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 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn iv C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn v C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF ABBREVIATION LLSs Language Learning Strategies M Mean SD Standard Deviation VLSs Vocabulary Learning Strategies VNUA Vietnam National University of Agriculture Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn vi C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn vii C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 32 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 33 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 34 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 35 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an addtion, the future research should implement the use of strategies between gender Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 36 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCE 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Englewood Cliffs NJ: Prentice-Hall 12 Cameron, L (2001) Teaching languages to young learners Cambridge: Cambridge University Press 13 Catalan, R M J (2003) Sex differences in L2 vocabulary learning strategies International Journal of Applied Linguistics, 13(1), 54-77 14 Chamot A U (2005;25:112–30), Language learning strategy instruction: Current issues and research Annual review of applied linguistics 15 Coady, J ve Huckin, T (1997) Second Language Vocabulary Acquisition London: Cambridge University Press 16 CY Chang, SC Liu, YN Lee, (2007), A study of language learning strategies used by college EFL learners in Taiwan 17 David C (2006), English Worldwide, Cambridge 18 Dörnyei, Z (2003), Questionnaires in Second Language Research: Construction, Administration, and Processing 19 Ellis, R (1994), The Study of Second Language Acquisition Oxford: Oxford University Press 20 Ellis, R (1997) Second Language Acquisition Oxford: Oxford University Press Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 38 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 21 Gu, P.Y (1994) Vocabulary learning strategies of good and poor chinese EFL learners The Twenty-Eighth Annual Convention and Exposition (p 27) Baltimore 22 Gu, Y., & Johnson, R K (1996).Vocabulary learning strategies and language learning outcomes Language learning, 46(4), 643-679 23 Gu, Y (2002) Gender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl Learners RELC Journal, 33(1), 35-54 24 Gray DE 2nd ed Thousand Oaks, California: Sage Publications; 2009 Doing Research in the Real World 25 Griffiths, C (2008) Lessons from good language learners Cambridge, England: Cambridge University Press 26 Harley, B (1996) Introduction : Vocabulary Learning and Teaching in a Second Language Canadian Modern Language Review , 53 (1), 3-12 27 Hashemi Z, Hadavi M (2015), Investigation of vocabulary learning strategies among EFL Iranian medical sciences students Procedia-Social and Behavioral Sciences 28 Hiebert, E.H., Kamil, M.L (2005) Teaching and Learning Vocabulary: Bringing Research to Practice London: Lawrence Erlbaum Associates, Publishers 29 Hornby, A S (2000, p.1197), Oxford Advanced Learners’ dictionary of Current English, New York: Oxford University Press 30 Karatay, H (2004) Primary Education II In terms of Gaining Common Vocabulary of Level Turkish Textbooks Evaluation (Unpublished master's thesis) Ankara: Gazi University Educational Sciences Institute Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 39 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 31 Kennedy, C and Bolitho, R (1984), English for Specific Purposes, London: Macmillan 32 Khatib, M., Hassanadeh, M., & Rezaei, S (2011) Vocabulary learning strategies of Iranian Upper- intermediate EFL learners International Education Studies, 4(2), 144-152 33 Kramsch CJ (1979;12(2):153-8), Word watching: Learning vocabulary becomes a hobby Foreign Language Annals 34 Kvale, Steinar (1983) The qualitative research interview: A phenomenological and a hermeneutical mode of understanding Journal of Phenomenological Psychology, 14, 171-196 35 J Richards, P John, Longman, (1992), Dictionary of Language Teaching and Applied Linguistics, Essex: Longman 36 McIntyre, P D (1994) Toward a Social Psychological Model of Strategy Use Foreign Language Annals, 27, 185-195 37 MSG Hamzah, R Kafipour, SK Abdullah, (2009), Vocabulary Learning Strategies of Iranian Undergraduate EFL students and its Relation to thier Vocabulary size, European Journal of Social Sciences 38 Nation, P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 39 Nunan, D (1991) Language Teaching Methodology: A Textbook for Teachers New York: Phoenix ELT 40 O’Malley, J M., Chamot, A U., Stewner-Manzanares, G., Russo, R P., & Kupper, L (1985) Learning strategies used by beginning and intermediate ESL students Language Learning Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 40 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 41 Oxford, R L (1990) Language learning strategies: What every teacher should know Boston, MA: Heinle & Heinle Publishers 42 Oxford, R (2003) Toward A More Systematic Model Pf L2 Learner Autonomy In Palfreyman, P., and Smith, R.(Eds.), Learner Autonomy Across Cultures:Language Education Perspectives (pp 75-91) Great Britain: Palgrave Macmillan 43 Read, J (2000) Assessing Vocabulary Cambridge: Cambridge University Press 44 Rubin J (1987;p.15–30) Learner strategies: Theoretical assumptions, research history and typology Learner strategies in language learning 45 Safian NH., Malaka S., Kalajahi SAR (2014) Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduate Australia: Australian International Academic Centre 46 Schemeck, R R (Ed.) (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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 41 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 42 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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: Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 43 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 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 Tơi tận dụng lượng kiến thức vốn có để bổ trợ việc đốn 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 đốn nghĩa từ I look for any definitions or paraphrases in the passage that support my guess about the meaning of a new word Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 44 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 45 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn