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 z 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 z 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 z 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 z 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 z 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 z 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 z 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 z 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 z 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 z ... 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... 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 z 1.2 Vocabulary learning strategies 1.2.1 Definitions of vocabulary learning strategies In the literature on language learning strategies,