A study on vocabulary learning strategies used by english major sophomores at hong duc university

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS A STUDY ON VOCABULARY LEARNING STRATEGIES USED BY ENGLISH-MAJOR SOPHOMORES AT HONG DUC UNIVERSITY The Degree Of Bachelor Of Arts In English Language Student: Le Hong Son Class: K21B - English Linguistics Student’s ID: 1867020046 Supervisor: Dang Thi Nguyet, M.A Thanh Hoa, June 2022 DECLARATION I declare that this thesis is my own work and has not been submitted in any form for another degree or diploma at any university, other institution or tertiary education Information derived from the published or unpublished work of others has been acknowledged in the text and a list of references is given Student (Signature, full name) Le Hong Son i ACKNOWLEDGEMENT Many people have contributed to making this thesis what it is They have given me a lot of help, guidance and encouragement That motivated me to accomplish the study as perfectly as possible First and foremost, I would like to express my deepest gratitude to my supervisor Dang Thi Nguyet, M.A, a lecturer at the Faculty of Foreign Languages, Hong Duc University From the bottom of my heart, I want to thank for her hearted guidance and valuable recommendations Without her, I might not accomplish my thesis Besides, I highly appreciate the teachers at Faculty of Foreign Languages, Hong Duc University for their precious and profound lessons which provided me solid knowledge backgrounds for my thesis Many sincere thanks are also needed to give to the English-major sophomores at Hong Duc University who patiently completed the survey questionnaires and answered my interviewing questions Last but not least, I give my warm heart to my family and classmates They encouraged and supported me to go the end ii TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENT ii TABLE OF CONTENTS iii ABBREVIATION v LIST OF TABLES vi LIST OF CHARTS vii PART I: INTRODUCTION 1 Rationale Aims and objectives of the study Scope of the study Methods of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary 1.1.1 Definitions 1.1.2 Classification of vocabulary 1.1.3 The importance of vocabulary in learning language 1.2 Learning vocabulary 1.2.1 Definition 1.2.2 Aspects in knowing a word 1.2.3 Difficulties in learning vocabulary 12 1.4 Vocabulary learning strategies 13 1.4.1 Definitions 13 1.4.2 Classification of learning strategies 14 CHAPTER 2: METHODOLOGY 19 iii 2.1 Participants 19 2.2 Setting 19 2.3 Instruments of data collection 20 CHAPTER 3: FINDINGS AND DISCUSSION 22 3.1 The situation of learning English vocabulary 22 3.1.1 Students’ interests in learning English vocabulary 22 3.1.2 Students’ time spending on learning English vocabulary 23 3.1.3 Difficulties in learning English vocabulary 24 3.1.4 Students’ needs in learning English vocabulary 25 3.2 General learning English vocabulary strategies used by students 26 3.2.1 Determination strategies 26 3.2.2 Social strategies 28 3.2.3 Memory strategies 29 3.2.4 Cognitive strategies 30 3.2.5 Metacognitive strategies 31 3.3 Learning vocabulary sub-strategies used by different genders 32 3.4 Learning vocabulary sub-strategies used by different contexts 39 3.5 Suggestions for teaching and learning English vocabulary 46 PART III: CONCLUSION 50 Summary of the study 50 Limitations and suggestions for further study 51 2.1 Limitations of the study 51 2.2 Suggestions for further study 52 REFERENCES APPENDICES iv C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ABBREVIATION WORDS STAND FOR COG Cognitive MET Metacognitive DET Determination MEM Memory SOC Social L1 Source Language L2 Target Language VLSs Vocabulary Learning Strategies FFL Faculty of Foreign Language HDU Hong Duc University v Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Table 1.1 Aspects of knowing a word according to Garins and Redman (1986)……… Table 1.2 Oxford’s classification of Language Learning Strategies…………………… 15 Table 1.3 Nobert Schmitt’s (1997) classification of learning strategies…………………17 Table 2.1 Content and distribution of questionnaire…………………………………… 20 Table 3.1 Frequency of using DET strategies among genders………………………… 32 Table 3.2 Frequency of using SOC strategies among genders………………………… 34 Table 3.3 Frequency of using MEM strategies among genders………………………….35 Table 3.4 Frequency of using COG strategies among genders………………………… 36 Table 3.5 Frequency of using MET strategies among genders………………………… 37 Table 3.6 Frequency of using DET strategies among contexts………………………… 39 Table 3.7 Frequency of using SOC strategies among contexts………………………… 40 Table 3.8 Frequency of using MEM strategies among contexts…………………………42 Table 3.9 Frequency of using COG strategies among contexts……………………… 43 Table 3.10 Frequency of using MET strategies among contexts……………………… 44 vi Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF CHARTS Chart 3.1 Students’ level of interests in learning English vocabulary……………………22 Chart 3.2 Time students spend on learning English vocabulary………………………….23 Chart 3.3 Difficulties in learning English vocabulary…………………………………….24 Chart 3.4 Desires to promote learning English vocabulary……………………………….26 Chart 3.5 Frequency of using DET strategies in learning English vocabulary………… 27 Chart 3.6 Frequency of using SOC strategies in learning English vocabulary………… 28 Chart 3.7 Frequency of using MEM strategies in learning English vocabulary………….29 Chart 3.8 Frequency of using COG strategies in learning English vocabulary………… 30 Chart 3.9 Frequency of using MET strategies in learning English vocabulary………… 31 vii Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART I: INTRODUCTION Rationale It is a fact that there are over half a million words in English Moreover, the English language has spread over large territories for many centuries due to historical and economical reasons It is not only the official language of the UK but also of the USA, Australia, New Zealand, vast areas of India, Canada, and many countries Some people in Asia, Africa, etc speak both their mother tongue and English as official languages Because of its importance, English is always dominant in modern society Especially in Vietnam, English is used as the most popular foreign language in all industries and is becoming more and more crucial in every school curriculum as a compulsory subject Therefore, people aware clearly that learning English is myriad essential for them to promote in any career for their gorgeous future One of the most urgent phenomena of English learning is effective vocabulary learning strategies It can be said that if we consider learning English as building a house, then learning vocabulary is the foundation or bricks of that house “Without bricks, no house can be built, even when plenty of high-quality cement is available.” (Nguyen Huyen, 2004) Even, though some people said that grammar is more necessary than vocabulary, grammar is as cement to link words together The more words we know, the better we can convey our thoughts Consequently, vocabulary acquisition has always been a fundamental and important activity in English learning and teaching There are many ways to access effectively to vocabulary learning, but having a proper strategy to raise the vocabulary size is not easy There have been so far many researches on this issue However, any research on vocabulary learning strategies applied by English-major sophomores in Hong Duc University has not been done before All efforts to have this study are for not only participants but also those who want to improve and promote English vocabulary The aforementioned Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an important roles of learning strategies and vocabulary learning are the main reasons which stimulate the researcher to conduct this study to get a deeper view into this matter Besides, the ideas for this study also come from the researcher’s own experience as a student of English majors at Hong Duc University After years of maintaining knowledge in FFL with an English environment and enthusiastic lecturers, I recognized that vocabulary learning plays a very important role in learning English However, so many English – major students not have any strategies for learning vocabulary This research, therefore, sets its objectives to investigate Vocabulary learning strategies (VLSs) used by English - major sophomores at HDU as well as their perception of the helpfulness of those vocabulary learning strategies Based on the findings, the researcher also aims at giving some implications and suggestions to vocabulary English teaching and learning Aims and objectives of the study The study is mainly about discovering the most common strategies in learning vocabulary used by the English - major sophomores at HDU Additionally, the relationship between the popularity of these strategies among genders and contexts are also invested The study will be a basis for not only students but also even teachers to adapt and change teaching methods so that they will meet their students’ demands and interests To achieve the above aims, the present study attempts to gain the following objectives: − To compare the frequency of VLSs used by different genders of English-major sophomores and in different contexts at HDU − To examine learners’ situation of learning English vocabulary − To give implications for English teaching and learning vocabulary Scope of the study Because of the limitations of time, knowledge and experience, the scope of the thesis is only in a boundary of a small group of students at HDU and in a micro field Specifically, the study is conducted with the contribution of 70 English major sophomores at the Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART III: CONCLUSION Summary of the study The thesis is a private property of the researcher The researcher found out many interesting findings about the English - major sophomores in Hong Duc University, especially for 70 participants - They are students of HDU and to be training in English major with modern equipment and high quality standards Thanks to them, I could explore and reach aims I looked forward in the past Before starting to the thesis, I would like to discover two main questions: a What are the differences in using vocabulary learning strategies between male and female students, along with adapting to the context when utilizing these ones? b Students’ perception about using VLSs and whether are there any relationships between the most frequent strategies and helpful ones? The results are done with the help of 70 participants involved in answering the questionnaire After completing the questions, 10 students were chosen randomly to be interviewed online through Zoom meeting Besides, based on mixed methods of qualitative and quantitative were applied to find answers for the questions above A set of questionnaire and interviewing questions are list in the part of Appendix Through the survey, an obvious thing we can see is that, male students more rely on verbal/written repetition, word lists, flashcards, taking notes in class or putting English labels on physical objects… Otherwise, in terms of female students, we can see clearly from the data, they tend to apply flashcards, word lists, mono/bilingual dictionary, guessing from the textual context, analyzing affixes/roots and analyzing part of speech Another striking point, I discovered from the results is that the differences between using given strategies in class and out of class When at class, participants prefer to use COG strategies in discovering or consolidating the meaning of word However, when out class, they are likely to use DET strategies in mastering vocabulary It is a coincidence because, it is the same to using strategies in genders, when male students is about COG strategies and 50 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an female is about DET ones Therefore, these are a solid basis for teachers to apply methods for their students in different circumstances and people On the other hand, teachers can base on the minor thesis to focus more on strategies which are preferred by both of genders and contexts However, to see in the most general way, the results from data analysis reveal some major findings for the research as follows: - First, students applied all of the 33 VLSs in the questionnaires in their vocabulary learning at different levels of frequency of use of these strategies as he showed above in the chapter - Second, the most frequently used VLSs were: using new word in sentence, verbal/written repetition, word lists, taking note in class, listening tape in of new words, using Englishlanguage media (songs, movies, televisions,…) and ask classmates for meaning - Third, the most helpful VLSs as perceived by students were: bilingual English/Vietnamese dictionary, grouping words together to study them, skipping or passing new word, using flashcards, putting English labels on physical objects, interacting with native-speakers, studying word with pictorial presentation Based on findings the researcher explored above, he also suggests some implications and suggestions for teachers and students to improve the effectiveness of mastering vocabulary Moreover, he would like to raise the awareness of VLSs of both teachers and students, teaching students how to use VLSs, designing vocabulary exercises and activities for students to practice VLSs in class and at home Limitations and suggestions for further study 2.1 Limitations of the study Although the thesis obtained its objectives and give implications as well as suggestions in teaching and learning field, there are also many limitations the thesis has not mentioned yet as follows: 51 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an The study had only been done in a micro scope; the results are only investigated by 70 in total of over 300 sophomores of the Faculty of Foreign Languages at Hong Duc University Therefore, to some extent, the results may not be generalized for the completely English learning students at all of departments or at least, all of the second-year English majors at Hong Duc University Besides, although we know that an experimental study is myriad essential for us to have a vision to cover the effectiveness of strategies applied by the sophomores, from that, the researcher can make more helpful things in learning and training, because of the complex COVID-19 pandemic, the researcher had not done that to help students focus more on the strategies they should invest and be easy to achieve the vocabulary size as much as possible in a certain time 2.2 Suggestions for further study As I said above, at that time, because the disease status were at alarm level, the researcher had not accomplished many plans he desired before Therefore, the researcher hopes further studies could consider these following limitations when duplicating the study: Firstly, future studies can be conducted with a wider range of participants, instead of only 70 students as in this thesis, aims to explore the students’ status for their opinions and perspectives as well as their desires Secondly, class observation should be used as well as progress one so that it can achieve more truthfulness for the collected data Thirdly, the next studies should also have some interviewing questions or a questionnaire for teachers to get an overview about their opinions on ability of students’ learning vocabulary or their teaching methods From that, the researcher can summary and give many suggestions more for themselves to improve their teaching and learning strategies 52 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Finally, an experiment study should be done to investigate the effectiveness of strategies applied by learners to have many more suggestions for students in learning and contributions to improve training 53 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCES https://dictionary.cambridge.org/dictionary/english/vocabulary https://www.oxfordlearnersdictionaries.com/definition/english/vocabulary?q=vocab ulary Coady and Huckin 1997 Second Language Vocabulary Acquisition: A Rationale for Pedagogy UK: Cambridge University Press Milton 2009 Measuring Second Language Vocabulary Acquisition UK: Short Run Press Ltd Thornbury, Scott 2002 How to Teach Vocabulary London: Longman Alqahtani, M (2015) The importance of vocabulary in language learning and how to be taught International Journal of Teaching and Education, Schmitt, Norbert and Mc Carthy (1997) Vocabulary, Description, Acquisition and Pedagogy Cambridge: Cambridge University Press Hatch, Evelyn and Brown, Cheryl (1995) Vocabulary, Semantics, and Language Education Cambridge: Cambridge University Press Nation, I S P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press 10 A.U Chamot (2004) Issues in language learning strategy research and teaching Electronic journal of foreign language teaching 11 Sanaoui, R (1995) Adult learners' approaches to learning vocabulary in second languages Modern Language Journal 79: 15-28 12 Oxford, R (1990) Language Learning Strategies: What every teacher should know 13 Burton, S H., & Humphries, J A (1992) Mastering English Language (2nd ed.) New York: PALGRAVE 14 Davies, P., & Pearse, E (2000) Success in English teaching Oxford: Oxford University Press 54 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 15 Ellis, R (1994) The study of second language acquisition Oxford: Oxford University Press 16 Laufer, B (1986) Possible changes in attitudes towards vocabulary acquisition research IRAL, 24(1) 17 Catalán, R M J (2003) Sex differences in L2 vocabulary learning strategies International Journal of Applied Linguistics, 13(1) 18 Garins, Ruth and Redman, Stuart 1986 Working with Words Cambridge: Cambridge University Press 19 Cook, V (2001) Second Language Learning and Language Teaching (3rd ed.) London: Arnold 20 Richards, J C (1976) The Role of Vocabulary Teaching TESOL Quarterly, 10, 7789 21 Judy K Montgomery’s book: The Bridge of Vocabulary: Evidence Based Activities for Academic Success (NCS Pearson Inc., 2007) 22 Heibert, Elfrieda H and Kamil, Michael L.1995 Teaching and Learning Vocabulary 55 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX I RESEARCH QUESTIONAIRE Researcher’s information: Full name: Le Hong Son Student’s ID: 1867020046 Class: K21B-FFL-HDU Major: English Language Thesis’s name: A study on English vocabulary learning strategies used by English – major sophomores at Hong Duc University This questionnaire was designed to investigate the English vocabulary learning strategies It is a solid basis to compare the frequency of VLSs used by different gender of English-major sophomores and in different contexts, examine learners’ awareness of the effectiveness of those learning strategies and give implications to English teaching and learning vocabulary at HDU Therefore, I hope that you take some time to answer the questions below in a most honest way All information provided by you is kept completely confidential and only used for research purposes Your help will help me complete my graduation Thanks for your cooperation! Participant’s information: Full name: Student’s ID: …………………………… ☐ Male ☐ Female Major: …………………………………… How long have you learned English? ☐ under years ☐ years ☐ years ☐ over years How much time you spend on learning English vocabulary? ☐ ≥1 hour a day ☐ 30 minutes a day ☐ 15 minutes a day ☐ Not at all How you like learning English vocabulary? ☐ Very much ☐ Much ☐ Not much ☐ Not at all 56 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Which difficulties you have when learning English vocabulary? ☐ Length and complexity (likely to learn short word, long one instead) ☐ The similarity in meaning but difference in use (eg make vs do) ☐ Differences in grammar (eg V+ing, V+to) ☐ Disagreement in pronunciation and spelling Others:…………………………………………………………………………………………… …………………………………………………………………………………… ……………… What you want to promote your English vocabulary? ☐ Time to learn (eg Write or Read more…) ☐ Teachers need to concentrate more on English vocabulary learning ☐ Ideal learning environment (opportunity to communicate and consolidate your word) Others:…………………………………………………………………………………………… ………………………………………………………………………………………… ………… Which learning strategies you use in class? Frequency No Strategies Always Sometimes Rarely Never Determination strategies Analyze part of speech (từ loại) ☐ ☐ ☐ ☐ Analyze affixes and roots ☐ ☐ ☐ ☐ Guess from textual context ☐ ☐ ☐ ☐ Bilingual dictionary ☐ ☐ ☐ ☐ Monolingual dictionary ☐ ☐ ☐ ☐ Word lists ☐ ☐ ☐ ☐ Flashcards ☐ ☐ ☐ ☐ Social strategies 57 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Study and practice meaning in a group ☐ ☐ ☐ ☐ Teacher checks students' flashcards or word ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ 18 Use semantic maps ☐ ☐ ☐ ☐ 19 Group words together to study them ☐ ☐ ☐ ☐ 20 Use new words in sentences ☐ ☐ ☐ ☐ 21 Say words aloud when studying ☐ ☐ ☐ ☐ 22 Affixes and Roots (remembering) ☐ ☐ ☐ ☐ 23 Paraphrase meaning of the words ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ 10 11 Ask the teacher for an L1 translation Ask the teacher for paraphrase or synonym of new word Ask the teacher for a sentence including the new word Ask classmates for meaning Discover new meaning through group work 12 13 14 activity lists for accuracy 15 Interact with native-speakers Memory strategies 16 17 Study word with a pictorial representation of its meaning Connect the word to its synonyms and antonyms Cognitive strategies 24 Verbal repetition 58 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 25 Written Repetition ☐ ☐ ☐ ☐ 26 Word Lists ☐ ☐ ☐ ☐ 27 Flash Cards ☐ ☐ ☐ ☐ 28 Take notes in class ☐ ☐ ☐ ☐ 29 Put English labels on physical objects ☐ ☐ ☐ ☐ Metacognitive strategies 30 Listen the tape of new words ☐ ☐ ☐ ☐ 31 Testing oneself with word tests ☐ ☐ ☐ ☐ 32 Skip or pass new word ☐ ☐ ☐ ☐ 33 Use English-language media ☐ ☐ ☐ ☐ (Resource: Adapted from Nobert Schmitt, 1997) Which learning strategies you use out of class to learn or consolidate a word? Frequency No Strategies Always Sometimes Rarely Never Determination strategies Analyze part of speech (từ loại) ☐ ☐ ☐ ☐ Analyze affixes and roots ☐ ☐ ☐ ☐ Guess from textual context ☐ ☐ ☐ ☐ Bilingual dictionary ☐ ☐ ☐ ☐ Monolingual dictionary ☐ ☐ ☐ ☐ Word lists ☐ ☐ ☐ ☐ Flash cards ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Social strategies Ask teacher for an L1 translation 59 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 10 11 12 13 14 15 Ask teacher for paraphrase or synonym of new word Ask teacher for a sentence including the new word Ask classmates for meaning Discover new meaning through group work activity Study and practice meaning in a group Teacher checks students' flash cards or word lists for accuracy Interact with native-speakers ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Memory strategies 16 17 Study word with a pictorial representation of its meaning Connect the word to its synonyms and antonyms 18 Use semantic maps ☐ ☐ ☐ ☐ 19 Group words together to study them ☐ ☐ ☐ ☐ 20 Use new word in sentences ☐ ☐ ☐ ☐ 21 Say new word aloud when studying ☐ ☐ ☐ ☐ 22 Affixes and Roots (remembering) ☐ ☐ ☐ ☐ 23 Paraphrase the words meaning ☐ ☐ ☐ ☐ Cognitive strategies 24 Verbal repetition ☐ ☐ ☐ ☐ 25 Written Repetition ☐ ☐ ☐ ☐ 60 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 26 Word Lists ☐ ☐ ☐ ☐ 27 Flash Cards ☐ ☐ ☐ ☐ 28 Take notes in class ☐ ☐ ☐ ☐ 29 Put English labels on physical objects ☐ ☐ ☐ ☐ Metacognitive strategies 30 Listen the tape of new words ☐ ☐ ☐ ☐ 31 Testing oneself with word tests ☐ ☐ ☐ ☐ 32 Skip or pass new word ☐ ☐ ☐ ☐ 33 Use English-language media ☐ ☐ ☐ ☐ (Resource: Adapted from Nobert Schmitt, 1997) 61 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX II INTERVIEWING QUESTIONS Do you find learning English vocabulary interesting? Why? Which difficulties you have to confront with when you learn English? What should you when you discover a new word while using or learning English? What you to promote your English vocabulary learning? What strategies you usually to consolidate your English vocabulary and to improve your vocabulary level? Do you need any other support form teacher in learning English vocabulary? If yes, what are they? 62 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 63 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn