Learner autonomy and task based learning of vocabulary học sinh tự học từ vựng theo phương pháp học dựa trên bài tập

ACKNOWLEDGEMENTS First, I would like to express my gratitude to all the members of my family: my beloved mother and sister for having given me love, great support, motivation and encouragement for me to accomplish my university education Next, I would like to send my profound appreciation to my highly respected advisor, Ms Le Thu Thuy, who has given me much support, useful instructions, and careful correction of my graduation paper I would like to extend my heart-felt gratitude and respect to all the staff in charge of the Department of Foreign Languages and the teachers in this Department, who have provided me with necessary knowledge and experience during my four years at this university The invaluable knowledge and experience I have gained through my university years have enabled me to fulfill this graduation paper Last but not least, I would like to send my profound appreciation to all my friends in class SAIOOlfor having given me precious and supportive advice and encouragement for me to accomplish this paper I also express my sincere thanks to all the students who have helped me to collect data from the questionnaire Again, I would like to express my profound gratitude to all ABSTRACT Nowadays, students have many means to learn foreign languages They can learn from teachers, books, language softwares, or from the Internet Language learners always need to acquire a large amount of vocabulary to be able to read and listen to texts of different areas of interest in order to widen their knowledge In addition, students who possess a large stock of vocabulary can be successful in oral communication in many situations However, although teachers in the Department of Foreign Languages of Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT) have always encouraged students to form a habit of learning vocabulary autonomously, about half of the respondents in an investigation revealed that they still have problems acquiring and retaining new words Teacher autonomy and learner autonomy in connection with task-based learning and leamer-centered teaching has been widely discussed among language teachers In fact, autonomous learning has been encouraged in many universities teaching foreign languages including HUFLIT Nevertheless, most students who are attending the university find it difficult to leave behind their old habit of passive learning, and they rely too much on their teachers' explanation when learning the language The objective of this study was to investigate into the effectiveness of task-based learning in helping students acquire new vocabulary Our emphasis was on making use of learner autonomy to enable students to learn vocabulary through tasks The researcher designed a questionnaire with seven questions, which was distributed to10l participants, most of whom were seniors majoring in English at the Department of Foreign Languages of HUFLIT The questions were mainly about the participants' method(s) of learning vocabulary during their attendance at the university The data from the survey showed that fewer than half of the participants had obtained the routine of learning vocabulary through the contexts of the reading passages, and these participants agreed that learning vocabulary in this way had enabled them to understand the meanings of the new words thoroughly, and later they could make use the words they had learned effectively On the basis of the data collected, the researcher tried to gather more information about how to design relevant activities through which successful task-based learning can be carried on With the limited amount of time available and little expenence, the researcher could not carry out the study in depth Besides, we could gain responses from onlylOl participants; therefore, the results cannot be considered as very reliable The researcher only hopes that this paper may bring to language teachers and learners some thoughts about how to make use of task-based learning to help students learn vocabulary successfully We suggest that further research should be carried on with a larger number of participants and with more varieties of task-based learning TOM LUaC Ngay nay, sinh vien co nit nhi~u phuong ti~n d~ hQc ngolili ngfr HQ co th~ hQc ill gilio vien, sach va, cac phfin m~m dlilYngon ngfr ho~c ill mlilng Internet Nhfrng nguai hQc ngon ngfr Iuon cdn phai co mQt IUQ11g16n ill VlJIlg d~ co th~ dQCva nghe cac bai kh6a v~ cac lInh V¥Ckhac d~ rna rQng ki~n thuc Them vao do, sinh vien sa hfru mQt IUQ11g16n v6n ill VlJIlg se co th~ giao ti~p co hi~u qua nhi~u tinh hu6ng Tuy nhien, m~c du cac giao vien a Khoa Ngolili ngfr Clla truang Dlili hQc Ngolili ngfr- Tin hQc Thanh ph6 H6 Chi Minh (HUFLIT) iuon dQng vien sinh vi en hinh th6i quen tIJ hQc ill VlJIlg, khoang mQt mla sinh vien duQ'c khao sat cho th~y r~ng hQ v~n g~p kho khan vi~c hQCva nha ill maL Vi~c dlilYva hQCngolili ngfr mQt cach tIJ cM k~t hQ'P vai vi~c hQc d\1'atren bai t~p va phuong phap I~y nguai hQc lam trQng tam dfi duQ'c thao Iu~n rQng rai cac giao vien dlilYngon ngfr Th\1'c t~ Ia vi~c hQc t\1'cM dfi duQ'c khuy~n khich a nhi~u truang dlili hQc dlilYngolili ngfr co truang HUFLIT Tuy nhien, da s6 sinh vien dlilihQc d~u th~y kho khan phai b6 th6i quen hQc th\! dQng va ph\! thuQC qua nhi~u vao bai giang clla giang vien hQ hQc ng6n ngfr M\!c dich clla bai nghien cuu Ia d~ tim hi~u tinh hi~u qua clla vi~c hQc d\1'a tren cac bai t~p vi~c giup sinh vien hQc ill maL TrQng tam cua bai nghien CUu Ia tim hi~u tinh hi~u qua Clla vi~c dlilYva hQc tu VlJIlg thOng qua ngfr canh Nguai nghien CUu dfi thi~t k~ mQt bai khao sat g6m bay cau hOi va phan ph6i cho 101 sinh vi en nam thu tu chuyen nganh ti~ng Anh cua Khoa Ngolili ngfr, truang HUFLIT Cac cau hOi cM y~u Ia v~ phuong phap va kTthu~t hQc ill v\fllg cua sinh vien hQc tlili truang Dlili hQc Ngolili ngfr- Tin hQc Thanh ph6 H6 Chi Minh Cac dfr li~u ill beii khao sat tren cho thfty la khong dAy mQt lllIa s6 nguai duQ'c khao sat noi la hQ dii dung ngfr canh cua bai dQc d~ hQc tit vvng, va cac sinh vien d@ud6ng y la vi~c hQc ill vvng theo cach giup hQ co th~ hi~u nghla ella ill vvng mQt cach ro rang va sau hQ co th~ sir d\lng nhfrng ill co hi~u qua Tit kSt qua cua bai khao sat, chUng toi biSt duQ'c r~ng vi~c hQc ill vvng thong qua bai t?P mang dSn nhfrng kSt qua t61 Do do, chung Wi c6 g~ng thu th?p them nhi@u thOng tin han v@cach thiSt kS cac hOl;ltdQng thich hgp d~ vi~c hQc ill vvng thong qua bai t?P duQ'c t6t han Do lugng thai gian lam nghien CUu co gi6'i hl;ln va nguai nghien CUu khong co nhi@u kinh nghi~m nen bai khao sat chua duQ'c sau s~c Ben cl;lnh do, chUng Wi chi co th~ thu th?p y kiSn cua 101 sinh vien nam thu tu cua truang HUFLIT, nen chUng toi nh?n thfty r~ng kSt qua cua bai khao sat chua co dQ tin C?y cao ChUng toi hi vQng r~ng bai khao sat co th~ mang dSn cho cac giao vien m6'i vao ngh@ va nguai hQc ngon ngfr mQt s6 y tu6'ng v@cach sir d\lng vi~c hQc thOng qua bai t?P hOng giup sinh vien hQc tit VlJIlg co hi~u qua ChUng toi d@nghi la cac giao vien va sinh vien nen nghien cuu them v@IInh VIJCnay v6'i s6 lugng nguai tham dlJ cUQckhao sat nhi@u han va vm nhi@u dl;lng hQc ill vvng thOng qua bai t?p TABLE OF CONTENTS A c kn W Iedge me n ts Abstra ct T ()m IuQ'c ••• .••.•••••• .•••.• • •.••.• •.• •.• • ••••• .••••.• ••.•••• Tab leo f Conte nts Chapter 1: Introduction 1.1 Background 1.2 Problem Identification and Objective 10 1.3 Organization 11 Cha pter 2: Literature Review 2.1 Teacher and Leamer Autonomy 12 13 2.1.1 Teacher Autonomy 13 2.1.2 Leamer Autonomy 13 2.1.3 Benefits of Autonomy in Language Learning 15 2.1.4 Autonomy in Vocabulary Learning 16 2.2 Task-Based Lealning 16 2.2.1 Contextua1ization 18 2.2.2 Advantages of Task -Based Learning 20 2.3 Connection between Autonomy and Task-based Learning Cha pter 3: Research Chapter 4: Results Methodology 22 25 26 4.1 Overview 26 4.2 Data Analyses and Interpretations 26 4.2.1 How Students Learn Vocabulary 26 4.2.2 How to Learn Vocabulary Effectively 27 4.2.3 Using Context in Learning Vocabulary 28 4.2.4 Effectiveness of Learners' Autonomy 29 4.2.5 The Role of Task-based Learning in Vocabulary Acquisition 29 4.2.6 Difficulties Confronted by Students in Task-based Learning 30 4.2.7 How to Make Task-based Learning Effective 31 Chapter 5: Discussio n 5.1 Most Important Findings and Discussion 5.1.1 Students' Using Context in Learning Vocabulary 33 33 33 5.1.2 Students' Evaluation of the Effectiveness of Leamer Autonomy 33 5.1.3 The Role of Task-based Learning in Vocabulary Acquisition 34 5.1.4 Difficulties Faced by Students in Task-based Learning 34 5.1.5 How to make task-based learning effective 34 5.2 Recommendations on How to Make Use of Learner Autonomy and Task-based Learning to Enhance Vocabulary Learning 35 5.3 Suggested Books for Learning Vocabulary 37 Chapter 6: Conclusions and Recommendation 6.1 Conclusions from the Study 41 41 6.2 Limitations of the Study 41 6.3 Implications ofthe Study 41 6.4 Recommendations for Further Research 42 Re feren ces 43 Appendix 1: Questionnaire 48 Appendix 2: Suggested Tasks for Task-based learning 52 CHAPTER ONE INTRODUCTION 1.1 Background In our modem times, learners have many ways of learning foreign languages They can learn from teachers at a school or at a language center Students can also learn a language on the Internet Learners of a language need to have a large amount of vocabulary in order that they can read or listen to various texts to broaden their knowledge of different areas of interest In addition, the new words of a language are viewed by educators and learners as the building blocks with which students practice the speaking and writing skills In spite of the fact that the Communicative Approach to Language Teaching (CLT) has been introduced to schools and universities in Viet Nam, the two main methods to teaching vocabulary that have been widely used in high schools in Viet Nam are the grammar-translation method and the audio-lingual method The first method focuses on learners' memorization of bilingual lists of vocabulary (English and Vietnamese); the other - the audio-lingual method puts emphasis on students' intensive oral drilling for retention of the new words With these two methods, students learn the new words in isolation, out of context As a result, students cannot retain the meanings of the words very long, and they are not able to make use of the words they have learnt in their productive skills Richards and Rodgers (2001: 6) asserted that learners of these methods often find foreign language learning a boring experience, for they have to memorize endless lists of vocabulary In my investigation into 101 semor students in the Department of Foreign Languages at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT), I found that, despite a great deal of teachers' encouragement, only fewer than half of the respondents answered that they often learnt vocabulary contextually, from the reading texts or from their extensive reading Snow, Griffin, and Bums (2005) stated that "learners' vocabulary acquisition is a building process that occurs overtime as they make connections to other words." In addition, many experts in language teaching have agreed that in order to be successful, students have to take charge of their own learning In other words, students should be autonomous in the process of learning a language According to Lowes and Target (1999), autonomous learners can increase their knowledge of vocabulary by being responsible for their leaning of the new words In fact, in the reading classes in HUFLIT, students are assigned vocabulary tasks to prepare at home, and while students the preparation of the assigned tasks, they learn the meanings of the new words by themselves before they listen to further explanation by their teachers in class This is called "task-based" learning by language teachers On Wikipedia, task-based learning (TBL) is also called task-based language teaching (TBLT) or task-based instruction (TEl), which concentrates not only on the learners' use of accurate language but also on having them perform language activities through which they learn the language autonomously 1.2 Problem Identification and Objective Even though students in the Department of Foreign Languages at Ho Chi Minh City University of Foreign Languages and Information Technology 10 REFERENCES Al Shawwa, W K (2010) Enhancing Learner Autonomy in Vocabulary Learning: How and Why? Retrieved at www.qou.edulenglishlconferences/ ./pdfFiles/wisamAIShawwa pdf Boud, D (1995) 'Moving towards Autonomy' in Developing Student Autonomy in Learning New York: Nichols Publishing Bowen, T Teaching approaches: task-based learning Retrieved at http://www.onestopenglish.com/support/methodology/teachingapproaches/teaching-approaches-task-based-Iearning/ 146502.article British Council (2008) Six Types o/Tasks/or TEL Retrieved at http://www teachingengl ish.org.uk!article/six-types-tas k-tbl Coady, J (1987) Research on ESL/EFL Vocabulary Acquisition: Putting it in Context New York: Oxford University Press Dam, L (1995), Learner Autonomy 3-From the Theory to Classroom Practice, Dublin: Authentik De la Fuente, M.J (2006) Classroom L2 Vocabulary Acquisition: Investigating the Role 0/ Pedagogical Tasks and Form-jocused Instruction Language Teaching Research, 10(3), 263-295 43 Dickinson, L (1987) Self-Instruction in Language Learning Cambridge: Cambridge University Press EF Task-based Learning, the Better Way to Learn Retrieved at http://www.efvietnam com vn/loc/language-leaminglblended-approach/ Ellis, R (2003) The Methodology o/Task-Based Teaching Auckland: University of Auckland Foster, P (1999) Keys Concept in ELT London: Oxford University Press Frost, R (2004) A Task-Based Approach British Council Web Page Retrieved at http://www teaching english org uk! article/ a-task-based -approach Google Drive (June, 2014) Holec, H (1981) Autonomy in Foreign Language Learning Oxford: Pergamon IELTS Reading Strategies/or Reading IELTS Test (2003) Beijing: Beijing Language and Culture University Press Kavaliauskiene, G (2005) Task-Based Learning and Learning Outcomes in the ESP Classroom Retrieved at www.kalbos.lt/zumalai/07 numeris/12.pdf 44 Le Ngoc Thanh & Nguyen Buu Ruan (2012) Task-based Language Learning and Students Motivation in Vocabulary Acquisition Language Education in Asia, Volume 3, Issue 1,2012 Little, D (1995) Learning as Dialogue: The Dependence 0/ Learner Autonomy on Teacher Autonomy System Littlewood, W.(1981) Communicative Language Teaching Cambridge: Cambridge University Press Lowes, R & Target, F (1999) Helping Students to Learn-A Guide to Learner Autonomy (P.Seligson, Ed.) London: Richmond Publishing Moloney, T (1997) Teacher Autonomy Cambridge: Trinity College Naznean, A (2010) Task-based Learning in Education Colegiul National: Unirea, Targu-Mures Nguyen Hien Le (2003) Tw hQc mrt nhu cdu thr'Jiac.li (Autonomy-a Need o/the Time) Ho Chi Minh City, Vietnam: Culture and Information Publishing Nunan, D (1989) Designing Tasks/or Communicative Classroom Cambridge: Cambridge University Press 45 Nunan, D (2004) Task-Based Language Teaching Cambridge: Cambridge University Press Omaggio, A (1978) Successful Language Learners: What we know about them? ERIC/CLL News Bulletin, May, 2-3 Reinders, R., & Balcikanli, C (2011) Learning to Foster Autonomy: The Role of Teacher Education Materials Self-Access Learning Journal Richards, C - Rodgers, T S (2001).Approaches and Methods in Language Teaching Cambridge: Cambridge University Press Seven (2013) Task-Based Language Teaching Retrieved at http://www.slideshare.net/hulvagulek199 3/task-based-Ianguage-teachingtblt Shizuoka (2001) Developing Autonomy College and University Educators' 2001 Conference Tokyo: The Japan Association for Language Teaching Snow, C.E., Giffin, P., & Bums, M.S (2005) Knowledge to Support the Teaching of Reading: Preparing Teacher for a Changing World San Francisco, CA: Jossey-Bass Stem (1983) Fundamental Concepts of Language Teaching Oxford: Oxford University Press 46 St Louis, R (2003) Helping Students Become Autonomous Learners: Can Technology Help? Venezuela: University Simon Bolivar, Caracas Thanasoulas,D (2000) What is Learner Autonomy and How can it be Fostered The Internet TESL Journal Retrieved at http://iteslj org/Articles/Thanasoulas-Autonomy.html The Lifelong Learning Program (2013) Task-Based Learning Retrieved at www.languages.dk/archive/pools-m/manuals/finaVtaskuk.pdf The Department of Foreign Languages Reading Ho Chi Minh City: HUFLIT Willis, J (2006) A Framework/or Task-Based Learning London: Longman Willis, J (2008) Criteria/or Identifying Tasks/or TBL British Council Web Page Retrieved at http://www.teachingenglish.org.uklarticle/criteriaidentifying -tasks-tbl 47 APPENDIX! QUESTIONNAIRE This part presents the questionnaire designed on Google Drive 48 Questionnaire Created by Kim Phuong Lam Question How you learn vocabulary? By using an English-Vietnamese dictionary By using an English-English dictionary By taking notes from teache~s explanation By learning from reading texts By doing extensive reading Question In what way you think learning vocabulary is most effective? By using an English.Vietnamese dictionary By using an English-English dictionary By taking notes from teache~s exjilanation By learning from rea