Output file VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ************************ TRẦN THỊ PHƯƠNG STUDENTS’ ATTITUDE ABOUT TH[.]
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ************************ TRẦN THỊ PHƯƠNG STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER SECONDARY SCHOOL THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG M.A MINOR THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 COURSE: 16 Hanoi - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ************************ TRẦN THỊ PHƯƠNG STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER SECONDARY SCHOOL THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG M.A MINOR THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 COURSE: 16 SUPERVISOR: LÊ THẾ NGHIỆP, M.A Hanoi - 2010 iv TABLE OF CONTENTS Candidate’s statement…………………………………………………………… i Acknowledgements…………………………………………………………… … ii Abstract iii Table of contents ………………………………….…………………………… iv List of abbreviation……………………………………………………………… vii List of tables and figures………………………………………………………… viii PART I – INTRODUCTION ………………………………………………………1 Rationale of the study Objectives of study Research questions Scope of the study Method of study Design of the study PART II – DEVELOPMENT CHAPTER I – LITERATURE REVIEW 1.1 Some major findings concerning language learner’s attitudes and learning strategies 1.2 Vocabulary learning strategies 1.2.1 Definitions of vocabulary learning strategies 1.2.2 General considerations about importance of vocabulary learning strategies 1.2.3 Classification of vocabulary learning strategies 1.2.4 Clarification of Schmitt’s vocabulary learning strategies 10 1.2.4.1 Determination strategies 10 1.2.4.2 Social strategies 11 1.2.4.3 Memory strategies 11 1.2.4.4 Cognitive strategies 12 1.2.4.5 Metalcognitive strategies 12 1.3 Attitudes and vocabulary learning Strategies 13 1.3.1 Definitions of attitudes .13 1.3.2 Role of attitudes to choice and use of vocabulary learning strategies 14 v 1.4 Importance of memory strategies in vocabulary learning strategies 15 1.4.1 Rote learning 15 1.4.1.1 Definition of rote learning 15 1.4.1.2 Importance of rote learning in vocabulary strategies 16 1.4.2 Attitudes about the role of rote learning in vocabulary learning strategies 17 1.4.2.1 Negative view of rote learning 17 1.4.2.2 Positive of rote learning 17 1.5 Vocabulary learning strategies in Vietnam 19 1.5.1 Influence of traditional methods on vocabulary learning strategies .16 1.5.2 Influence of the Vietnamese educational background on English as a foreign language 20 CHAPTER II – THE METHODOLOGY OF THE STUDY 22 2.1 Method 22 2.1.1 The context of study 22 2.1.2 Subjects 22 2.1.2.1 Students 22 2.1.2.2 Teachers .22 2.2 Instruments 23 2.2.1 Questionnaire 23 2.2.2 Interview CHAPTER III – DATA ANALYSIS AND DISCUSSION 3.1 Results of students’ questionnaire 24 25 25 3.1.1 Student questionnaire: Part Students’ responses to statements 25 3.1.1.1 Students’ attitudes about the value of RL in vocabulary learning 27 3.1.1.2 Students’ preference of RL in vocabulary learning 28 3.1.2 Student questionnaire: Part Students’ responses to open questions 30 3.1.2.1 What are the most effective strategies to learn vocabulary? 30 3.1.2.2 What you think of rote learning for Vietnamese learners in vocabulary learning strategies? 31 3.1.2.3 Do you have any other strategies for either learning or memorising vocabulary? 31 3.2 Results of teacher’s interview 32 vi 3.3 Findings 36 3.4 Factors arising from analysis .37 3.4.1 EFL environment 38 3.4.2 Traditional habits 38 3.4.3 National examination demand …………………………………… 38 3.4.4 Failure to try out new strategies 38 3.5 Suggestions for teaching and vocabulary learning strategies 38 3.5.1 Suggestions for the Vietnamese Exams 39 3.5.2 Suggestions for teachers at Nguyen Sieu and other schools …… 39 3.5.3 Suggestions for students at Nguyen Sieu and other schools 40 PART III – CONCLUSION 41 Summary of the study 41 Limitations of the study 42 Implications for future research……………………………… 42 REFERENCES………………………………………………………… …… 43 APPENDIX 1…………………………………………………………………I APPENDIX 2……………………………………………………… IV vii LIST OF ABBREVIATION COG Cognitive DET Determination EFL English as Foreign Language ESL English Second Language MEM Memory MET Metacognitive MSs Memory strategies RL Rote learning SOC Social VLSQ Vocabulary Learning Strategies questionnaire VLSs Vocabulary Learning Strategies viii LIST OF TABLES AND FIGURES List of Tables Pages Table 1.1: Strategies for the discovery of a new word………………………… Table 1.2: Strategies for consolidating a word once it has been encountered……9 Table 2.1: Points of investigation of the student’s questionnaire……………….23 Table 3.1: Responses to students’ attitudes about RL in vocabulary learning strategies…………………………………………………………………………… .25 Table 3.2: Results of the responses from EFL teachers………………….…… 33 List of Figures Figure 3.1: Students’ attitudes about the value of RL in vocabulary learning…… 26 Figure 3.2: Students’ preference of RL in vocabulary learning………………… 27 Figure 3.3: Students’ responses to the most effective strategies to learn vocabulary 30 Figure 3.4: Students’ views about Vietnamese students’ RL in vocabulary learning strategies… 31 Figure 3.5: Students’ responses about having other strategies in vocabulary learning strategies 32 Figure 3.6: Teachers’attitudes towards students’ use more RL than other memory strategies ………………………………………………………………………… 34 Figure 3.7: Teachers’ attitudes towards students’ consideration of RL as the best way to memorise vocabulary………………………………………………………… .34 Figure 3.8: Teachers’ attitudes towards comparison effectiveness of RL to other memory strategies ………………………………………………………………… 35 Figure 3.9: Teachers’ attitudes towards helpfulness of RL for all the learners at all stages…… 36 Figure 3.10: Teachers’ attitudes towards the teaching RL to students………………36 PART I – INTRODUCTION Rationale of the study Vietnam is step by step reaching to the association and development of the world with many open-door policies Education which gets plenty of effects from outside belongs to that flow Learning and teaching English become a very important factor not only in education itself but also in country’s development English plays a role as the most important foreign language in Vietnam Both English and English learning appears in a huge number of researches as a proof of this phenomenon When talking about Asian students, Robinson (2000) proposes, “many will agree they are quiet, diligent, shy, attentive, and keen to learn and seldom cause problems in class Do we know and understand their learning styles and problems? What is known about Asian learners?” A number of studies as Watkins & Biggs (1996) edited collection on “The Chinese Learner: Cultural, Psychological and Contextual Influences” has especially focused on understanding Chinese English learners There is a widespread belief that Chinese learners are oriented to Rote Learning (RL) The use of RL by Chinese learners has been seen as simple repetition or memorization of vocabulary lists Xiuping Li’s research (2004) focused on a deep analysis of Chinese EFL learners’ beliefs about role of rote learning in vocabulary learning strategies This reflects the view that language learning strategies are shaped by learner’s beliefs and that beliefs are probably shaped by their cultural backgrounds (e.g Horwitz, 1987; Wenden, 1987) It is generally accepted that many aspects of EFL learners’ choices of strategies are explained by different cultural beliefs (e.g Biggs 1997) Traditionally, Vietnamese learners usually remember vocabulary by heart and RL is one of the most popular ways to learn English vocabulary in all strategies they can use To understand the reason why Vietnamese EFL learners use RL, it is vital to understand Vietnamese learner’s attitude about role of RL in learning Actually, learners’ perceptions about learning strategies should be carefully considered This study gives concern for students’ attitude about RL at an Upper Secondary School – Nguyen Sieu, a school which always has a trend to change methods in learning and teaching English As a teacher of English at school I recognize that vocabulary learning is so important to students that they always try to remember any word they think it is new However, to look into the ways students usually use when learning English, I would like to focus on RL to find out whether it is available or not to students at present For all the above reasons, and motivated by the idea of finding relevant vocabulary learning strategies, it is my strong desire to purpose a study on “Students’ attitude about the role of Rote Learning in Vocabulary Learning Strategies at Nguyen Sieu Upper Secondary School” Objectives of study This paper is carried out with these following purposes: to promote a positive understanding of the concept of RL in vocabulary learning strategies to test whether Nguyen Sieu students use more RL strategies than other memory strategies and the reasons why they so to offer possible guidance to Vietnamese EFL teachers and students who are interested in choosing and using RL in vocabulary learning strategies Research questions To achieve the objectives of the study, the following research questions were proposed: Do Nguyen Sieu students use more RL strategies than other memory strategies in vocabulary learning? Are RL strategies helpful and effective in vocabulary learning nowadays although it is a traditional method? Is RL given a positive appreciation because of its important role in vocabulary learning? Scope of the study There is a wide range of methods that help students to retain vocabulary However, in this minor thesis I would focus my research on RL, students’ attitude about RL and their preference for RL when learning English vocabulary Although RL is usually considered as a traditional, out- of - date, boring and ineffective way in learning language, this study hopes to give several positive opinions about it Through gathering information about learner’s attitude about learning and memorizing EFL vocabulary, the role of RL strategies in vocabulary learning strategies will be made clearer 3 Method of study To find answers to the above - stated research questions, the study uses a combination of qualitive and quantitive research approaches, which include data analysis and survey questionnaire In the study, data which is collected through questionnaire will be processed and analyzed to investigate into learner’s vocabulary learning strategies Design of the study The thesis consists of three parts as follows: Part I – Introduction, which states the rationale, objectives, scope and research questions, as well as the methods and design of the study Part II - Development includes three chapters Chapter I presents all the necessary theoretical background of the research Chapter II deals with the investigation into Nguyen Sieu students’ attitude to RL and their preference for it through identifying the subjects, the setting of the study and the instruments used questionnaires Chapter III reports the results of the study, provides the discussion of the findings in this study, addresses the limit of the study, applications of the findings and gives recommendations for further study Part III – Conclusion gives the summary of the study, some limitations of the study and implications for further study 4 PART II – DEVELOPMENT CHAPTER I – LITERATURE REVIEW Vocabulary has long been a matter of concern for not only linguistic researchers but also language teachers all over the world Many studies have been conducted to investigate various aspects of vocabulary because of its important role Folse (2004) states that learning a language entails learning numerous aspects about that language, including its pronunciation, writing system, syntax, pragmatics and others, but the most important aspect is vocabulary In this chapter, relevant literature will be reviewed through the findings from previous studies of vocabulary learning strategies which seem most relevant and useful to the present study Furthermore this chapter also focuses on vocabulary learning strategies, their importance in vocabulary learning, definition of attitude, rote learning, positive attitude and negative attitude towards rote learning strategies 1.1 Some major findings concerning language learner’s attitudes and learning strategies It is true that language learners’ choice and use of language learning methods reflect their beliefs, attitudes, which are strongly determined by different cultural backgrounds Learners bring a complex set of attitudes experiences, expectations, and learning strategies to the language learning task Horwitz (1987) developed an instrument Beliefs About Language Learning Inventory (BALLI) to assess students’ beliefs about language in five major areas Foreign language aptitude The difficulty of language learning The nature of language learning Learning and communication strategies Motivations and expectations The BALLI has succeeded in finding close relationship between learners’ beliefs and their choice of language learning strategies Through BALLI, Horwitz indicated that Asian language learners appreciate vocabulary learning Besides Horwitz, another researcher, Wenden (1987) set out to investigate language learners’ assumptions underlying their choice of strategies Her study is carried out with 25 adult - English as Secondary Language (ESL) - learners who were asked to talk about language learning activities in which they engage in the classroom and outside Wenden’s work stated that these learner’s explicit beliefs about how best to learn a language seemed to provide the logic for their choice of learning strategies Some other researchers as Gu & Johnson (1996), Sakui & Gaies (1999) and Yang (1999) contributed to the history of studying about vocabulary learning strategies Gu & Johnson’s (1996) research relates to English as Foreign Language (EFL) learners’ strategies in vocabulary learning in China The study seems to suggest negative beliefs about the use of Rote learning which is taken for mere rote memorization In the study, Gu & Johnson used a vocabulary learning questionnaire to elicit 850 Chinese students’ opinions of their beliefs about vocabulary learning strategies Although the results of Gu & Johnson’s research indicate that these learners not value rote learning (RL) as highly as other strategies, and that they employ other vocabulary learning strategies (VLSs) such as guessing, dictionary use, note-taking, etc., the findings not detail the explanation why the learners responded negatively to RL Whereas, Sakui & Gaies (1999) tend to develop and validate an instrument and procedures for investigating almost 1300 Japanese learners’ beliefs about English learning Their study supplied the collection and analysis data specially related to learners’ beliefs and their choice of vocabulary learning strategies Yang (1999) investigated whether EFL learners’ beliefs in language learning are related to their use of learning strategies or not” The study found that while the students reported learning English by memorizing English vocabulary, grammatical rules, and even whole pieces of English articles, they intended to use a limited inventory of Memory strategies because for them Memory strategies mean only rote memory The above - stated studies indicated that learners’ attitudes is an important factor which affects their choice of learning strategies These research studies have value discussions and analysis on learning strategies in general as well as RL in particular In fact, RL gets both negative and positive views of researchers, educators, teachers and students Therefore, to have a deeper about RL, its role in learning strategies, especially vocabulary learning strategies and relationship between RL and learners’ attitudes, it is necessary to investigate more about some issues addressed below 6 1.2 Vocabulary learning strategies 1.2.1 Definitions of vocabulary learning strategies In the literature on language learning strategies, there is no official definition for vocabulary learning strategies Perhaps, the reason is that vocabulary learning strategies are part of language learning strategies, which is a part of learning strategies Therefore, the definition of vocabulary learning strategies in this study is adapted from Rubin (1987) cited in Schmitt (1997) that learning strategies are defined as “the process by which information is obtained, stored, retrieved, and use” and “ therefore vocabulary learning strategies could be any which affect this broadly – defined process” (p 203) 1.2.2 General considerations about importance of vocabulary learning strategies In the process of identifying and improving language learning strategies, many studies deal with vocabulary learning because of the growing awareness of the importance of vocabulary Few language learners will disagree with the importance of vocabulary Horwitz (1987), using her “Beliefs about language learning Inventory”, found that with respect to vocabulary learning, all groups of EFL students agreed that the important part of learning a language was learning vocabulary Wilkins (1972:111) emphasized “with out grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Cook’s (1991:37) concluded that grammar provides the overall patterns but vocabulary is the material to put in the patterns One can not speak, understand, read or write a foreign language without knowing a lot of words According to Rubin & Thompson (1994: 79), vocabulary is at the heart of mastering a foreign language.” Further more, Vocabulary is central to language and of critical importance to the typical language learner The importance of vocabulary in language learning has been widely recognized and a number of specific strategies for learning vocabulary have been identified by many researchers such as Oxford (1990) and Schmitt (1997) Many researches indicate that a build - up of English vocabulary has been one of the objectives of EFL learners besides consolidation of structures, development skills and others Vocabulary learning strategies are very various: Mechanical/rote learning strategies, grouping strategies, keyword strategies, bilingual dictionary strategies, etc Each learner adopts different strategies For instance, they remember vocabulary through spelling a word, studying the sound of a word, saying a new word aloud when studying, imaging word form, underlying initial letters of the word, using keyword method and using action when learning a word Many studies on learning strategies encourage the learners to use all the means available to them as they learn English vocabulary Schmitt’s (1997) study on vocabulary strategy survey showed five vocabulary learning strategy groups as indicated in 1.2.3 Determination, Social , Memory, Cognitive and Metacognitive All strategies which play important roles in vocabulary learning strategies are clarified as the following parts 1.2.3 Classification of vocabulary learning strategies Although individual vocabulary learning strategies have been increasingly researched such as Lawson & Hogben (1996); Avila & Sadoski (1996); only two researchers have investigated vocabulary learning strategies as a whole In recent research by Stoffer (1995) she developed a questionnaire with 53 items designed to measure specifically vocabulary learning strategies These items divided into nine categories as follows: Strategies involving authentic language use Strategies used for self motivation Strategies used to organize words Strategies used to create mental linkages Memory strategies Strategies involving creative activities Strategies involving physical action Strategies used to overcome anxiety Auditory strategies In another research by Schmitt (1997), he proposed his own classification of vocabulary learning strategies He distinguished the strategies which learners use to determine the meaning of new words when they encounter them from the ones they use to consolidate meanings when they encounter they words again The former includes determination (DET) and social strategies (SOC) and the latter includes social, memory (MEM), cognitive (COG), and metacognitive strategies (MET) The social strategies are included in the two categories because they can be used for both purposes This categorization is based, in part on Oxfords’ (1990) classification scheme The details can be seen on the tables below 8 Table 1.1: Strategies for the discovery of a new words’ meaning Strategies for the discovery Descriptions of a new words’ meaning DET Analyze part of speech Analyze affixes and roots Check for First language (L1) cognate Analyze and available picture or gestures Guess from textual context Bilingual dictionary Word lists Flash cards Monolingual dictionary SOC Ask teacher for an L1 translation Ask teacher for an L1 translation Ask teacher for a paraphrase or synonym of new word Ask classmate for meaning Discover new meaning through group work activities Table 1.2: Strategies for consolidating a word once it has been encountered Strategies for consolidating a word Descriptions once it has been encountered SOC Study and practice meaning in group Teacher checks students’ flash cards or word lists for accuracy Interact with native speakers MEM Study word with a pictorial representation of its meaning Image word’s meaning Connect word to a personal experience Associate the word with its synonyms and antonyms Associate the word with its coordinates Use semantic maps Use “scales” for gradable adjectives Peg Method Loci Method Group words together to study them Group words together spatially on a page Use new word in sentences Groups words together within a storyline Study the spelling of a word Say new word aloud when studying Image word form Underline initial letter of the word Configuration Use Keyword Method Affixes and roots (remembering) Part of speech (remembering) Paraphrase the word’s meaning 10 Use cognates in study Learn the words of an idiom together Use physical action when learning a word Use semantic feature grids COG Verbal repetition Written repetition Word lists Flash cards Take notes in class Use the vocabulary section in your textbook Listen to tape of word lists Put English labels on physical objects Keep a vocabulary notebook MET Use English – language media (songs, movies, newscast, etc,.) Testing oneself with word tests Use spaced word practice Skip or pass new word Continue to study word over time 1.2.4 Clarification of Schmitt’s vocabulary learning strategies As the vocabulary learning strategies classification system proposed by Schmitt (1997) plays an important role in this investigation, the clarification of these vocabulary learning strategies will be presented in detail below as a source of reference 1.2.4.1 Determination strategies Determination strategies are used when students discover a new word’s meaning without resource to another person’s expertise Students can have the meaning of a new word from the following techniques Guessing from their structural knowledge of the language: Learners may be able to discern the new word’s part of speech, which can help them in guessing process Hints about meaning can also obtained from its root or affixes Guessing from an L1 cognate: Cognate are words in different languages which 11 descended from a common parent word If the target is closely related to learners’ first language, cognate can be an excellent resource for both guessing the meaning of and remembering new words Guessing from context: An unknown word’s meaning can be guessed from context However, learners must have a certain level of language proficiency as well as adequate background knowledge of the subject and the strategic knowledge of how to effectively go through inferencing process Using reference material: Dictionaries are primary in this position Word lists and flash cards: Those are suggested to be useful for initial exposures to a new word 1.2.4.2 Social strategies Social strategies are used to both discover the meaning of a new word and consolidate a word once it has been encountered They can be defined as those are used to understand a word by asking someone who knows it Teachers are said to be often in this position They can expected to give help in a number of different ways such as giving L1 translation, giving a synonym, giving a definition by paraphrase, using a new word in a sentence, checking learners’ help from their classmates or benefit from interactions with others such as group work activities or interaction with native speakers 1.2.4.3 Memory strategies Memory strategies are approaches which relate new materials to existing knowledge using some forms of imagery or grouping The strategies can be listed as followed: Picture/ imagery: Students can learn new words by studying them with pictures of their meaning instead of definitions, by creating their own mental images of a word’s meaning, or by associating new words with a particularly vivid personal experience of the underlying concept Related words: New words can be linked to Second language (L2) words which students already know This usually involves some types of sense relationship such as coordination, synonymy, antonymy, hyponymy, or meronymy Unrelated words: words that have no sense relationship can be linked together while they are learnt Peg method and Loci method are two examples of this kind of strategies 12 Grouping: Words can be grouped together so that they are easier to memory store and recall Words can be grouped mentally or writing according to the topic, function, in a story and so on Other memory strategies are also suggested in this group A structural analysis of words can be useful for determining their meaning Studying a word’s affixes, root and word class is potentially useful as a way of consolidating its meaning Paraphrasing can be used as a strategy to compensate for limited productive vocabulary Learning a new word in its “chunk” often as phrases, idioms, or proverbs is a mnemonic device for remembering the individual word meanings Physical actions or semantic feature grids are two other suggested ways of vocabulary learning 1.2.4.3 Cognitive strategies Cognitive strategies are those somewhat similar to memory strategies but the difference is that they are “not focused so specifically on manipulative metal processing” (Schmitt, 1997: 215) This group includes repetition and mechanical means of learning vocabulary such as Verbal and repetition: Words are repeatedly written or spoken again and again Word lists and flashcards: Words are reviewed by using word lists and flash cards (not for initial exposure) Study aid using: Words are learnt through study aids such as not talking in class, using vocabulary sections in the textbooks or taping L2 labels onto their respective physical objects Vocabulary notebooks: Words can be learnt by written down in a notebook 1.2.4.4 Metalcognitive strategies Metalcognitive strategies are those students use to control and evaluate their own learning by having a conscious overview of the learning process Students can employ such strategy as : Using English language media: To get the aim of efficient acquisition of an L2, it is important to maximize expose to it In case that English is chosen as L2, English language media such as books, magazines, newspapers, movies, etc, offers an almost endless resource Skipping or passing new words: According to Nation (2001) even English 13 native speakers know only a fraction of the vast total of words So realization that learning all the words is impossible and concentration their limited resources on learning is really important to every learner Part of this involves knowing when to skip or pass a word Continuing to study over time: A part from making full use of above strategies, one can maximize the effectiveness of his practice time if is scheduled and organized rather than random Testing oneself with word tests and using spaced word practice can be considered as organized activities by student themselves It is natural for language learners to focus on all groups of strategies when they learn vocabulary And it is a good suggestion for learners to choose the suitable strategies for their vocabulary learning It can be said that Memory strategies (MSs) are very popular and familiar to learners in vocabulary learning 1.3 Attitudes and vocabulary learning Strategies 1.3.1 Definitions of attitudes What are attitudes? There is no complete consensus on meaning, although the definition of this concept enjoys popularity in language learning research Below are some of the definitions of attitude about language and language learning: notions about language learning that students have acquired (Kuntz 1996:4); an individual’s opinions about language learning (Banya and Cheng 1997); synonymous with beliefs, representations, opinions or ideologies (Fraser and Gaskell 1990); central constructs in every discipline which deals with human behaviour and learning (Sakui & Gaies 1999:474); Besides some above definitions, Jung (1971: 687) gives his definition about attitude According to Jung attitude is a "readiness of the psyche to act or react in a certain way" Within this broad definition Jung gives several kinds of attitudes such as extrovert and introvert, rational and irrational or individual and social ... strategies, their importance in vocabulary learning, definition of attitude, rote learning, positive attitude and negative attitude towards rote learning strategies 1.1 Some major findings concerning... necessary to investigate more about some issues addressed below 6 1.2 Vocabulary learning strategies 1.2.1 Definitions of vocabulary learning strategies In the literature on language learning strategies, ... learning strategies Therefore, the definition of vocabulary learning strategies in this study is adapted from Rubin (1987) cited in Schmitt (1997) that learning strategies are defined as “the