Similarly, Student 1 noted that the teacher instructed them to memorize the spellings and pronunciations of these words Additionally, Student 1 highlighted the importance of taking notes to remember the spellings and meanings of new vocabulary, stating that they resorted to writing down all new words for later revision In class, students were also tasked with translating texts from their books, further reinforcing their learning.
Students frequently utilized bilingual dictionaries for tasks such as translating texts and looking up new vocabulary from lessons This reliance on bilingual dictionaries served as a practical reference tool for completing their assignments Additionally, the need to translate texts from the book prompted students to seek their teacher's assistance with L1 translation strategies.
The study revealed that the use of restricted strategies among students may be influenced by the Grammar Translation Method employed by their teachers Classroom activities predominantly focused on this method, emphasizing accuracy, with bilingual dictionaries frequently utilized as reference tools (Kelly, 1969) During interviews, several students noted, “My teacher asked us to remember spellings, pronunciations, and meanings of the new words given by my teacher” (Student 6).
Students often recall being instructed by their teachers to translate texts or look up new vocabulary from their lessons Lightbrown and Spada (1999) emphasize that the types of activities learners engage in significantly influence their language and vocabulary acquisition Consequently, these instructional methods may directly contribute to the prevalent strategies used in language learning today.
All respondents indicated that learners utilized similar vocabulary learning strategies during their schooling, with all interviewees affirming, "Yes, I usually used these strategies at my schooling." This consistency suggests that learners' educational backgrounds significantly influenced their choice of strategies Supporting this, Rubin and Thompson (1994) highlight the role of prior schooling experiences in the selection of learning strategies.
3.3.3 The effectiveness of those commonly-used strategies on vocabulary learning
The interview results indicated that learners predominantly relied on restricted strategies and translation tasks, believing these methods helped them retain the sound, spelling, and meaning of words They perceived vocabulary knowledge as encompassing spelling, sound, and equivalent meaning However, questionnaire data revealed that students often overlooked essential aspects of vocabulary learning, such as synonyms, collocations, and semantic value, as highlighted in the literature review Learners neglected crucial strategies that could enhance their understanding, like learning idiomatic expressions in context, associating words with synonyms and antonyms, and engaging with English-language media This excessive focus on translation may limit opportunities for developing productive language skills and foster dependence on their native language Additionally, their preferences may stem from previous experiences.
Some learners have raised concerns about the long-term effectiveness of their chosen vocabulary strategies This skepticism is valid, as the commonly used methods primarily focus on identifying unknown words, neglecting essential strategies for retaining vocabulary in long-term memory Consequently, these approaches do not facilitate easy recall or practical application in writing and speaking.
Incorporating a variety of learning strategies is essential for enhancing communicative competence, as relying solely on a limited set can hinder learners' progress Nunan (1999) emphasizes the importance of being aware of one's learning processes, stating that greater awareness leads to more effective learning Similarly, Ellis (1997) highlights that successful learners employ a broader range of strategies and adapt them according to their developmental stages This underscores the need for learners to expand their strategic repertoire to improve their language skills effectively.
Summary of major findings
The study reveals that participants in the research primarily rely on limited vocabulary learning strategies, such as verbal and written repetition, note-taking, requesting translations from teachers, and utilizing bilingual dictionaries These commonly used methods are categorized as determination and cognitive strategies.
Homework vocabulary assignments, vocabulary assessments, and teaching methods rooted in the Grammar Translation Method significantly impact learners' selection of vocabulary learning strategies, alongside their previous learning experiences.
Research indicates that students recognize the advantages of specific strategies in retaining sounds, spelling, and equivalent meanings These strategies enhance their focus during lessons, especially after applying them in classroom activities and homework assignments.
Conclusions
This study explores the vocabulary learning strategies employed by first-year non-English major students at Tân Trào University, examining their preferred methods and the effectiveness of these strategies as self-assessed by the students.
The study reveals that learners often have an inadequate understanding of vocabulary, focusing primarily on surface features like phonology, orthography, and direct meanings Common vocabulary learning strategies fail to equip students with the essential knowledge and skills needed for effective language acquisition, hindering their grasp of critical aspects such as collocation, synonyms, antonyms, and contextual appropriateness These strategies can foster reliance on the learner's native language, limiting exposure to diverse techniques that enhance long-term retention and recall of vocabulary, ultimately affecting communicative competence Furthermore, the research indicates that classroom activities frequently lack opportunities for learners to engage with a variety of effective strategies Therefore, vocabulary instruction should encompass a broad range of learning strategies to fully develop a learner's understanding of words in a new language.
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Appendix1: Oxford’s (1990) taxonomy of Language Learning Strategies
Class Set of strategies Specific strategies
I Memory strategies a Creating mental linkage
3 Placing new words into a context b Applying images and sounds
4 Representing sounds in memory c Reviewing well Structured review d Employing action
1 Using physical response or sensation
II Cognitive strategies a Practicing 1 Repeating
2 Formally practicing with sounds and writing systems
3 Recognizing and using formulas and patterns
5 Practicing naturalistically b Receiving and sending messages
2 Using resources for receiving and sending messages c Analyzing and reasoning
5 Transferring d Creating structure for input and output
Strategies a Guessing intelligently 1 Using linguistic clues
2 Using other clues b Overcoming limitations in speaking and writing
1 Switching to the mother tongue
4 Avoiding communication partially of totally
6 Adjusting or approximating the message
Group Set of strategies Specific strategies
I.Metacognitive strategies a Centering your learning 1 Overviewing and lining with already known material
3 Delaying speech b Arranging and planning your learning
1 Finding out about language learning
4 Identifying the purpose of language task (purposeful listening / reading/ speaking/ writing)
6 Seeking practice opportunities c Evaluating your learning 1 Self-monitoring
II Affective strategies a Lowering your anxiety
1 Using progressive relaxation, deep breathing, or mediation
3 Rewarding yourself c Taking your emotional temperature
2 Using checklist 3.Writing a language learning diary
4 Discussing your feelings with someone else
III Social strategies a Asking questions
1 Asking for clarification or verification
2 Asking for correction b Cooperating with others
2 Cooperating with proficient users of the new language c Empathizing with others
2 Becoming aware of others‟ thoughts and feelings
Appendix 2: Schmitt’s vocabulary learning strategies
Strategies for the discovery of a new word‟s meaning
DET Analyze part of speech DET Analyze suffixes and roots DET Check for L1 cognate DET Analyze any available pictures or gestures DET Guess from textual context
DET Bilingual dictionary DET Monolingual dictionary
SOC Ask teacher for a L1 translation SOC Ask teacher for paraphrase or synonym of new word SOC Ask classmate for meaning
SOC Discover new meaning through group work activity Strategies for consolidation a word once it has been encountered
SOC Teacher check students‟ flash cards or word lists for accuracy SOC Interact with native speakers MEM Study word with a pictorial representation of its meaning
MEM Connect word to a personal experience MEM Associate the word with its synonyms and antonyms
MEM Use „scales‟ for gradable adjectives
MEM Group words together to study them MEM Use new words in sentences
MEM Group words together within a storyline
MEM Study the spelling of a word MEM Study the sound of a word MEM Say new words aloud when studying
MEM Underline initial letter of the word
MEM Use key word method
MEM Affixes and roots (remembering) MEM Part of speech (remembering) MEM Paraphrase the word‟s meaning MEM Use cognates in study
MEM Learn the words of an idiom together MEM Use physical action when learning a word MEM Use sematic feature grids
COG Take notes in class COG Use the vocabulary section in your text books COG Listen to tape of word lists
COG Put English labels on physical objects COG Keep a vocabulary notebook
COG Use English-language media COG Testing oneself with word tests COG Use spaced words practice
COG Skip or pass new word
COG Continue to study word over time
Bảng câu hỏi về chiến lược học từ vựng được thiết kế để khảo sát phương pháp học của sinh viên không chuyên Anh năm nhất tại Cao đẳng Tuyên Quang Tôi mong các em dành thời gian trả lời các câu hỏi dưới đây một cách trung thực Tất cả thông tin sẽ được giữ bí mật và chỉ phục vụ cho nghiên cứu Sự hỗ trợ của các em là rất quý báu cho việc hoàn thành luận văn thạc sĩ của tôi Tôi xin chân thành cảm ơn sự giúp đỡ của các em.
Trước khi bắt đầu trả lời các câu hỏi, xin vui lòng cung cấp một số thông tin cá nhân bằng cách khoanh tròn những thông tin đúng hoặc trả lời các câu hỏi dưới đây.
5 Em học tiếng Anh được bao lâu?
6 Ngoài thời gian học tiếng Anh tại trường Em có từng tham gia học thêm tiếng Anh tại các trung tâm Anh ngữ không?
Dưới đây là những chiến lược hiệu quả để học từ vựng, giúp bạn tiếp thu từ mới hoặc ôn tập từ đã học Hãy chọn phương pháp học từ vựng mà bạn đã áp dụng bằng cách khoanh tròn một trong những đáp án được cung cấp dưới đây.
STT Chiến lược hoc từ vựng
1 Đoán nghĩa các từ mới dựa vào ngữ cảnh a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
2 Tra từ điển Anh- Anh a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
3 Tra từ điển Anh- Việt a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
4 Ghi từ mới vào các tấm card nhỏ và mang theo để học khi có thời gian a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
5 Nhờ giáo viên dịch sang tiếng Việt a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
Để hiểu rõ hơn về từ vựng mới, bạn có thể yêu cầu giáo viên diễn giải bằng cách đơn giản hơn hoặc cung cấp từ đồng nghĩa Các trạng từ chỉ tần suất như "luôn luôn", "thường xuyên", "thỉnh thoảng", "hiếm khi" và "không bao giờ" giúp bạn diễn đạt mức độ thường xuyên của hành động.
7 Nhờ giáo viên cho ví dụ một câu trong đó có từ mới a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
8 Nhờ người khác dịch nghĩa của từ mới sang tiếng Việt a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
9 Học từ trong những hoạt động theo nhóm ở trên lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
10 Học và thực hành nghĩa của từ ngoài giờ học trên lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
Để đảm bảo danh mục từ của bạn đúng chính tả và nghĩa, hãy nhờ giáo viên kiểm tra thường xuyên Việc này rất quan trọng, vì nó giúp nâng cao chất lượng ngôn ngữ của bạn Bạn nên thực hiện điều này ít nhất là thỉnh thoảng để duy trì sự chính xác trong việc sử dụng từ ngữ.
12 Tận dụng mọi cơ hội nói chuyện với người nước ngoài a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
13 Gắn liền từ mới với từ đã biết a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
14 Học từ mới bằng cách gắn với từ đồng nghĩa, trái nghĩa của nó a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
15 Phân loại và nhóm từ theo chủ đề hoặc từ loại a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
16 Học từ theo nội dung một câu chuyện a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
17 Dùng phương pháp sử dụng từ khóa a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
18 Ghi nhớ nghĩa các tiền tố và hậu tố a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
19 Ghi nhớ từ loại của từ (danh từ, động từ, trạng từ, v.v) a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
20 Tự mình diễn giải lại từ theo cách đơn giản hơn a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
21 Học từ trong những cụm từ cố định a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
22 Học từ bằng cách đọc to nhiều lần a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
23 Học từ bằng cách đọc thầm a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
24 Học từ bằng cách viết đi viết lại nhiều lần a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
25 Ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
26 Dán tên bằng tiếng Anh lên các đồ vật xung quanh a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
27 Học từ bằng cách nói chuyện với các bạn trong lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
28 Học từ mới từ những nguồn khác ngoài giáo trình (nghe nhạc, đọc báo, xem
TV, ) a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
Để tự kiểm tra trình độ từ vựng của bản thân, bạn nên thực hiện các bài tập liên quan đến từ vựng một cách thường xuyên Điều này giúp cải thiện khả năng ngôn ngữ và củng cố kiến thức từ vựng của bạn Hãy xác định tần suất thực hiện, từ "luôn luôn" đến "không bao giờ", để có kế hoạch học tập hiệu quả nhất.
30 Học từ bằng cách làm bài tập điền từ vào chỗ trống a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
31 Bỏ qua từ mới a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
32 Ngày nào cũng giành thời gian học từ mới a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
33 Các cách khác mà em đã áp dụng:
Nhiều học sinh thường áp dụng các phương pháp như tra từ điển Anh-Việt, nhờ giáo viên dịch sang tiếng Việt, đọc to nhiều lần, viết đi viết lại nhiều lần và ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp để học từ vựng hiệu quả.
Câu hỏi 2: Tại sao em sử dụng chiến lược ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp?
Câu hỏi 3: Tại sao em sử dụng chiến lược tra từ điển Anh-Viêt?
Chiến lược nhờ giáo viên dịch sang tiếng Việt giúp em hiểu rõ hơn nội dung bài học và cải thiện kỹ năng ngôn ngữ Việc đọc to nhiều lần không chỉ giúp em ghi nhớ thông tin tốt hơn mà còn nâng cao khả năng phát âm và sự tự tin khi giao tiếp.
Câu hỏi 6: Tại sao em áp dụng chiến lược viết đi viết lại nhiều lần?
Trong quá trình học tập, em sử dụng chiến lược ghi chép tất cả các từ mới xuất hiện trong các giờ học để củng cố kiến thức Việc tra từ điển Anh-Việt, nhờ giáo viên dịch sang tiếng Việt, đọc to nhiều lần và viết đi viết lại cũng là những phương pháp em thường áp dụng để học từ vựng hiệu quả trong thời gian học phổ thông Những cách này giúp em nhớ từ vựng lâu hơn và sử dụng chúng một cách chính xác trong giao tiếp.
Câu hỏi 9: Em giúp cô đánh giá hiệu quả của các chiến lược học từ vựng mà em hay áp dụng?
Nhiều học sinh thường áp dụng các phương pháp như tra từ điển Anh-Việt, nhờ giáo viên dịch sang tiếng Việt, đọc to nhiều lần, viết đi viết lại nhiều lần và ghi chép tất cả các từ mới xuất hiện trong giờ học để học từ vựng hiệu quả.
Trả lời: Vâng, đúng ạ Đó là những cách mà em hay áp dụng khi học từ vựng
Câu hỏi 2 : Tại sao em sử dụng chiến lược ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp?
Cô giáo yêu cầu chúng em học thuộc từ mới, vì vậy em đã ghi lại cách viết, cách phát âm và nghĩa của các từ mới mà cô đã dạy trên lớp Việc này giúp em có tài liệu học tập hiệu quả.
Câu hỏi 3 : Tại sao em sử dụng chiến lược nhờ giáo viên dịch sang tiếng Việt?
Cô giáo của em thường yêu cầu chúng em dịch các bài khóa trong sách Khi gặp từ mới mà không biết nghĩa, em thường hỏi cô để hiểu rõ nghĩa tương đương trong tiếng Việt, giúp em nắm bắt chính xác từ mới đó.
Lý do em sử dụng chiến lược đọc to nhiều lần là để ghi nhớ cách phát âm của từ mới một cách hiệu quả Việc lặp lại giúp củng cố trí nhớ và cải thiện khả năng phát âm, từ đó nâng cao kỹ năng ngôn ngữ của em.
Câu hỏi 5 : Tại sao em áp dụng chiến lược viết đi viết lại nhiều lần?