Research on how to enrich english vocabulary among the english majors at faculty of foreign languages of industrial university of ho chi minh city graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS RESEARCH ON HOW TO ENRICH ENGLISH VOCABULARY AMONG THE ENGLISH MAJORS AT FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME : NGUYỄN NGỌC TRÚC ID NUMBER : 17018381 CLASS CODE : DHAV13A COHORT : 2017-2021 SUPERVISOR : HOÀNG THỊ PHONG LINH, M.A Ho Chi Minh City, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS RESEARCH ON HOW TO ENRICH ENGLISH VOCABULARY AMONG THE ENGLISH MAJORS AT FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME : NGUYỄN NGỌC TRÚC ID NUMBER : 17018381 CLASS CODE : DHAV13A COHORT : 2017-2021 SUPERVISOR : HOÀNG THỊ PHONG LINH, M.A Ho Chi Minh City, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student name : NGUYEN NGOC TRUC ID Number : 17018381 Class Code : DHAV13A Cohort : 2017-2021 Supervisor Name : HOANG THI PHONG LINH, M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose else where I accept heavy penalty for any cheating or plagiarism Date submitted : June 6th, 2021 Signed : ……………………… Word count : 8147 words ABSTRACT Vocabulary expansion is essential for people aiming to learn a foreign language, especially English majors While the researchers have conducted many investigations on the important roles of vocabulary in English, the challenges as well as learning methods have not been investigated Therefore, the purpose of this study is to explore the important roles of vocabulary expansion in improving English skills, the challenges and approaches to learn English vocabulary among English majors at Faculty of Foreign Languages of Industrial University of Ho Chi Minh City The researcher used quantitative research to collect data The questionnaires were distributed to 300 participants both offline and online through Google Form The results revealed that one third of the FFL English majors are not aware of the crucial roles of vocabulary expansion in improving English skills Besides, failure to define multiple meanings of words, and lack of motivation are common obstacles that the English majors often face Also, the results show that the English majors learn more passive vocabulary than active vocabulary They used two main methods including listening to music and watching movies to expand passive vocabulary In addition, using mobile apps and engaging in conversations were used to enrich active vocabulary by most the English majors The above-mentioned aspects of enriching vocabulary in this study may be of importance in explaining the reasons why English majors at FFL of IUH should be aware of in learning English The researcher also offers some recommendations and implications to help the English majors overcome difficulties they may face in expanding English vocabulary Key words: Enrich, English skills, important roles, vocabulary ACKNOWLEDGEMENT During the implementation of this study, I received a lot of enthusiastic support that helped me overcome all difficulties and finish this meaningful time Firstly, I would like to show my appreciation to the Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for creating favourable conditions and opportunities for me to complete my graduation thesis Secondly, I would like to thank my supervisor Ms Hoang Thi Phong Linh for her enthusiasm, dedication, and profound knowledge She provided encouragement and was always willing to give helpful direction and assist at any time she could throughout this study Her expertise and attention to detail kept my work on track from my first research questions to the final draft of this study I feel very fortunate to have been guided by her Without her wholehearted support and mentoring, this thesis would not have been accomplished Thirdly, I sincerely thank all the students at FFL of IUH who took their valuable time to give their opinions and complete my questionnaire I really appreciate their willingness to assist with this study Besides, I would like to express my gratitude to my team members – Ms Tran Xuan Quynh – and – Ms Pham Thi Thanh Nhan – for the stimulating discussions, for the time we worked together before deadlines, and for the memories we have had in the last four years Thank you for always sharing your feelings and supporting me during my study Moreover, I would like to express my deepest gratitude and appreciation for my family for all the unconditional support in this intense academic year Last but not least, my thanks go to all the people who have supported me to complete the research directly or indirectly TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Rationale of the research 1.2 Research objectives 1.3 Research questions 1.4 Scope of the research CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of key terms 2.1.1 Definition of vocabulary 2.1.2 Types of vocabulary 2.1.2.1 Passive vocabulary 2.1.2.2 Active vocabulary 2.2 Results of previous studies 2.2.1 The importance of enriching English vocabulary 2.2.1.1 Expressing ideas through verbal and written communication 2.2.1.2 Strengthening English reading and listening comprehension 2.2.1.3 Enhancing translation and interpretation skills 2.2.2 Difficulties in learning English vocabulary 2.2.2.1 From vocabulary itself 2.2.2.2 From learners themselves 2.2.3 Approaches of enriching English vocabulary 11 2.2.3.1 Methods to learn passive vocabulary 11 2.2.3.2 Methods to learn active vocabulary 12 2.3 Summary of some previous studies 13 CHAPTER 3: RESEARCH DESIGN 14 3.1 Research site 15 3.2 Participants 15 3.3 Research methodology and research methods 15 3.3.1 Research methodology 15 3.3.2 Research methods 15 3.4 Procedure 16 3.5 Data analysis 17 CHAPTER 4: FINDINGS AND DISCUSSION 18 4.1 General situation of learning English among the English majors at FFL of IUH 19 4.2 The roles of expanding English vocabulary in improving English skills 22 4.3 Difficulties in learning English vocabulary faced by the English majors at FFL of IUH 25 4.3.1 Difficulties that come from the vocabulary itself 25 4.3.2 Difficulties that come from the learners themselves 26 4.4 Approaches to learn English vocabulary 27 4.4.1 Types of English vocabulary that most the English majors learn 27 4.4.2 Approaches to learn passive vocabulary 28 4.4.3 Approaches to learn active vocabulary 29 4.4.4 Self-assessment of the effectiveness of methods that the English majors have been applying 30 CHAPTER 5: CONCLUSION 31 5.1 Conclusion 32 5.1.1 The roles of expanding English vocabulary in improving English skills among the English majors at FFL of IUH 32 5.1.2 Difficulties in learning English vocabulary among the English majors at FFL of IUH 32 5.1.3 Approaches of enriching English vocabulary among the English majors at FFL of IUH 32 5.2 Recommendations 32 5.3 Limitations of research 33 5.4 Further studies 33 REFERENCES 34 APPENDICES 38 Questionnaire Supervisor’s Evaluation Form Examiner’s Evaluation Form Rubrics for Written Graduation Thesis (70%) Rubrics for Supervisor’s Appraisal (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Oral Presentation (10%) Progress Form Peer Evaluation Form (1) Peer Evaluation Form (2) LIST OF FIGURES Figure The time period that the English majors learning English 19 Figure Frequency of learning English vocabulary in a day 20 Figure Self-assessment of students’ English proficiency 21 Figure 4 Students’ perspectives on the importance of enriching English vocabulary 22 Figure Skills that require the enrichment of English vocabulary 23 Figure Difficulties that come from the vocabulary itself 25 Figure Difficulties that come from the learners themselves 26 Figure Types of English vocabulary that most the English majors learn 27 Figure Approaches to learn passive vocabulary 28 Figure 10 Approaches to learn active vocabulary 29 Figure 11 Self-assessment of the effectiveness of methods that the English majors have been applying 30 LIST OF TABLE Table The roles of expanding English vocabulary in improving English skills 24 LIST OF ABBREVIATIONS IUH: Industrial University of Ho Chi Minh City FFL: Faculty of Foreign Languages Submitted by: NGUYEN NGOC TRUC Student’s ID: 17018381 CHAPTER I: INTRODUCTION Supervisor: HOANG THI PHONG LINH, M.A 15 (10) 30 (25) Definition s of key terms/con cepts (5) The literature is defined in an unclear manner Definition of key concepts is insufficient The literature is linked with the research topic Key concepts are recognized The literature is linked with research topic The key concepts related to the research topic are defined Review of previous studies (5) (10) The previous studies are inadequately relevant with the research topic and inappropriatel y summarized The previous studies are relevant with the research topic and summarized The previous studies are quite relevant with the research topic and appropriately summarized Research Methodolo gy and Methods (10) The author displays such a low level of research methodology that it can be regarded as unacceptable The author correctly presents the research methods and shows good organization and application of research methodology The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology The literature is intricately linked with the research topic and appropriate ly explained The key concepts related to the research topic are also clearly defined The previous studies are adequately relevant with the research topic and appropriate ly summarize d The author justifies his/ her choice of research methods systematical ly and demonstrate s a deep understandin g in the application of relevant research methodolog y Collecting and analyzing data (5) The author describes the data collecting and analyzing stages, but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods Relevance between research findings and objective (Findings) (5) The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study Evaluating and discussing the findings The thesis fails in making contribution to the knowledge base of the The author correctly presents the data collecting and analyzing stages and outlines the analysis The analysis demonstrates a good command and reliable use of the method The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the information provided by the data The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best summarize the information provided by the data The author The author The author demonstrates demonstrates demonstrates satisfactory adequate levels advanced understanding of levels of in the understanding understandin analysis of the in the analysis g in the research of the research analysis of findings The findings the research research The research findings The findings may be findings are research adequate but adequate findings are not as relevant to the relevant to described objectives of the objectives the study of the study The research findings make a minor contribution to the knowledge The research findings make a good contribution to the The research findings make a significant contribution 10 (Discussio n) (5) (10) discipline and field of study base of the discipline and field of study Conclusio ns &recomm endation (10) No logical conclusions are reached Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research Referencin g (5) References are of poor quality The format and layout are inconsistent and not in line with APA style The referencing is in a proper manner, but the layout of the bibliography is consistent with APA style There are, however, a few knowledge base of the discipline and field of study to the knowledge base of the discipline and field of study The The conclusions conclusions are presented are logically and presented answers to logically and research answers to questions are research explained in a questions good manner are The final explained summary in a coherent communicate manner The s the purpose final and findings summary is of the study relevant and The author communicat demonstrates es the adequate objectives understanding and findings of the of strengths and the study weaknesses of The author his/her own demonstrates research good understandin g of the strengths and weaknesses of his/her own research The referencing is in a proper manner and the layout of the bibliography is largely in line with The referencing is in a proper and extensive manner The format and layout of the bibliography inconsistencies APA style are correct and in line with APA style Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight 10 Communic Students show a weak Students show an Students Students ation skill communication skill adequate show a good show a very in meetings with the communication communicati good supervisor and group skill in meetings on skill in communicati members with the supervisor meetings on skill in and group with the meetings members supervisor with the and group supervisor members and group (2) members Punctuality (2) Students are always Students are Students are Students are late in meetings with sometimes late in usually always the supervisor meetings with the punctual in punctual in supervisor meetings meetings with the with the supervisor supervisor Continuous Students show an Students show a Students Students improveme unwilling attitude positive attitude show a show a nt towards assigned towards assigned positive willing work, complete work work, complete attitude attitude late often and make no work late towards towards reference from the sometimes and can assigned assigned supervisor make a relevant work, work, reference from the complete complete supervisor work on time work on time or make or make alternative alternative (6) arrangement arrangement and make a and make a good good reference reference from the from the supervisor supervisor Rubrics for Supervisor’s Appraisal (5%) Student’s name: NGUYỄN NGỌC TRÚC Item/ Weight Unsatisfactory Group Planning & Decision There is no planning& decision making process, decisions are made by individuals The group does not establish roles for each member Roles & and/or the Distribution workload is unequally distributed Meeting Minutes Student code: 17018381 Developing Satisfactory A procedure for planning& making decisions is established by the group, but it is not clear and/or it focuses on individuals The group establishes informal roles for each member The workload could be distributed more equally Scheduled meetings minutes Scheduled meetings are often recorded minutes are rarely and the recorded and the contribution of efforts are each team scattered members are NOT identified Exemplary A clear procedure for planning & making decisions in research work is informally established by all members of the group 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usually recorded and the contribution of each team members are identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified Rubrics for Oral Presentation (10%) Item/ Weight Content (3) Performance (3) Unsatisfactory Developing Satisfactory Exemplary Organizational structure present but unclear with underdevelope d introduction, body and conclusion Transitions are awkward Organizational structure present clearly with introduction, body and conclusion A few transitions Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunciat ions are frequent and cause some difficulty for the listener Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features 10 Organization al pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal distractions Clear pronunciation Time management (10minutes) (2) Response to questions (2) No regard for time constraints six or seven minutes above or below the allotted time Unable to respond many questions Presentation given within four or five minutes above or below the allotted time Presentation given within two or three minutes above or below the allotted time Presentation given within time constraints (from 9-11 minutes) Most questions are responded competently Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES PROGRESS FORM GRADUATION THESIS Research title: RESEARCH ON HOW TO ENRICH ENGLISH VOCABULARY AMONG THE ENGLISH MAJORS AT FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY Student’s name: Nguyễn Ngọc Trúc Student Code: 17018381 Supervisor’s name: Hoàng Thị Phong Linh, M.A Week Date Content Supervisor’s comments (Signature) 20/01/2021 Have a meeting to discuss and choose a topic 27/01/2021 - Review and correct the title and 31/01/2021 research questions 1/02/2021 7/02/2021 Review and correct the outline of Chapter 20/02/2021 - Review and correct the first draft of 28/02/2021 Chapter 01/03/2021 07/03/2021 Review and correct the outline of Chapter 08/03/2021 - Review and correct the first draft of 21/03/2021 Chapter 22/03/2021 28/03/2021 Review and correct the outline of Chapter 29/03/2021 - - Review and correct the first draft 11/04/2021 of Chapter - Review and correct the Questionnaire and Interview questions - Work completion:.… % Check Progress - Continue or not? ……………………………… 10 11 12 13 12/04/2021 - Review and correct the outline of 20/04/2021 Chapter 4,5 21/04/2021 - Review and correct the first draft of 05/05/2021 Chapter 4,5 06/05/2021 - Review and correct the second draft 13/05/2021 of Chapter 1,2,3 14/05/2021 - Review and correct the second draft 30/05/2021 of Chapter 4,5 01/06/2021 - Review and correct the third draft 14/06/2021 14 15/06/2021 - Review and correct the final draft 17/06/2021 The supervisor’s approval of the students’ submission (Yes/ No): ……………………………… Date: …………………………… Supervisor ……………………………… INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES PEER EVALUATION FORM Name of member: NGUYỄN NGỌC TRÚC Item/ Weight Unsatisfactory Does not collect any relevant Contribution information; no to the team useful suggestions project to address team's needs; Does not perform assigned tasks; often misses meetings and, when present, Taking does not have responsibility anything constructive to say; relies on others to the work; Rarely listens to, shares with, and Working with supports the others efforts of others; often uses inappropriate language; often is not a good team Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers welldeveloped and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastica lly; Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand Almost always listens to others and their ideas; helps them develop their ideas while member work; Evaluator's name: PHẠM THỊ THANH NHÀN Date of evaluation: 16/05/2021 others' ideas; giving them full credit INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES PEER EVALUATION FORM Name of member: NGUYỄN NGỌC TRÚC Item/ Weight Unsatisfactory Does not collect any relevant Contribution information; no to the team useful suggestions project to address team's needs; Does not perform assigned tasks; often misses meetings and, when present, Taking does not have responsibility anything constructive to say; relies on others to the work; Rarely listens to, Working with shares with, and supports the others efforts of others; often uses inappropriate language; often is Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work Usually listens to others but sometimes does not pay much attention when others talk, and assumes their Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers welldeveloped and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastica lly; Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite Almost always listens to others and their ideas; helps them develop their not a good team ideas member work; Evaluator's name: TRẦN XUÂN QUỲNH Date of evaluation: 16/05/2021 will not effort to understand ideas while others' ideas; giving them full credit