Việc sử dụng từ vựng trong lớp public speaking của sinh viên huflis chuyên ngành tiếng anh

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, FACULTY OF ENGLISH GRADUATION THESIS HUFLIS English Major Students' Vocabulary Use in Public Speaking Classes NGUYEN THAI AN CHAU Major: Supervisor: Interpretation Dr TRUONG BACH LE Hue, 4/2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP VIỆC SỬ DỤNG TỪ VỰNG TRONG LỚP PUBLIC SPEAKING CỦA SINH VIÊN HUFLIS CHUYÊN NGÀNH TIẾNG ANH Sinh viên thực hiện: Lớp: Nguyễn Thái An Châu Anh K16D Mã sinh viên: 19F7511044 Chuyên ngành: Tiếng Anh Phiên Dịch Cán hướng dẫn: TS Trương Bạch Lê Huế, tháng 4/2023 STATEMENT OF AUTHORSHIP I hereby declare that the findings obtained in this thesis are my own work and not plagiarized from others All references are transparent origin and legally cited Hue, April 17th, 2023 Author of thesis Nguyen Thai An Chau ABSTRACT Vocabulary use is always a fascinating topic that has grabbed the attention of various researchers The aim of this study is to emphasize learning effectiveness as it is important for students learning English as a second language and English major students need to acquire and use words accurately This study focuses on how the HUFLIS English students utilized vocabulary in Public Speaking classes The purposes are to: 1) identify the vocabulary profile in Public Speaking classes, 2) analyze the entire vocabulary output data that appeared in the presentations according to the presentation topics and 3) identify the similarities and differences in vocabulary use across the topic groups This thesis employed the software Compleat Lexical Tutor for analysing the data 40 English majors from two Public Speaking classes at HUFLIS assisted in collecting data for this thesis The data collected after recording presentations was established in order to determine the frequency and percentage of words that appeared in the performances The results of the study revealed that there were types of word categories in the data which were K1 words, K2 words, AWL words, and Off-list words Through the analysis, the percentage of K1 words used in the presentations ranked the highest while the AWL words category was used the least Conclusions were drawn based on discussions, suggestions, and implication, with the hope that the students’ English speaking skills would improve This topic is expected to be investigated more in the future, attracting more researchers to conduct studies related to this research field iii TÓM TẮT KHÓA LUẬN Sử dụng từ vựng chủ đề hấp dẫn, thu hút ý nhiều học giả Những nghiên cứu nhằm mục đích nhấn mạnh vào tính hiệu học tập người học tiếng Anh, ngôn ngữ thứ hai điều quan trọng sinh viên chuyên ngành tiếng Anh cần phải có tiếp thu sử dụng từ vựng cách xác Khóa luận tập trung nghiên cứu cách sinh viên chuyên ngành tiếng Anh trường Đại học Ngoại ngữ, Đại học Huế sử dụng từ vựng lớp học “Public Speaking” với mục đích: 1) xác định hồ sơ từ vựng sinh viên lớp “Public Speaking, 2) phân tích liệu kết toàn từ vựng sử dụng thuyết trình 3) xác định giống khác cách sử dụng từ vựng 10 nhóm Nghiên cứu sử dụng phần mềm Compleat Lexical Tutor để phân tích liệu 40 sinh viên chuyên ngành tiếng Anh lớp Public Speaking trường Đại học Ngoại Ngữ, Đại Học Huế tham gia hỗ trợ việc thu thập số liệu cho khóa luận Sau ghi âm thuyết trình, liệu tiến hành thiết lập nhằm xác định tần suất tỷ lệ phần trăm từ vựng xuất thuyết trình (được trình bày dạng biểu đồ) Kết nghiên cứu cho thấy có loại từ loại liệu gồm: từ vựng thông dụng K1 (1-1000 từ), từ vựng thông dụng K2 (1000 - 2000 từ), từ vựng học thuật AWL từ vựng ngồi danh sách Off-list Qua phân tích cho thấy tỷ lệ từ vựng K1 ưu tiên sử dụng nhiều nhất, đó, loại từ vựng AWL sử dụng Các kết luận dựa việc thảo luận, đưa đề xuất giả định với hy vọng kỹ nói tiếng Anh học sinh cải thiện Hi vọng tương lai, đề tài nghiên cứu nhiều nhà nghiên cứu thực thêm nghiên cứu khác liên quan đến lĩnh vực iv ACKNOWLEDGMENTS First and foremost, I would like to express the most appreciation to Hue University of Foreign Languages and International Studies and English Faculty for giving me the opportunity to accomplish my graduation thesis and also providing a favorable condition for me in learning in my academic life at university Second, I would like to express my deepest grateful acknowledgement to my supervisor Dr Truong Bach Le for his encouragement, enthusiastic, helpful comments, unwavering support and insightful suggestions and guidance during the time of my research paper This thesis would be challenging to complete without his assistance Moreover, I want to express my sincere thanks to lecturer Mrs Le Thi Ngoc Uyen for providing me with favorable conditions to collect the needed data I am indebted to my father Mr Nguyen Thai Quang, who has always stood by my side throughout the conducting time of my thesis I would also like to extend my appreciation to my friends Quynh Anh, Hoang Phuong, Van Nhi, Xuan Quynh, Diem Quynh, and Ngoc Hung for reminding me of upcoming deadlines and motivating me whenever I reach out for help Finally, I would like to send my thanks to everyone who has aided me in completing the research work, whether directly or indirectly I hope that the findings of this study will help students gain a better understanding in using academic vocabulary investigated in this research field, thus intriguing more researchers in the future v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ii ABSTRACT iii TÓM TẮT KHÓA LUẬN iv ACKNOWLEDGMENTS v TABLE OF CONTENTS ii LIST OF FIGURE v CHAPTER 1: INTRODUCTION 1.1 Rationale of the Study 1.2 Aims of the Study 1.3 Research questions 1.4 Research significance 1.5 Scope of the Study 1.6 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Vocabulary 2.2.1 Receptive and productive vocabulary 2.2.2 General vocabulary 2.2.3 Academic vocabulary .7 2.2.4 The role of vocabulary 2.3 Vocabulary profiles 2.3.1 Definitions of vocabulary profile 2.3.2 Compleat Lexical Tutor software 10 2.4 Public Speaking 11 2.4.1 Definitions 11 2.4.2 The role of using vocabulary in Public Speaking classes 12 2.5 Previous studies 12 2.5.1 Measuring the richness of vocabulary 13 2.5.2 Using vocabulary in Public Speaking 13 ii 2.6 Summary and gaps 14 CHAPTER 3: RESEARCH METHODOLOGY 16 3.1 Purpose and aims 16 3.1.1 Purpose 16 3.1.2 Aims 16 3.2 Methodology 16 3.2.1 Research Scope 16 3.2.2 Research Objects 16 3.2.3 Research Participants 17 3.2.4 Research Setting 17 3.2.5 Type of Research 17 3.2.6 Data Collection Procedure 17 3.2.7 Data Analysis 19 CHAPTER 4: FINDINGS AND DISCUSSION 21 4.1 General Spoken Vocabulary Profile of the entire data set of 10 topic groups 21 4.2 Spoken Vocabulary Profile of each Topic Group (10 groups) 22 4.2.1 Spoken Vocabulary Profile of Topic Group .22 4.2.2 Spoken Vocabulary Profile of Topic Group .24 4.2.3 Spoken Vocabulary Profile of Topic Group .26 4.2.4 Spoken Vocabulary Profile of Topic Group .28 4.2.5 Spoken Vocabulary Profile of Topic Group .30 4.2.6 Spoken Vocabulary Profile of Topic Group .32 4.2.7 Spoken Vocabulary Profile of Topic Group .34 4.2.8 Spoken Vocabulary Profile of Topic Group .36 4.2.9 Spoken Vocabulary Profile of Topic Group .38 4.2.10 Spoken Vocabulary Profile of Topic Group 10 40 4.3 Comparison of Vocabulary profiles across the topic groups 42 4.4 Comparison to previous studies 46 4.5 Summary 47 CHAPTER 5: CONCLUSION .48 5.1 Summary of Research Findings 48 5.2 Implications 50 iii 5.2.1 To HUFLIS 50 5.2.2 To English-major students and teachers in Public Speaking 50 5.2.3 To Other Researchers 51 5.3 Limitation 51 5.4 Conclusion 51 REFERENCES 53 APPENDIX 57 iv LIST OF FIGURE Figure 3.2.5 The Compleat Lexical Tutor interface 18 Figure 4.1 General Spoken Vocabulary Profile of the entire data set of 10 topic groups 21 Figure 4.2.1.1 Vocabulary Output of Topic Group 22 Figure 4.2.1.2 Vocabulary Use in Topic Group "Why should we get out of our comfort zone?” 23 Figure 4.2.2.1 Vocabulary Output of Topic Group 25 Figure 4.2.2.2 Vocabulary Use in Topic Group "Dream Interpretation" 25 Figure 4.2.3.1 Vocabulary Output of Topic Group 27 Figure 4.2.3.2 Vocabulary Use in Topic Group "What is more important, possessions or experiences?" 27 Figure 4.2.4.1 Vocabulary Output of Topic Group 29 Figure 4.2.4.2 Vocabulary Use in Topic Group "One type of allergy" 29 31 Figure 4.2.5.1 Vocabulary Output of Topic Group 31 Figure 4.2.5.2 Vocabulary Use in Topic Group "Why sports people often become media stars today" 31 Figure 4.2.6.1 Vocabulary Output of Topic Group 33 Figure 4.2.6.2 Vocabulary Use in Topic Group “Popular fad in your university" 33 Figure 4.2.7.1 Vocabulary Output of Topic Group 35 Figure 4.2.7.2 Vocabulary Use in Topic Group "Culture of reading nowadays" 35 Figure 4.2.8.1 Vocabulary Output of Topic Group 37 Figure 4.2.8.2 Vocabulary Use in Topic Group "Home/Folk Remedies" 37 Figure 4.2.9.1 Vocabulary Output of Topic Group 39 Figure 4.2.9.2 Vocabulary Use in Topic Group "Traditional toys" .39 Figure 4.2.10.1 Vocabulary Output of Topic Group 10 41 v the students need to use an easy-to-follow strategy using K1 words to ensure their presentation is complete While "Popular fads in your university" of group 6, "One type allergy" of group 4, and "Home/Folk Remedies'' of group ranked at the final position These topics may be strange to the presenters, and they must use another strategy of words to explain when they encounter unfamiliar terminologies, hence, the percentage of K1 words used was lower than other topics The second is K2 words category, it is clarified that the proportion through the finding that the highest was “Home/Folk Remedies” of group 8, this topic tended to be described by the definition and analyzed some possible traditional treatments that were declared difficult for students Thus, the students used more than 2000 high-frequency words to support the topic, and K2 words were utilized to reinterpret the concept at an intelligible level for the audience In reality, because this topic comprises some novel facts and terminologies, students have the tendency to want to necessitate explanation in order to be simply comprehended Similarly, group topic "Traditional toys" and group topic "One type of allergy" had the largest proportion of K2 terms used This indicates that the two topics above concentrated on defining the definition, topic group would focus on the figures of the object being described, and topic group would concentrate on some common human symptoms when having the allergy As a result, additional explanation and attachment contents are required because the topics discussed need more information supplied by students to solve the problem The third highest percentage was "Why you should get out of your comfort zone" of group 1, "Popular fads in your university" of group 6, and "Why sports people became media stars today" of group Even though these topics were acquainted to the students, they were asked for more material to develop their opinions, such as adding recognized papers or convincing evidence As a result, it basically entails common vocabulary to manage and does not require difficult vocabulary to elucidate and the information they got was daily life style, they only reinterpret again Moreover, AWL words category, the AWL words category provided a comparison of academic vocabulary usage in ten themes through a chart As seen in the graph, the percentage of students who used academic vocabulary to construct 44 topics was not substantial In fact, it has fluctuated from around 4.17% to 10% The AWL words category represents a challenge to comprehend and perform words From the findings, the topic "Why sports people often become media stars today" of group had the highest proportion of AWL use, because this topic requires a lot of information about sports and social media, such as endorsement, sponsor, stabilize, generates, and integral The second largest proportion of AWL was found in group - "Culture of reading nowadays" and group -"Popular fads in your university." Despite the fact that students' perception of these topics was not complicated, students utilized some difficult information including terms and clues on another platform For example academic vocabulary of mental health such as: temporarily, tension, psychology, methodical, and detoxification, and in popular fads we have: principle, motivation, minimalist, and assessment Therefore, the requirement for these terminologies to employ AWL to explain the effect was noteworthy In spite of using specialized vocabulary, the percentage of AWL words was lowest because students preferred to use daily language over academic language They believed that by transforming academic information into general information, the presentations would be successful In fact, the topic remained perplexing because they simply repeated available information rather than delving into it in depth As a result, the percentage was ranked to the final position The third-highest proportion of AWL was found in group - "Dream Interpretation" and group -"Home/Folk Remedies." Both topics include terminology that are difficult to pronounce and memorize, and these words may be beyond the level of competence of students For that reason, rather than analyzing further, students need to use conventional vocabulary to describe rather than AWL vocabulary, or repeat those phrases to recall what they were saying Last but not least, the Off-list words category does not include words from the K1, K2, and AWL categories, instead, these Off-list words include unusually used words, proper names/pronounce and misspell words, vocabulary used in certain fields, and abbreviations As can be seen in the chart, overall, the topic "One type of Allergy" of group occupied the highest percentage in total Group mentioned different types of allergies that students have chosen, thus, there were a lot of medical 45 terminologies such as asthma, eczema, and allergens, which related to the medicine and health subject Furthermore, placed second highest proportion were "One of the world's unsolved mysteries" of group 10 and "Home/Folk Remedies" of group Having the same characteristics, in order to diversify the discussed topic, both topics mentioned some specialist vocabulary and scholar names, hence, the percentage of using Off-list words was higher than K2 and AWL For example, in "One of the world's unsolved mystery"- Group 10 we can see through the spoken text that the speaker mentioned some specialist words: biosphere (ocean), decomposition (mummification), medieval (mysterious book), or in "Home/Folk Remedies"-Group there were some proper names have mentioned Hai Thuong Lan Ong, Yin Yang, Yersin To contribute an efficient presentation, no doubt that students selected this information not only to broaden ideas but also to flexibility uses of vocabulary 4.4 Comparison to previous studies After analyzing and examining the results of this research, it can be concluded that the most commonly used vocabulary is the K1 words and used less is AWL words This thesis also found two previous studies having familiar results First, the study by Ardyny (2014) used the website Compleat Lexical Tutor for measuring vocabulary This research measures the vocabulary use of seven units in the textbook namely Introduction to Language Education (2013) The result showed that the percentage of K1 words was the highest among the three other categories, which account for the upper fifty percent However, Ardyny's study concentrated on textbook vocabulary, implying receptive vocabulary, whereas this thesis focused on Public Speaking classes, meaning productive vocabulary Second, the study by Horváth (2016) collected 44 scripts through the writing tests at Hungarian University The output data revealed two standout figures after using Compleat Lexical Tutor: K1 lexical band, with over fifty percent, and AWL, with the lowest percentage The previous study aimed to investigate students' productive vocabulary, however, it concentrated on writing skills, while this study focused on speaking skills 46 From a comparison with two previous studies, it can be tentatively concluded that the findings of this study on a group of EFL major students’ profile of spoken vocabulary in Public Speaking presentations are new and insightful 4.5 Summary To summarize, the findings have provided some interesting facts about students’ use of vocabulary in Public Speaking presentations According to the analyzed data, the percentage of vocabulary would spread from the familiar to unfamiliar concepts based on the experience of students, Off-list and AWL words increased if the topic was unfamiliar and required academic knowledge In contrast, although dealing with academic topics, they would use high-frequency language to discuss rather than use upper-level language It is obvious that the academic vocabulary has a sophisticated structure and can be hard to pronounce As previously mentioned, 40 students were exposed to Public Speaking classes for the first time; thus, they would not effortlessly and rapidly acquire a number of appropriate academic vocabulary in the speeches Furthermore, each student's understanding of academic vocabulary is disparate; they will use the acquainted words that come to mind, whether the topic is familiar or unfamiliar Because they were afraid of not being able to convey the entire content and wanted to complete the performance, hence, they tend to rely on prepared outlines or scripts or avoid using too much academic vocabulary Therefore, they are in a passive situation when producing the vocabulary Thus, it can be inferred that the receptive vocabulary outweighs the productive vocabulary, and K1 words andK2 words obviously higher than AWL words, Off-list words From that, conclusions about students' frequency of word use and vocabulary selection in Public Speaking classes are capable of being drawn 47 CHAPTER 5: CONCLUSION In this chapter, the first part will summarize the main findings of this thesis based on the overall research question and the three sub-questions mentioned before The second part will offer some implications to the university, the students, the teachers and other researchers Lastly, limitations of the study and conclusion will be made 5.1 Summary of Research Findings Overall research question: What are the characteristics of English vocabulary in HUFLIS English majors’ public speaking presentations? Sub- research question What are the general characteristics of English vocabulary in HUFLIS English majors’ public speaking presentations? According to the first research objective, general characteristic of English vocabulary in HUFLIS English majors’ public speaking presentations is the vocabulary profile which contains data about vocabulary used in the presentations The words used are classified into four categories: K1 words, K2 words, AWL words, and Off-list words After analyzing 40 performances, the vocabulary profile of HUFLIS English majored students, more than fifty percent of those who participated used the most prevalent 1,000 words in their presentation High-frequency words were the most frequently used throughout all ten topic groups, while academic words were the least frequently used, including the specialized vocabulary of Off-list word categories The percentage of academic words is under fifty percent Through the data established, because topics in Public Speaking classes are assigned from familiar to unfamiliar to the students, the percentage would differ considerably, especially in the academic setting As a result, the general characteristic of the ten topic groups is that the majority of K1 words are utilized in Public Speaking classes (81.21%), while academic words are not In conclusion, we can conclude from the reference corpus that the most commonly used words in public speaking are K1 words, including the less commonly used word ordered Off-list words (7.54%), K2 words (6.23%), and AWL words (5.34%) 48 Sub- research question What are the specific characteristics of English vocabulary in topic groups in HUFLIS English majors’ public speaking presentations? As stated above, the topic would be assigned to students from knowledgeable to unknowledgeable, resulting in a difference in the vocabulary used by students First, considering the knowledgeable topics, K1 words would be higher than other word categories, which fluctuated from 87.5% to 72.41% Because students would convey the information based on their personal experiences, therefore the vocabulary would comprise more daily life language, for example: group 3, group 2, group Following that, in Public Speaking Classes, some students may be unfamiliar with how to quickly reflect academic vocabulary, so they would widen the topic by adding high-frequency words, which are K2 words that fall between from 9.89% to 4%, such as group 8, group 9, group 4, group Second, because the unfamiliar topic contained some strange or confusing information, they have to research in order to make their presentation cohesive, and some of topics were required to use terminology in order to discuss the topic in depth, which is AWL words with a volatility by 7.69% to 3.53%, such as group 5, group 7, and group Furthermore, in several topics, students used a lot of additional material (Off-list words) to explain the topic revolve, and there were a lot of proper names, specialized language, or abbreviated vocabulary mentioned, with a range of 15.01% to 3.18%, for example: group 4, group 10, group 8, and group Sub- research question What are the similarities and differences of English vocabulary between topic groups in HUFLIS English majors’ public speaking presentations? In terms of similarities, since students often used daily language, the topic of the 10 groups contain the K1 words that occupy the greatest part of the vocabulary total of the group’s presentations Furthermore, after getting acquainted with the Public Speaking Classes, all the terminologies in ten topics became easy-to-understand, allowing the audience to grasp the primary idea Second, regard to differences, the AWL words would be unstable based on the topics' obstacles, in the easy-to-recognize topics, students did not require as many academic words to explain, such as group 10, group 9, group So, they would add more high-frequency words, which were K2 words, for instance group 8, group 9, group Additionally, students used additional 49 information in some uncommon topics that required more understanding Therefore, the percentage of Off-list terms was high second after K1 words, for example group 4, group 10, and group 5.2 Implications Based on those findings above, several points can be suggested to some parties which are stated below 5.2.1 To HUFLIS The findings and results of this paper will be advantageous to both teachers and students who are interested in vocabulary utilization, particularly spoken language utilization The research can be used to supplement the English-major curriculum at Hue University's Faculty of English, University of Foreign Languages, and International Studies Furthermore, it will serve as a useful reference for future related studies at Hue University, University of Foreign Languages and International Studies It is hoped that this study will pique the interest and motivation of future researchers to conduct additional research on the use of vocabulary in Public Speaking classes Especially for teachers, throughout the process of investigating and analyzing research data, teachers can assess student performance after monitoring students to get dimensional aspects and insights in order to evaluate their level of word use in Public Speaking class 5.2.2 To English-major students and teachers in Public Speaking As an experienced student in Public Speaking class, students have to reap the benefit of the time to broaden more lexical resources Because a wide range of vocabulary might be important in the curriculum for teaching and studying in universities and colleges Lack of practice and the acquisition of preferable vocabulary can lead to some arduous situations that students confront when they are unable to convey and express fluently Therefore, this thesis can be a guide to make improvements and adjustments in the use of words in the future for students to know more vocabulary 50 5.2.3 To Other Researchers The researcher of this thesis also recommends other researchers who want to conduct linguistics research to look for different types of data sources so that the scope of the study is not limited to the Public Speaking classes, which has been done by many other researchers previously Other researchers can choose to study different types of vocabulary or specific categories of vocabulary profiles in modern Public Speaking classes It would also be fantastic if other researchers with similar research interests attempted to expand more data sources that contain these word categories 5.3 Limitation Notwithstanding the effort to complete this thesis, many constraints have prevented the research from achieving prime efficiency The first limitation of this study is its limited scope, which is limited to only two Public Speaking classes at HUFLIS Furthermore, due to a lack of research focusing solely on spoken language in Vietnamese Public Speaking classes, the researcher is unable to construct a more comprehensive and well-established theoretical framework Nonetheless, the findings of this study can provide insight into some of the vocabulary profile's word use categories Secondly, because of the limitation of time, the researcher cannot analyze each word category that appears in the presentations to provide the learners with an indepth analysis All in all, it is hoped that future researchers will be able to overcome these existing limitations to develop a better research field 5.4 Conclusion This research was conducted with the aim of investigating the vocabulary use of English-major students at HUFLIS as well as seek out the problem the students encountered The findings demonstrate that the vocabulary profile of students would fall under commoners words that are K1 words (1-1000) as the academic words including total AWL words and Off-list words In the university environment, the percentage of high-frequency words outweighs the mid-low-frequency words, which infers that the students did not distinguish too much from the daily life environment and the academic environment 51 In the output established of 10 topic groups data, based on the familiar or unfamiliar to the students that they can contribute to the topic The most used strategy is K1 with 20961 words used by using this, 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