A study on the vocabulary learning strategies employed by first year english majored students at vnua

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON THE VOCABULARY LEARNING STRATEGIES EMPLOYED BY FIRST-YEAR ENGLISH-MAJORED STUDENTS AT VNUA NGHIÊN CỨU NHỮNG CHIẾN LƯỢC HỌC TỪ VỰNG ĐƯỢC SINH VIÊN NĂM THỨ NHẤT NGÀNH NGÔN NGỮ ANH SỬ DỤNG TẠI VNUA Student : PHAM DUY SON Student code : 621254 Major : ENGLISH Supervisor : NGUYEN THI KIM QUE Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “A study on vocabulary learning strategies employed by first-year English-majored students at Vietnam National University of Agriculture” submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Pham Duy Son Approved by SUPERVISOR (Signature and full name) Date:…………………… i TABLE OF CONTENTS Page CERTIFICATE OF ORIGINALITY i TABLE OF CONTENTS ii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF ABBREVIATION vi LIST OF TABLES vii Part 1: INTRODUCTION 1.1 RATIONALE FOR THE STUDY 1.2 AIMS AND OBJECTIVES OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.6 DESIGN OF THE STUDY Part II: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 REVIEW OF THE PREVIOUS STUDIES 1.1.1 Review of the previous study at home 1.1.2 Review of the previous study abroad 1.2 REVIEW OF THEORETICAL BACKGROUND 1.2.1 Statement of theoretical framework chosen 1.2.1.1 Definition and importance of vocabulary 1.2.1.2 Definitions of Language Learning Strategies 1.2.1.3 Classifications of Language Learning Strategies 11 1.2.1.4 Definitions of Vocabulary Learning Strategies 15 1.2.1.5 Classifications of Vocabulary Learning Strategies 16 Chapter 2: METHODOLOGY 22 2.1 RESEARCH METHOD 22 2.3 DATA COLLECTION 22 2.3.1 Data collection instruments 22 2.3.2 Data collecting procedures 23 2.3.3 Data analysis 23 Chapter 3: FINDINGS AND DISCUSSION 24 3.2 THE MOST AND LEAST FREQUENTLY USED VLSs 25 3.3 DICTIONARY STRATEGIES EMPLOYED BY PARTICIPANTS 27 3.4 MEMORY STRATEGIES EMPLOYED BY PARTICIPANTS 28 3.5 GUESSING STRATEGIES EMPLOYED BY PARTICIPANTS 29 3.6 NOTE-TAKING STRATEGIES EMPLOYED BY PARTICIPANTS 30 ii 3.7 SELECTIVE AND METACOGNITIVE STRATEGIES EMPLOYED BY PARTICIPANTS 31 3.8 RECOMMENDATION 31 3.9 SUMMARY 32 Part 3: CONCLUSION 34 Recapitulation 34 Limitation of the study 35 Conclusion remarks 35 Suggestions for further study 35 REFERENCE 37 APPENDIX 43 iii ACKNOWLEDGEMENTS Many people have been of great help and I want to express my sincere gratitude to them To Ms Que, my personal instructor, who took care of me from the very first day, gave me advantageous advice, corrected me even just a tiny detail I wish to express grateful thanks for her advice and counsel I cannot fully express my gratitude to Ms Lam, an exceptional instructor, enthusiast lecturer I have ever known Thank you for your generosity, faith, and superb guidance I could never have done this report without the eager cooperation and skilled work of my friend, Hanh Nguyen Her suggestions, too, have always been valuable And finally, I would like to express my sincere to my parents, who always give me the ultimate support, become my motivation so that I can conduct this study To these and all quoted in this study, I extend grateful thanks iv ABSTRACT Vocabulary plays an vital role in acquiring a language, without vocabulary nothing can be conveyed Vocabulary is one of the three elements of language, the building material and the basic of language Encountering vast amount new words to learn, it is necessary to investigate vocabulary learning strategies This study aims to investigate the use and preference of these strategies among the students at Vietnam National University of Agriculture (VNUA) Firstly it introduces the importance of vocabulary Secondly it gives definition and classifications about the vocabulary learning strategies Thirdly it discovers the vocabulary learning strategies used by first-year English-majored students at VNUA It is hoped that this paper can offer some help for students’s English vocabulary learning and improve students’ interest in learning vocabulary The research method approach of the study was quantitative method with the main data collection instrument was a questionnaire adapted from Seddigh and Shokrpour (2012) The results show that the metacognitive and dictionary strategies were preferred most by the participants whereas the least used strategies were note-taking and selective strategies The findings of this study led to some suggestions to enrich English-majored students’ vocabulary learning v LIST OF ABBREVIATION LLSs Language Learning Strategies M Mean SD Standard Deviation VLSs Vocabulary Learning Strategies VNUA Vietnam National University of Agriculture vi LIST OF TABLES Table 1: Rubin’s Language Learning Strategy System (Rubin, 1975, p.4150; 1981, 117-131) 12 Table 2: Oxford’s Language Learning Strategy System (Oxford, 1990, p.17) 13 Table 3: O’Malley and Chamot’s Language Learning Strategy System (O’Malley and Chamot, 1990) 14 Table 4: A Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997) 18 Table 5: Frequency of Strategy groups used by English-majored students (K65) 25 Table 6: Most frequently used vocabulary learning strategies 26 Table 7: Least frequently used vocabulary learning strategies 26 Table 8: Dictionary strategies employed by participants 27 Table 9: Memory strategies employed by participants 28 Table 10: Guessing strategies employed by participants 29 Table 11: Note-taking strategies employed by participants 30 Table 12: Selective strategies employed by participants 31 Table 13: Metacognitive strategies employed by participants 31 vii Part 1: INTRODUCTION 1.1 RATIONALE FOR THE STUDY According to David Crystal (2006), English is the official language of more than 53 countries and territories, the second language of nearly 100 countries, and a common language of over 400 million people in the world In the era of Industry 4.0, many industries are using English, such as media, healthcare, tourism, commerce, etc In most of the forums, meetings, and workshops in the world, despite the fact that there are many people from different parts of the world where English is not their first language, they are still able to communicate with each other thanks to this international language English is the ticket, the key to open the door connecting to the modern world, connecting to people from all around the globe, and indispensable for anyone wishing to prove themselves in nowadays globalization era It is undeniable that with the full equipment in both knowledge and communication skills, English proficient people can quickly integrate into a multicultural environment and have better performance The English learners aim for four skills (Listening, Speaking, Reading, and Writing) Nonetheless, learning English or mastery of the four skills is like playing the jigsaw puzzle, vocabulary is the pieces of the puzzle, and without it, nothing can be created Learners who want to master English must accumulate a lot of vocabulary; nevertheless, numerous English learners not have a rich vocabulary as a result of not having an effective study strategy No one can deny the fact that vocabulary plays an important role when it comes to learning and using English Its importance is emphasized by Wilkins (1972): "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" Moreover, vocabulary helps learners understand the information imparted by others when communicating or when learning English Learning and improving the foreign language, especially English, is highly essential for English-majored students at the Vietnam National University of Agricultural (VNUA) as this is their major Furthermore, the English-majored students' level must be at least C1 (The Common European Framework of Reference for Languages) in order to meet the graduation requirements Unlike high school education, university education has a tremendous amount of knowledge However, due to the strict curriculum in university, lecturers not have enough time to introduce all the new words to the students Hence, the learning vocabulary relies on the self-studying process at home On the other hand, students believe that learning a new word is to memorize the spelling and the meaning of that word Thus, it is common to find that students often suffer from acquiring and producing language as a result of their insufficient vocabulary knowledge It seems that by virtue of a massive difference in terms of learning between high school and university, without a suitable learning vocabulary strategy, a large number of English-majored firstyear students (K65) at VNUA can be overwhelmed and faced several challenges In order to bring a comprehensive picture of the English vocabulary learning of university students, further research on this issue is needed This paper intends to study the current VLSs employed by first-year English-majored students and proposing ways to use VLSs more effectively situations of learners in order to train students to select effective learning strategies on their own and meet students' learning needs based on their needs It is prudent to suggest that language teachers reconsider their teaching styles and consider different techniques to promote vocabulary learning Students should employ more other strategies besides dictionary strategies, for example, note-taking (write down the new words); selective strategies (have a schedule to learn vocabulary); memory strategies (use mindmaps to support vocabulary learning; regularly review new words students recently seen) 3.9 SUMMARY In sum, the findings of the present study indicated that all the VLSs mentioned in the questionnaire were reported to be employed by the first-year English-majored students at VNUA when learning new vocabulary items Students tend to employ metacognitive strategies the most, which mean students have more interest in learning lexical items through public means such as social network, streaming platforms, entertaining activities, and so on more than through textbooks or lessons Besides, it seems that when students encountered new words, they showed a tendency to initiate a searching the meaning in dictionaries right in the first place instead of trying to guess the meaning of new words Dictionary strategies are not detrimental strategies that students should not use; however, teachers and lecturers are not recommending students to employ these strategies too often because students might be relying on dictionary strategies too much These results once again verify Gu and Johnson's outcomes that most of the language learners use dictionary strategies than any other type 32 Moreover, the least frequently used strategies in this study were selective and note-taking strategies This could indicate that the students were either unaware of the effectiveness of writing the words down or were underestimate the power of having a schedule learning lexical items 33 Part 3: CONCLUSION Recapitulation The aim of this graduation thesis Study on the Vocabulary Learning Strategies employed by first-year English-majored students at VNUA is to investigate what VLSs are used by students and recommend some useful strategies to enrich their vocabulary The graduation thesis is composed of major parts, part is the introduction which mainly expresses the rationale, aims, research questions, scope, design, and significance of the study Part is divided into chapters, the first chapter reviews the previous studies and theoretical background, the second chapter deals with the research methodology, and the third chapter addresses the results from the investigation Conclusions are drawn in part where the main aims of the thesis are reached and the recommendations are provided The results of the investigation show that students prefer to utilized metacognitive strategies the most and followed by dictionary strategies For more specific, the existence of Metacognitive strategies as the highest number indicated that the participants are highly exposed to the target language (English) outside the class Metacognitive strategies will lead learners to self-management learning process and selfevaluation which they may lack Moreover, the results students preferred to employed dictionary strategies could lead to the conclusion that in the educational setting which is based on lectures and textbooks, students rely more on the on-hand resources such as dictionaries Whereas the selective strategies and note-taking are the least frequently used strategies This could demonstrate that students were not evaluate the significance of writing words down and the power of having schedule to learn lexical items Therefore, even if they learn a 34 new word in the classroom because they not use it outside the classroom they not retain it for use in the future Limitation of the study The present study has three limitations The first limitation is related to the participants’ gender Due to the fact that the ratio between males and females was significantly uneven, the research on the use of strategies according to gender was not able to implement The second limitation is that the study has not explored the relationship between students' vocabulary learning styles and VLSs The third limitations is due to the shortage of time and the spreading of the Covid-19 pandemic, the author cannot initiate a second research instrument which leads to the study is not trustful Conclusion remarks Vocabulary is considered a fundamental factor when learning a language It seems that students in general and English-majored students at VNUA often faced obstacles in obtaining lexical items One of the problems is that students not have appropriate strategies to learning vocabulary Due to the insufficient time, lack of experience, resources, academic knowledge of the author, it is unable to avoid shortcomings as well as imperfections in the study Hence, any comments or corrections are highly appreciated Suggestions for further study The objects in this study were first-year English-majored students at VNUA Thus, follow-up researchers should carry out studies on other objects In 35 addtion, the future research should implement the use of strategies between gender 36 REFERENCE Đinh T Hằng (2008), Vocabulary learning strategies employed by students at Hung Vuong Gifted High School ULIS Nguyễn T T Huyền, (2012), Mối quan hệ việc sử dụng chiến lược học từ vựng với tính tự chủ sinh viên năm thứ không chuyên tiếng Anh trường Đại học Kỹ Thuật Công Nghiệp Thái Nguyên, Ha Noi Nguyễn T X Thu, (2017), Effects of using semantic mapping on ESP vocabulary retention of the students at univesity of technology – Thai Nguyen University, Thai Nguyen Pham T T Trang (2020), 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(1988) Learning strategies and learning styles New York, NY: Plenum Press 47 Schmitt N (1997 p.199–227) Vocabulary: Description, Acquisition and Pedagogy In: Schmitt N, McCarthy M, editors Vocabulary learning strategies Cambridge University Press 48 Schmitt N, (2010), Researching vocabulary: A vocabulary research manual London, England: Palgrave Macmillan 49 Sokmen, A (1997) Current trends in teaching second language vocabulary In N Schmitt & M McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy (pp.237-257) Cambridge: Cambridge University Press 41 50 Stoffer, I (1995) University foreign language students’ choice of vocabulary learning strategies as related to individual difference variables Unpublished doctoral thesis, University of Alabama 51 Vardar, B (1998) Annotated Dictionary of Linguistic Terms Istanbul: ABC Bookstore 52 Wenden, R Joan, (1987), Learner Strategies in Language Learning, New Jersey, Prentice Hall 53 Weinstein, C E., & Mayer, R E (1986) The teaching of learning strategies In M C.Wittrock (Ed.), Handbook of research on teaching (3rd ed pp.315-27) NY:Macmillan 54 Wharton, G (2000) Language learning strategy use of bilingual foreign language learners in Singapore Language Learning 50(2), 203-243 55 Zhihong Bai (2018), An analysis of English Vocabulary Learning Strategies China: Journal of Language Teaching and Research 42 APPENDIX The Vocabulary Learning Strategies Questionnaire PHIẾU KHẢO SÁT Chào bạn, thực nghiên cứu: “Nghiên cứu chiến lược học từ vựng sinh viên năm thứ (K65) ngành Ngôn Ngữ Anh sử dụng Học viện Nông nghiệp Việt Nam” Dưới bảng câu hỏi nhằm thu thập thông tin cách khách quan Rất mong bạn bớt chút thời gian trả lời câu hỏi theo quan điểm cá nhân bạn Bạn vui lòng đánh dấu X vào ô trống (Với phát biểu chọn ô nhất) Lưu ý: Các lựa chọn bảng hỏi kí hiệu từ đến với mức độ tăng dần Cụ thể là: Tôi không gần không làm Tôi không thường làm Tôi làm Tôi thường làm Tôi làm gần làm Phần 1: Thông tin cá nhân: Họ tên bạn: Giới tính: 3.Tên lớp: 43 Phần 2: Bảng hỏi: STT CH CH CH CH CH CH CH Nội dung Content Tôi sử dụng từ điển Anh-Anh (không phải từ điển Việt-Anh hay Anh-Việt) I use an English-only dictionary (not a Vietnamese English or English Vietnamese dictionary) Tôi sử dụng từ điển Việt-Anh AnhViệt (không phải từ điển Anh-Anh) I use a Vietnamese /English or English /Vietnamese dictionary (not an Englishonly dictionary) Nếu gặp phải từ đoạn văn mà không biết, tra nghĩa từ điển If there are new words in reading passages that I not know, I look them up in the dictionary Tôi xem hết nghĩa khác từ từ điển I look at the different meanings of a word in the dictionary Tơi đốn nghĩa từ trước tơi hỏi người khác tra chúng từ điển I guess the meanings of words I don't know before I ask someone else or look in the dictionary Tôi tận dụng lượng kiến thức vốn có để bổ trợ việc đoán nghĩa từ I make use of my knowledge of the topic when guessing the meaning of a word Tơi tìm định nghĩa hay đoạn giải đoạn văn hỗ trợ tơi việc đoán nghĩa từ I look for any definitions or paraphrases in the passage that support my guess about the meaning of a new word 44 CH CH CH 10 CH 11 CH 12 CH 13 CH 14 CH 15 CH Tôi lưu lại từ sổ từ vựng, flashcard, vân vân I keep a record of new words I see (for example, in vocabulary notebooks, on vocabulary cards, etc.) Ngồi lên lớp, tơi thường xem lại từ mà gặp gần Outside of class time, I regularly review new words that I have recently seen Việc viết từ nhiều lần giúp nhớ từ vựng I write words several times to help me remember them Việc để tâm đến tiền tố, hậu tố, gốc từ (ví dụ như: pre-, -sion, -tion, ) giúp nhớ từ vựng To help me remember words I pay attention to the word’s prefixes, roots, and suffixes (for example, pre-re, tion,sion, etc,) Tôi ghi nhớ từ vựng cách nhớ câu văn ngữ cảnh có chứa từ I remember words by remembering the sentence in which I saw them or the context in which I saw them Tôi ghi nhớ từ vựng cách tự kiểm tra thân (ví dụ: nhìn vào từ tiếng Anh cố nhớ nghĩa tiếng Việt chúng) I remember words by testing myself (for example, by looking at the English words and trying to remember the Vietnamese word) Tôi ghi nhớ từ vựng tiếng Anh cách dịch chúng sang tiếng Việt I remember English words by translating them into Vietnamese Tôi ghi nhớ từ vựng tiếng Anh cách nhớ định nghĩa tiếng Anh từ I remember English words by remembering the English definition Tôi viết định nghĩa từ tiếng 45 16 CH 17 CH 18 Anh I write down information about the words in English Tôi viết thông tin liên quan đến từ vựng tiếng Việt I write down information about the words in Vietnamese Tơi có thời gian biểu thói quen để học từ vựng I have a schedule or routine that I follow for studying vocabulary Tôi hỏi giảng viên nghĩa từ I ask my teacher for the meanings of new words CH Tôi hỏi bạn sinh viên khác nghĩa 20 từ I ask other students for the meanings of new words CH Tơi cố gắng giao tiếp, nói chuyện 21 với người xứ nói tiếng Anh nhiều tốt I try to speak to native English speakers as often as possible (for example, to people, tourists from the UK Canada, America, or Australia) CH Tôi học từ vựng thông qua việc đọc sách, 22 nghe nhạc, xem phim tiếng Anh I learn vocabulary through activities such as read books, listen to music, watch movies in English CH Tôi sử dụng đồ tư để bổ trợ cho 23 việc học từ vựng I use mindmap to support my vocabulary learning CH 19 Mọi thông tin bảo mật sử dụng cho mục đích nghiên cứu Cảm ơn bạn bỏ thời gian cơng sức điền phiếu khảo sát giúp 46