A survey on vocabulary learning strategies adopted by third year english majors at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON VOCABULARY LEARNING STRATEGIES ADOPTED BY THIRD-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁTCHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : VU THI QUYNH Student code : 621274 Major : ENGLISH Supervisor : NGUYEN THI HOAI, MA Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON VOCABULARY LEARNING STRATEGIES ADOPTED BY THIRD-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁTCHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : VU THI QUYNH Student code : 621274 Major : ENGLISH Supervisor : NGUYEN THI HOAI, MA Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled a survey on vocabulary learning strategies adopted by third-yearenglish majors 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 Vu Thi Quynh Approved by SUPERVISOR (Signature and full name) Date:…………………… i ACKNOWLEDGEMENTS In order to be able to complete the thesis topic completely, besides my own efforts, I also have the enthusiastic guidance of teachers, as well as the encouragement and support of family and friends in this thesis throughout the period of study, research and writing of the thesis I would like to express my sincere gratitude to Master Nguyen Thi Hoai who wholeheartedly helped and created the best conditions for me to complete this thesis She shared invaluable expertise and provided intellectual inspiration and insightful commentary on the paper I especially acknowledge her gift of encouragement and confidence that I need most at the end of this research I would like to express my sincere gratitude to all the teachers in the Faculty of Education and Foreign Languages at Vietnam National University of Agriculture for their dedication to imparting valuable knowledge as well as creating the most favorable conditions for me throughout the course of study and research and until the implementation of the thesis topic Finally, I would like to thank my colleagues and good friends, who greatly assisted in the data collection of this study I am certainly indebted to all the students who volunteered to take part in the survey Without them, this study could not have been completed ii TABLE OF CONTENTS Certificate of originality Table of contents i iii Abstract v List of abreviation vi List of tables vii PART 1: INTRODUCTION 1 Rationale for the study Aims and objectives of the study Research questions Scope of the study Significance of the study Design of the study Part 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 The importance of vocabulary 1.2 what is involved in knowing a word 1.3 vocabulary acquisition 1.4 vocabulary learning strategies 11 Chapter 2: METHODOLOGY 19 2.1 Research methodology 19 2.2 Research setting / context 19 2.3 Data collection 20 2.3.1 Data collecting instruments 20 2.3.2 Data collecting procedures 20 2.4 Data analysis 21 2.5 Summary of research methods 21 Chapter 3: FINDINGS AND DISCUSSION 22 iii 3.1 To what extent third-year english majors at vnua use different vocabulary learning strategies 22 3.2 What are the reasons why some vocabulary learning strategies are more common among third-year english majors at vnua 32 3.2.1 Easy access to the internet offer many different strategies involving the internet 32 3.2.2 Familiarity with the strategies 32 3.2.3 The suitability to individuals learning style 33 3.2.4 The chance for vocabulary repetition or review 33 3.2.5 The entertaining aspect of vocabulary learning strategies 34 3.3 summary of findings and discussion PART 3: CONCLUSION 35 36 Recapitulation 36 Concluding remarks 36 Limitation of the study 37 Recommendations/suggestions for further study 37 REFERENCES 39 APPENDIX 43 APPENDIX Vietnamese Questionnaire 47 APPENDIX 3: Interview question 51 APPENDIX 4: Interview question – Vietnamese version 52 iv ABSTRACT This research studied students' strategies to learn English vocabulary This research applies both quantitative and qualitative approach The participants are 122 third-year students English majors at VNUA The Questionnaire on English Vocabulary Learning Strategies (QAVLS) adapted from Liu (2013) was used to measure students' level of use of vocabulary learning strategies Descriptive statistics, including mean and standard deviation are used to analyze the results from the questionnaire Responses from the interview was synthesized in themes Results show that what extent students use different vocabulary learning strategies and why some vocabulary learning strategies are more popular among third-year English majors at VNUA v LIST OF ABREVIATION VNUA : Vietnam National University of Agriculture R = receptive knowledge, P = productive knowledge QAVLS : Questionnaire of English Vocabulary Learning Strategies CUP : Cambridge University Press SD : Standard Deviation M : Mean vi LIST OF TABLES Table 1: What is involved in knowing a word (Nation, 2013, p.60) Table 2: Participants of the study 19 Table 3: The extent to which students use memory strategies 22 Table 4: The extent to which students use metacognitive strategies 24 Table 5: The extent to which students use functional practicing strategies 25 Table 6: The extent to which students use Production- Oriented strategies 27 Table 7: The extent to which students use Centering Attention strategies 29 Table 8: The extent to which students use other strategies 30 vii PART 1: INTRODUCTION Rationale for the study Psychologists, linguists, and language teachers have been interested in vocabulary learning strategies for a long time (Levenston, 1979) Numerous studies have been conducted comparing the retention effects of different vocabulary presentation strategies In fact, the vocabulary field has been especially productive in the last two decades We have seen a number of classic volumes on theories (e.g., Carter, 1987; Carter & McCarthy, 1988; McCarthy, 1990; Nation, 1990), research (e.g., Arnaud & Bejoint, 1992; Gass, 1987; Meara, 1989; Nation & Carter, 1989), and practical tips (e.g., Gairns & Redman, 1986; McCarthy & O’Dell, 1994) Recent volumes, especially the CUP volumes, that shed significant light upon different aspects of vocabulary acquisition include Huckin, Haynes, and Coady (1993), Harley (1995), Hatch and Brown (1995), Coady and Huckin (1997), Schmitt and McCarthy (1997), Atkins (1998), Wesche and Paribakht (1999), Read (2000), Schmitt (2000), and Nation (2001) Before the trend of integration and globalization, English is considered the most commonly used language in the world Therefore, this foreign language plays a very important role in the current globalization integration era Human relationships as well as cooperation and investment in any field from business, commerce, transportation, technology, media, tourism to opportunities in studying, working, Expanding relationships for cooperation is not only limited to Vietnam but also to other countries around the world In such a context, an understanding of the learner's usage strategy and its relationship to learning outcomes is of utmost importance At Vietnam National University of Agriculture (VNUA), vocabulary learning strategies of students in general, and English majored students in particular, are rather limited and seems to be ineffective There is a big REFERENCES Amolica (1989) The study of language learning strategies by Turkish and Kurdish EFL university students Language Forum, 173-188 Annalise (1976) learning new words by using and reviewing them often Language Learning Cambridge: Cambridge University Press 70 Andrey research (1987) Learning words through synonyms and antonyms Modern Language Journal,Oxford: Blackwell 80 Brown, C & Payne, M E (1994) Five Essential Steps of Processes In Vocabulary Learning Paper presented at the TESOL Convention, Baltimore, Md 45 - 46 Brown and Payne have discovered how to learn vocabulary through pictures, sounds Language learning strategies around the world: Cross- cultural Perspectives University of Florida, Gainesville, FL 88 – 90 Brenda D Smith (2008) outlined seven essential steps to learning and memorizing new words Cambridge: Cambridge University Press 33-36 Cunningsworth, A (1995) Choosing your coursebook Oxford: Heinemann 33 - 36 Cohen, A.D & Aphek, E (1981) Easifying Second Language Learning Sudies in Second Language Acquisition Language Learning 123 - 127 Ellis, N (1995) Vocabulary Acquisition: Psychological Perspectives and Pedagogical Implications The study o f second language acquisition Oxford: Oxford University Press 25 – 29 Elisa (1988) Using mind maps Vocabulary: Description, acquisition and pedagogy Cambridge: Cambridge University Press 237-257 Fu, I P (2005) Student approaches to learning vocabulary (Unpublished doctoral dissertation) Virginia Polytechnic Institute 39 and State University, Blacksburg, VA 66 Gu (2005), Takač (2008) learners' efforts and strategies in learning vocabulary Alberta Modern Language Journal 54 – 55 Glisary (1977) Effects of attitude and motivation on the use of language learning strategies of Iranian EFL university students Unpublished MA Thesis Shiraz Azad University Iran 55-60 Hatch, E (1983) Psycholinguistics: A second language perspective Rowley, M.A.: Newbury House 15 – 20 Huckin, (1995) Vocabulary knowledge International Journal of Applied Linguistics 54-77 Hennery (1978) Exploring the second language mental lexicon Cambridge: Cambridge University Press 90 Krashen(1998) ‘the system of acquiring’ and ‘the learning system’ The CATESOL Journal, November 82 – 84 Laufer, Gu (2003) and Nation (2011) Vocabulary plays an important role in all language skills Cambridge University Press Laufer (1986) Vocabulary always has to be improved and improved A Guide to Teaching and Learning Cambridge: Cambridge University Press 23-24 Ming-Ju, A H., & Hsin-Yi, L The Correlation between Vocabulary Knowledge.Oxford: Blackwell 90 -94 Marcella, H H., & Paul, N (2000) Unknown Vocabulary Density and Reading Comprehension Reading in a Foreign Language 14 -15 Macaro (2003) Vocabulary is at the root of the language approach Learning strategies and learning styles Oxford: Blackwell 44-46 Mila (1996) has studied the strategy of learning English with everyone Unpublished MA thesis University of Birmingham, Birmingham United Kingdom 55-58 40 McCarthy, M.J (1990) Vocabulary Oxford: Oxford University Press 119 Mohamed( 2003), learning flash cards Learner language and language learning.Cambridge University Press 152 McCarthy (1988) Vocabulary and Language Teaching NewYork: Longman 66 - 67 Nation I S P (1990) Teaching and Learning Vocabulary New York: Newbury House 42 – 48 Nation( 2013) The Good language Learner Clevelond: Multilingual Matters Ltd 66-68 Nation (2013) What is involved in knowing a word Boston: Newbury House 60 Oxford and Scarcella (1994) Research have found that learning vocabulary based on context Language Learning, New York: Routledge 61 - 63 O'Malley, J & Chamot, A (1990) Learning Strategies in Second Language Acquisition Cambridge: Cambridge University Press 21 – 28 O ‟Mally et al (1985) The repetition strategies Applied Language Learning 10 – 13 Palmberg (2011) The effects of learners on effective vocabulary acquisition Language and Education 120 Schmitt & M McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy Cambridge: Cambridge University Press 111 – 113 Schmitt (20 Variables Affecting Choice of Language Learning Strategies by University Students The Modern Language Journal, 79 Schmitt, N (1997) Vocabulary learning strategies In N Schmitt & M McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy Cambridge: Cambridge University Press 72 - 75 41 Schmitt, N (2000) Vocabulary in language teaching New York: Cambridge University Press 18 – 24 Sahandri’s (1988) The vocabulary learning tips of students Handbook of research on teaching New York: Macmillan 315 - 328 Wenden, A L (1991) Learner strategies for learner autonomy Englewood Cliffs, NJ: Prentice Hall Inc 42 APPENDIX QUESTIONNAIRE A SURVEY ON VOCABULARY LEARNING STRATEGIES USED BY THIRD YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE Questionnaire of English Vocabulary Learning Strategies (QEVLS) = Never or almost never true of me = Usually not true of me = Somewhat true of me = Usually true of me = Always or almost always true of me Numerical Question order I write new words repeatedly to remember them I use mnemonics (method of learning new words by building between newly learned words with words, sentences, stories, etc.) to make connections that make memorization easier eg: ARITHMETIC: A rat in the house may eat the ice cream, … I listen to the pronunciation of the words several times to remember them I repeat the sound when a new word is first introduced I use flashcards to review the newly learned 43 words I associate the new words with the words I already know I use a new word in a sentence so I can remember it I group the words with similar features such as words related to food, clothing, or nouns, verbs I group words together within a storyline 10 I remember a new word by making a mental picture of a situation in which the word might be used 11 I memorize a new english word by connecting it to my personal experience For example, to remember the word “nervous,” I associate it with how I felt when I was preparing for an interview last week 12 I connect the word to its synonyms (words with similar meanings) and antonyms (words with opposite meaning) 13 I memorize the sound of a word first, then the meaning and shape 14 I put english labels on physical objects 15 I pay attention to how a word is used in context 16 When I not understand the words that I 44 read or hear, I guess the general meaning from the context or situation 17 I use dictionaries to help me determine the meaning of a new word or a word that I am not sure of 18 I ask teacher, classmates, friends or native speakers for the meaning of a new word 19 I check a word in dictionary to see related meanings and how it is used 20 I ask teacher, classmates, friends or native speakers how a word can be used in different sentences if I not understand it 21 I convert the word to my native language and find an equivalent word in meaning 22 I take notes in english class to record important words 23 I pay more attention to memorizing words that I think are useful 24 I preview the new words before class 25 I review the words that I have learned on a daily basis 26 I review the words only before quizzes and exams 27 I write notes, messages, or emails in english to practice the words 28 I use english -leaming media (newspapers, songs, movies etc.) to learn new words and 45 consolidate the words I already learned 29 I try to find as many ways as I can to practice english words 30 I use various online resources, such as online flash cards or vocabulary games to practice english words 31 I practice using the words by interacting with others (classmates, friends, or native speakers) 32 I ask my english teacher or fluent speakers of english to correct my pronunciation when I speak english 33 I practice the words I have learned by doing homework or other assignments 34 I plan my schedule so I will have enough time to study english words 35 I have clear goals for learning a certain number of english words within a certain period of time 46 APPENDIX Vietnamese Questionnaire KHẢO SÁT VỀ CHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Bảng câu hỏi Chiến lược học từ vựng tiếng Anh = Không bao giờ/ không với ( Never or almost never true of me) = Thường không với ( Usually not true of me) = Hơi với ( Somewhat true of me) = Thường với ( Usually true of me) = Luôn với ( Always or almost always true of me) STT Câu hỏi Tôi viết lại từ nhiều lần để nhớ chúng Tôi sử dụng kĩ thuật mnemonics ( phương pháp học từ cách tạo dựng từ học với từ, câu, câu chuyện… khiến mối liên hệ khiến cho việc ghi nhớ trở nên dễ dàng ví dụ: ARITHMETIC: A rat in the house may eat the ice cream, … Tôi nghe cách phát âm từ nhiều lần để ghi nhớ chúng Tôi nhắc/đọc lại từ học từ Tôi sử dụng flashcards (thẻ từ vựng) để ôn lại từ vựng học Tôi liên kết từ với từ mà biết Tôi đặt câu với từ để nhớ từ Tơi nhóm từ có đặc điểm tương tự 47 từ liên quan đến thực phẩm, quần áo, danh từ, động từ Tôi nhóm từ lại với cốt truyện 10 Tôi nhớ từ việc tưởng tượng tình sử dụng từ 11 Tôi ghi nhớ từ Tiếng Anh việc kết nối với kinh nghiệm cá nhân tơi Ví dụ: để nhớ từ“nervous” (căng thẳng), tơi liên tưởng với cảm giác chuẩn bị vào buổi vấn tuần trước 12 Tôi kết nối từ với từ đồng nghĩa (từ với nghĩa tương tự) từ trái nghĩa (từ với ý nghĩa ngược lại) 13 Tôi nhớ cách đọc từ trước, sau nhớ ý nghĩa cách viết 14 Tơi đặt nhãn tiếng Anh đồ vật 15 Tôi ý tới ngữ cảnh mà từ sử dụng 16 Khi không hiểu từ mà đọc nghe, tơi đốn nghĩa chúng từ bối cảnh tình mà từ dùng 17 Tơi sử dụng từ điển để giúp xác định nghĩa từ từ mà không chắn 18 Tôi hỏi giáo viên, bạn học, bạn bè người xứ để biết nghĩa từ 19 Tôi kiểm tra từ từ điển để xem ý 48 nghĩa khác từ cách từ sử dụng 20 Tôi hỏi giáo viên, bạn học, bạn bè người xứ diễn giải làm từ sử dụng câu không hiểu 21 Tơi chuyển từ sang ngơn ngữ mẹ đẻ tìm từ tương đương nghĩa 22 Tôi ghi lớp học tiếng Anh để ghi lại từ quan trọng 23 Tôi ý đến việc ghi nhớ từ mà tơi cho hữu ích 24 Tơi xem trước từ trước đến lớp 25 Tôi ôn lại từ mà học ngày 26 Tôi xem lại từ trước kiểm tra kỳ thi 27 Tôi viết ghi chú, tin nhắn, email tiếng Anh để luyện từ 28 Tôi sử dụng phương tiện truyền thông tiếng Anh (báo chí, hát, Phim ảnh, v.v.) để học từ củng cố từ học 29 Tôi cố gắng tìm nhiều cách tốt luyện từ tập tiếng Anh 30 Tôi sử dụng nhiều nguồn trực tuyến khác nhau, chẳng hạn thẻ flash (thẻ từ vựng) trực tuyến trò chơi từ vựng để luyện từ tiếng Anh 31 Tôi thực hành sử dụng từ cách Tương tác với người khác (bạn lớp, bạn bè 49 người xứ) 32 Tôi nhờ giáo viên tiếng Anh người nói tiếng Anh thơng thạo sửa cách phát âm tơi tơi nói tiếng Anh 33 Tơi thực hành từ học cách làm tập nhà tập khác 34 Tôi lên kế hoạch để tơi có đủ thời gian học từ tiếng Anh 35 Tơi có mục tiêu rõ ràng cho việc học số lượng từ tiếng Anh định khoảng thời gian định 50 APPENDIX 3: Interview question Question 1: Through the survey, I found that the method of grouping related words together into a group is a method that you use very often, why you use this Pp so often.? How effective is it? Why? Question 2: I find reviewing the words learned every day is a method you use very often, Can you give some comments on why you use it so often? Question 3: Through the survey, the method of pasting new words on objects is frequently used by the majority of students? How is this method for you? What you think is the advantage of this method? Question 4: Learning new words before taking the exam is a method that you consider to be not used often or never used Why don't you use this method often? Question 5: Through the survey results, I see the connection of new words with learned words (for example: High gas prices cause harm to people and the economy - High gas prices harm people and the economy, we learn the new word prices is associated with the learned word gas) is the method you think you should never use? Why don't you use this method? So you think this method is effective in learning vocabulary? Question 7: By collecting data from the survey, we found that memorizing an English word by connecting it with personal experiences (for example, to remember the word “nervous – stress”, I associate it with with how I felt when I was preparing for an interview last week) is a method that many students rate as not used often To what extent you personally use these methods? Why? Question 8: If asked to choose vocabulary learning strategies that you use often What is that strategy anyway? State why you are using those strategies more often than other strategies you know 51 APPENDIX 4: Interview question – Vietnamese version Câu 1: Qua bảng khảo sát, tơi thấy phương pháp nhóm từ liên quan với thành Một nhóm phương pháp mà bạn sử dụng thường xuyên, bạn lại sử dụng Pp thường xuyên vây.? Nó có hiệu nào? Tại sao? Câu 2: Tôi thấy ôn lại từ học ngày phương pháp bạn sử dụng thường xuyên, Bạn đưa vài nhận xét lí bạn lại sử dụng thường xuyên đến vậy? Câu 3:Qua bảng khảo sát phương pháp dán từ lên vật thể đa số bạn sinh viên sử dụng thường xuyên? Đối với thân bạn phương pháp nào? Theo bạn phương pháp có ưu điểm nào? Câu 4: Học từ trước thi phương pháp mà bạn đánh giá không sử dụngthường xuyên không sử dụng Tại bạn lại không sử dụng phương pháp thường xuyên? Câu 5: Qua kết khảo sát thấy liên kết từ với từ học (ví dụ: High gas prices cause harm to people and the economy - Giá xăng cao gây hại cho người kinh tế, ta học từ prices liên kết với từ học gas) phương pháp bạn cho khơng sử dụng? Lí bạn lại không sử dụng phương pháp này? Vậy bạn có nghĩ phương pháp mang lại hiệu học từ vựng tốt khơng? Câu 6: Có số phương pháp học từ vựng mà bạn sử dụng không thường xun khơng sử dụng: Phương pháp tập viết email tiếng anh, Vậy bạn cho tơi biết lí bạn lại không sử dụng phương pháp Câu 7: Qua việc thu thập liệu từ bảng khảo sát thấy ghi nhớ từ tiếng anh cách kết nối với kinh nghiệm cá nhân (ví dụ: để nhớ từ “ nervous – căng thẳng”, liên tưởng với cảm giác chuẩn bị vào buổi vấn tuần trước) phương pháp nhiều sinh viên đánh giá 52 không sử dụng thường xuyên Đối với thân bạn phương pháp bạn sử dụng mức độ nào? Tại sao? Câu 8: Nếu đc yêu cầu chọn chiến lược học từ vựng mà bạn sử dụng thường xun Nhất chiến lược gì? Hãy nêu lý bạn lại sử dụng chiến lược thường xuyên chiến lược khác mà bạn biết 53