An investigation into students application of affixation strategy in learning vocabulary nguyen thi thanh nhan ; le thi thanh thu supervisor

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI THANH NHAN AN INVESTIGATION INTO STUDENTS’ APPLICATION OF AFFIXATION STRATEGY Tai Lieu Chat Luong IN LEARNING VOCABULARY MASTER THESIS MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI THANH NHAN AN INVESTIGATION INTO STUDENTS’ APPLICATION OF AFFIXATION STRATEGY IN LEARNING VOCABULARY Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER THESIS MASTER OF ARTS IN TESOL Supervisor: Dr LE THI THANH THU HO CHI MINH CITY, 2021 TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: Nguyễn Thị Thanh Nhàn Ngày sinh:13/04/1993 Nơi sinh: Dăk lăk Chuyên ngành: LL&PPGD Tiếng Anh Mã học viên: 1781401110024 Tôi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Nguyễn Thị Thanh Nhàn CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: Lê Thị Thanh Thu Học viên thực hiện: Nguyễn Thị Thanh Nhàn Lớp: MTESOL017A Ngày sinh: 13/04/1993 Nơi sinh: Dăk Lăk Tên đề tài: An investigation into students' application of affixation strategy in learning vocabulary Ý kiến giáo viên hướng dẫn việc cho phép học viên……………………………… bảo vệ luận văn trước Hội đồng: Thành phố Hồ Chí Minh, ngày…… tháng …… năm 20… Người nhận xét Lê Thị Thanh Thu i STATEMENT OF THE AUTHORSHIP I certify that this thesis entitled “An Investigation into the application of affixation strategy of Ton Duc Thang University non-English- majored students” is my original work All the sources mentioned in the text go with proper references No others‟ work has been included in the thesis without acknowledgement This work has not ever been submitted for assessment in any courses at this University or other institutions Ho Chi Minh city, 2021 Nguyen Thi Thanh Nhan ii ACKNOWLEDGEMENT This thesis would not be possible without the help of many individuals to whom I earnestly feel thankful for First of all, I would like to express my immense gratitude to my thesis supervisor, Dr Le Thi Thanh Thu for her dedicated instruction She has sacrificed her precious time and energy to get the most out of myself, becoming more focused, detail-oriented, and wholehearted with my work I felt so blessed receiving her valuable guidance without which I would probably be disoriented There is no word that can utterly say my appreciation and respect to her Besides, I also owe this thesis to my family who were so wonderful in keeping me emotionally and financially secure to pursuit my master degree Although it has been hard during the pandemic time with all the delay and boredom, they always let me see the light at the end of the tunnel Last but not least, I deeply wish to say thank you to all the teachers who taught me in class with their great expertise and irreplaceble hands-on experience They prepared us so boldly for not only the thesis but also many incidents that might come in teacherhood iii ABSTRACT The study examines affixation strategy to figure its significance to intermediate level students‟ current learning situation at TDTU The major focus of the research is the affixation strategy application level of Ton Duc Thang University (TDTU) non-English-majored students A questionnaire was employed to examine the students‟ frequency of application and the frequency of difficulties in applying In addition, an interview was used to explore the circumstances in which different affixation techniques were applied by students and factors that help alleviate problems students have during application The study had the participation of 120 non-English-majored students at intermediate level at TDTU It took place in the first semester of academic year 2020-2021 120 respondents for the questionnaire were chosen using convenient sampling while nine interviewees were randomly picked from those 120 students The findings of the study showed that students have made affixation strategy an integral part of their vocabulary learning, with the affixation techniques used at medium and high frequency Also, students used those techniques mostly in receptive skills as to reading, and listening and also in explicit vocabulary learning activities Meanwhile, they applied those techniques less in productive skills such as speaking and writing In addition, students met difficulties of the strategies at medium frequency They believed teachers‟ instructions, their experience with affixation and using many strategies combined with affixation strategy could help improve the quality of their application iv TABLE OF CONTENTS STATEMENT OF THE AUTHORSHIP .ii ABSTRACT iii TÓM TẮT Error! Bookmark not defined TABLE OF CONTENTS iv ABBREVIATION vii LIST OF TABLES viii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of problems 1.3 Research objectives 1.4 Research questions 1.5 The significance of the study 1.6 Thesis organization CHAPTER LITERATURE REVIEW 2.1 Vocabulary 2.1.1 Definition 2.1.2 Classification 2.1.3 Vocabulary learning process 2.1.4 Components of vocabulary learning 11 2.1.5 The importance of learning vocabulary 12 2.1.6 Effective vocabulary learning 14 2.2 Vocabulary learning strategies 14 2.2.1 Definition 15 v 2.2.2 Classification 15 2.3 Affixation strategy 19 2.3.1 Affixation definition and affixes 19 2.3.2 Affixation strategy and techniques 19 2.3.3 Techniques of affixation strategy 20 2.3.4 Difficulties encountered by learners in applying affixation strategy 22 2.3.5 The role of affixation strategy in learning vocabulary 24 2.4 Previous research on affixation strategy and research gap 25 2.4.1 Studies outside Vietnam 25 2.4.2 Studies inside Vietnam 28 2.4.3 Research gap 29 2.4.4 Theoretical framework 30 CHAPTER 32 METHODOLOGY 32 3.1 Participants 32 3.2 Research context 33 3.2.1 The research site 33 3.2.2 English learning and teaching process 33 3.2.3 Course books 34 3.2.4 Testing and evaluation 35 3.3 Data collection instruments 36 3.3.1 Questionnaire 36 3.3.2 Interview 38 3.4 Design of the study 39 3.5 Validity and reliability of the research 41 3.6 Procedures of the research 42 CHAPTER 43 DATA ANALYSIS AND DISCUSSION 43 4.1 Data analysis methodology 43 vi 4.2 Questionnaire analysis and discussion 45 4.2.1 Research question 1: To what extent TDTU non-English-majored students apply affixation techniques in learning vocabulary? 45 4.2.2 Research question 2: How frequently they encounter difficulties in applying affixation strategy? 48 4.2.3 Questionnaire result discussions 51 4.2.3.1 The frequency of students applying affixation techniques 51 4.2.3.2 The frequency of difficulties encountered by students when using affixation strategy 53 4.3 Interview analysis and discussion 54 4.3.1 The circumstances to apply affixation techniques 54 4.3.2 Factors to alleviate the difficulties of applying affixation strategy 58 4.3.3 Interview discussion 61 4.4 Research findings summation 65 CHAPTER 70 CONCLUSION AND IMPLICATION 70 5.1 Summary of the research and findings 70 5.2 The implications of the study 73 5.3 Limitations of the study 75 REFERENCES 77 APPENDIX - QUESTIONNAIRE (VIETNAMESE VERSION) 92 APPENDIX – QUESTIONNAIRE (ENGLISH VERSION) 94 APPENDIX (INTERVIEW SCRIPT) 96 APPENDIX (INTERVIEW FORM) 105 91 APPENDIXES 92 APPENDIX - QUESTIONNAIRE (VIETNAMESE VERSION) BẢNG CÂU HỎI KHẢO SÁT Các bạn sinh viên thân mến, Bảng câu hỏi xây dựng nhằm mục đích nghiên cứu việc ứng dụng chiến lược phụ tố học từ vựng tiếng Anh sinh viên khơng chun Nghiên cứu tìm hiểu mức độ thường xuyên sử dụng, chiến thuật phổ biến khó khăn bạn gặp phải trình ứng dụng chiến lược phụ tố để học từ vựng Chân thành cảm ơn hợp tác đóng góp bạn cho nghiên cứu Phần 1: q trình học từ vựng, bạn sử dụng chiến thuật sau liên quan tới phương pháp phụ tố Sự thường xuyên bạn phân chia mức độ, vui lòng đánh dấu “X” vào ô có mức độ phù hợp với bạn Không sử dụng Gần không sử dụng Thỉnh thoảng sử dụng Thường thường sử dụng Luôn sử dụng Thang điểm đánh giá mức độ thường xuyên Nội dung chiến thuật Tôi thường để ý tới cách phụ tố kết hợp với để chia dạng từ dễ dàng (Ví dụ: al thường kết hợp ity, suy danh từ vital vitality; less thường kết hợp ness nên danh từ reckless recklessness) Tôi thường xác định từ loại từ dựa vào hậu tố có từ (Ví dụ: continual có hậu tố al nên tính từ; cleverness có hậu tố ness nên danh từ) Tôi thường để ý phụ tố thường gặp lĩnh vực để đốn nghĩa từ (Ví dụ: y học: -phobia:nỗi sợ; (dentophobia: sợ nha sỹ); -ia: tình trạng bệnh (insomnia: ngủ; dyslexia: khó đọc)) Tơi thường chia phụ tố theo nhóm có nghĩa tương đương để ghi nhớ nhiều từ (Ví dụ: un, il, in, im, ir: khơng; ist, or, an, er: người, nghề) Tơi đốn nghĩa từ dựa vào phụ tố mà tơi biết (Ví dụ: biotechnology: cơng nghệ sinh học bio biology sinh học; antivirus: chống virus, anti antifan người chống đối.) Tôi phát từ mang nghĩa trái ngược dựa vào phụ tố chúng (Ví dụ: over (quá cao) under (quá thấp): overestimate (đánh giá cao) underestimate (đánh giá thấp) 93 Tôi thường phân chia phụ tố theo nhóm từ loại để nhận biết nghĩa từ dễ dàng (meaning) (Ví dụ: ize, fy, en: động từ; ous, ic, al: tính từ modernize: đại hóa; socialize: xã hội hóa, international: mang tính quốc tế, personal: mang tính cá nhân.) Tơi biết sử dụng nhiều từ viết nói cách thêm vào từ phụ tố mà tơi biết (Ví dụ: re (lặp lại): visit (thăm), revisit thăm lại; less (không): job công việc, jobless thất nghiệp Tôi biết nhận diện ngữ cảnh sử dụng từ dựa vào phụ tố (Ví dụ: ology: nghiên cứu, ism: tư tưởng, triết học; từ có phụ tố thường trang trọng từ khơng có (inexpensive trang trọng cheap, demonstrate trang trọng show)) Phần 2: Trong trình sử dụng chiến lược phụ tố để học từ vựng, em gặp phải khó khăn sau Vui lòng đánh giá mức độ thường xuyên gặp phải khó khăn em Khơng gặp Gần không gặp Thỉnh thoảng gặp Thường xun gặp Ln ln Khó khăn sử dụng chiến lược phụ tố 10 Chiến lược phụ tố đòi hỏi người học nắm vững quy tắc thành lập từ (Ví dụ: less sau danh từ (careless, loveless; ity sau tính từ (civility, technicality) 11 Chiến lược phụ tố thường gây nhầm lẫn phát âm từ có phụ tố giống (Ví dụ: expect /ikˈspekt/ expectation /ekspekˈtāSH(ə)n/) 12 Chiến lược phụ tố khơng có tác dụng giúp người học đoán nghĩa từ gốc từ từ lạ (Ví dụ:interject, derive) 13 Chiến lược phụ tố không giúp người học hiểu rõ khác biệt số phụ tố (Ví dụ: unconfident mà khơng phải inconfident, independent mà undependent) 14 Chiến lược phụ tố thường dẫn tới suy đốn sai lầm (Ví dụ: piglet (heo nhỏ), islet (đảo nhỏ): phụ tố let mang nghĩa nhỏ, khơng có catlet) 15 Chiến lược phụ tố khiến người học ln đốn nghĩa từ dựa vào phụ tố quen thuộc khơng phải phụ tố (Ví dụ: al material, cent center.) Thang điểm đánh giá mức độ thường xuyên 94 APPENDIX – QUESTIONNAIRE (ENGLISH VERSION) Dear students, This survey is designed to examine non-English-majored students‟ application of affixation strategy in learning English vocabulary The research will help find out the frequency of techniques as well as the frequency of difficulties students encountered during their application Thank you for your cooperation and contribution to this research Part 1: You may apply the following affixation techniques during your vocabulary learning process Your frequency of use was categorized into five levels Please tick the appropriate box for your level Never Rarely Sometimes Usually Always Techniques I pay attention to how affixes are combined to identify word form (E.g al normally goes with ity, then the noun of vital is vitality; or less usually goes with ness then the noun of reckless is recklessness) (Form) I identify the exact word class based on the suffixes of the word (E.g continual with al as its suffix is an adjective; cleverness has ness as its suffix is therefore a noun) (Form) I notice affixes that are common in a field to guess the word meaning (E.g In medical science -phobia: fear; (dentophobia: fear of dentists); or -ia: illness or disorder (insomnia: sleep lost; dyslexia: reading disorder) (Meaning) I divide affixes into groups of those having similar meaning to remember more words (E.g un, il, in, im, ir: not; ist, or, an, er: people, job) (Meaning) I guess the meaning of a word based on the familiar affixes the word has (E.g biotechnology: biology technology; antivirus: against the virus) (Meaning) I recognize antonyms by analyzing their affixes (E.g over (too high) and under (too low): overestimate (consider something too important) underestimate (consider it with not enough importance) (Meaning) Frequency levels 95 I learn groups of words sharing the same affixes (E.g ize, fy, en: verbs; ous, ic, al: adjectives modernize: make something become modern; socialize: make something part of the society, international: involving many nations, personal: involving only person) (Meaning) I can create more words in speaking and writing by adding familiar affixes (E.g re (again), revisit: visit a place again; less (not), jobless: have no job) (Use) I recognize the context in which the word is used based on the word‟s affixes (E.g ology: study and ism: idea: philosophy ; words with affixes are more formal: inexpensive formal than cheap, inform formal than tell) Part 2: You may have following difficulties during your application of affixation strategy Please tick the appropriate box of your level Never Rarely Sometimes Usually Always Difficulties in applying affixation strategy 10 Affixation strategy requires learners to have a good knowledge of word formation (E.g less follows a noun (careless, loveless); ity follows adjective (civility, technicality) 11 Affixation strategy makes learners assimilate pronunciations of words sharing the same affix (E.g expect /ikˈspekt/ and expectation /ekspekˈtāSH(ə)n/) 12 Affixation strategy does not give learners a hint on the meaning of words with strange roots (E.g interject, derive) 13 Affixation strategy makes learners mistaken non-affixes as affixes and wrongly guess the meaning (E.g al in material, cent in center) 14 Affixation strategy misleads students to wrong generalization (E.g piglet (a small pig), islet (a small island): suffix let means small, but we cannot say catlet) 15 Learners are unsure about when to use a certain affix because there are many affixes sharing the same meaning (E.g unconfident, not inconfident, independent, not undependent) Frequency levels 96 APPENDIX (INTERVIEW SCRIPT) Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 1: I often listen to English videos from the social network in which I heard many words with affixes which help me to guess their meaning You know, this approach is particularly useful to follow when they compared things saying antonyms Of course, I can also infer from their words their mood, and their attitude Sometimes, we play games The games are about finding words of certains topics such as jobs We will think of all the words ending with “er”, “ist”, “or”, etc Interviewer: How about in writing or speaking, you apply affixation strategy for those skills? Interviewee 1: In writing, I write some new words by adding some known words with prefixes or affixes such as “re”, “under” or “less” However, this is not so often, mostly in writing tests because I hardly write in English It takes time and I am very busy I rarely focus on the word use as to its context of happening or tried out with a wide range of words by adding affixes, either Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 1: I believed school can help in achieving more knowledge about affixation Students like to read or watch clips in English about interesting topics So if they are allowed to so in class, they will expose to more English words, including simple and difficult ones which bring them more affixation experience” Interviewer: Thank you so much for your cooperation 97 Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 2: “I use affixation techniques for reading compresension at the most Be able to guess words meaning basing on affixes is very helpful I usually rely on affixation techniques which make reading process becomes simpler For example: I guess the meaning of words that have common affixes Also, I infer the relations between some words in the text They could be synonyms, or antonyms This step is necessary to get the idea of the author I applied it in listening too to guess word meanings I used the techniques in games too, to find words sharing the same prefixes or affixes, this is good as a word building activity in classroom” Interviewer: What about writing and speaking, you apply affixation techniques? Interviewee 2: I rarely I not care about the context of using words I have to sit TOEIC test then reading and listening are key skills, then I apply the techniques that work in these two skills I felt some affixation techniques are particular useful when I the reading practice for TOEIC test, especially those to identify word class and word meaning The more I used, the faster I read I found that it supported a lot during part of the TOEIC reading test, where only the word with suitable word class would fit Moreover, there were some interesting English websites where I could apply some affixation techniques to understand what I read, and heard, and improve my knowledge Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 2: I believe we need more language that contains affixation knowledge Students are fascinated by extended activities such as reading for 98 pleasure, watching funny video clips, listening to popular songs It would be great if school allowed those activities as part of English lessons They are very useful in encouraging students to learn, to remember and apply more words as well as words that have affixes Interviewer: Thank you so much for your cooperation Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 3: I realize that I use affixation techniques mostly in identifying word class For example, I decide if it is a noun of a verb or adjective by looking at affixes This helps to translate properly as I know which one should be translated first (nouns) This especially works in long sentences Interviewer: Do you apply these techniques in reading, listening, speaking or writing? Interviewee 3: Generally speaking, I want to learn for the TOEIC test only, so I focus on reading and listening I guess words‟ meaning based on affixes in reading and listening, I also recognize antonyms I find it easier to make decision about words with hints of affixation, such as in Jobs (er, cian, ist), about problems (de, mal, ir, mis) Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 3: I think teachers should teach more regularly about affixation when analyzing a reading text, demonstrate how to expand a word using affixes, place more emphasis on word formation process, and inform students of special cases that may not follow the rules… Interviewer: Thank you so much for your cooperation Interview Interviewer: What are the circumstances in which you apply affixation techniques? 99 Interviewee 4: I like using affixation techniques which helped me guess the meanings of new words in reading texts and listening When the text has many new words that I not understand, I will analyze parts of the words and think of possible translation of the words For example: words about jobs containing suffixes like “er”, “ist”, “eer”, words about number containing “di”, “tri” “quar” In listening, hearing the affixes can help me guess, there are some opposite words easy to recognize such as under, upper, extra, etc Interviewer: Do you apply these techniques in reading, listening, speaking or writing? Interviewee 4: I am going to take TOEIC test, so I just focus on reading and listening Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 4: I think affixation strategy is not always good to use I found many other strategies which work better Then I think the best way is to combine them and know when to use which to succeed I usually applied those strategies that are easy to use For example, I like to associate words with demonstrating pictures if possible I also prefer to English exercises in group to solve vocabulary problems quickly Interviewer: Thank you so much for your cooperation Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 5: I mostly use affixation techniques in reviewing vocabulary Some techniques are particularly useful in terms of stimulating my memory By focusing on the similar affixes, I can set up many lists of related words to learn For example: words with identical affixes, words with affixes opposite in meanings, words with affixes similar in meaning Some of the affixation techniques are particularly useful during vocabulary activities For example: teachers required us to find words with the same affixes, 100 or find antonyms of given words, choose the correct meaning of words based on affix hints Most of us like to work on games, vocabulary revision sections or other English activities such as watching films or listening to music because they are fascinating and achievable I knew a lot of new words and new affixes by chance that way (Interviewee 5) Interviewer: Do you apply these techniques in reading, listening, speaking or writing? Interviewee 5: I mostly applied them in reading and listening because I these are easier and more regular activities in classroom Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 5: well, first, it is the knowledge We should be taught about it explicitly by teacher on how to apply affixation strategies, or how to use it properly This can be done not only by teachers‟ instruction but also combining with some relevant content from reading or listening materials delivered in classroom On the other hand, I think there are other strategies that empower affixation strategy, to affirm the knowledge, for example: guessing from the context incorporated with guessing from prefixes and suffixes would be a perfect choice Interviewer: Thank you so much for your cooperation Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 6: I guess word meaning in reading I find out in texts which words are antonyms, synonyms and infer the overall idea Also, I recognize word class based on affixes to identify subjects and objects of sentences I not write or 101 speak much If I do, I apply affixation techniques to select words for appropriate use or finding words to speak, mainly in tests Interviewer: You said you apply affixation techniques to choose the right word in writing or speaking Can you give an example of that? Interviewee 6: Errr, let me see (Think for a while) For example: I always believed words with affixes more appropriate for formal or academic writing Then I would opt for the one with affixes among many words of the same meaning For example: house is not as good as accommodation in writing business emails Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 6: I think one must read and listen a lot in order to possess a large amount of affixation experience Today, we not only read a lot from textbooks but also from the Internet Coming across English articles, advertisements or books is more pleasant to learn Affixation knowledge may build up from those chances Interviewer: Thank you so much for your cooperation Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 7: I find these techniques are useful in learning vocabulary activities, for example: to list words into a group sharing the same meaning, or opposite in meaning, words of affixes sharing meaning or sharing affixes I remember „word form exercises, I have to give the correct form of words given, I have to add the 102 correct affixes, I need experience for this For example: some verbs added ment, ence become nouns Or nouns added ic, al or ful become adjectives Interviewer: Do you apply affixation in writing and speaking? Interviewee 7: I rarely applied affixation techniques in speaking and writing These are two skills I feel unwilling to practice because of its difficulties and my limited vocabulary size More importantly, I would take TOEIC skills at the end so I care less about writing and speaking.” Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 7: I think student should work harder on vocabulary, and remember to use a range of techniques when learning so that they know which techniques work best for which situation Affixation strategy is good, but there are other techniques we can apply if necessary When the word is too difficult to guess the meaning using affixation strategy, I look it up in the dictionary By this way, I get informed of both words‟ meaning and pronunciation It is quick, precise and informative At other times, I asked my friend to help me with strange vocabulary or ask my teacher to help Interviewer: Thank you so much for your cooperation Interview Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 8: I would apply affixation techniques to identify word class if I read a long sentence with complex structure This is a very effective way to TOEIC reading test I mean, to recognize each option A, B, C and D as an verb, noun, or what and decide which is the most suitable to fill in the blank Also, I am aware of the affixes sharing meaning such as er, ist, or, etc for jobs, or bi, di, tri, mono for number 103 Sometimes, I am able to see pair of words as antonyms by looking at the affixes, or similarly I can make a list of so many words with the same affixes Interviewer: Do you apply affixation in listening, writing and speaking? Interviewee 8: I only find the techniques practical for reading and listening I hardly think about writing or speaking, as I not have enough vocabulary to write or to say so the techniques not seem to work for me in those skills Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 8: In my opinion, the best way to make students keep on using affixation techniques was to give them instruction and personal feedback (especially writing and speaking) If students are confident that something is correct, they will replicate it in their language use As students, we expect to learn more about affixation strategy So, teachers should give us intensive training on how to apply affixation techniques most effectively An emphasis on word structure when learning vocabulary is also neccesary For example: when we learn a new word, teacher can tell us how the word is formed, how many parts are there in that word Interviewer: Thank you so much for your cooperation Interview 9: Interviewer: What are the circumstances in which you apply affixation techniques? Interviewee 9: Affixation techniques is most useful to realize word class When I read difficult sentence, I have to identify the subject of that sentence, so figuring out a word is a noun, verb, or adjective is extremely important Moreover, when to develop my vocabulary, knowing affixes with similar meaning, finding words containing the same affixes, words which are antonyms, anticipate how words 104 with particular affixes would transform are the most common techniques in use of mine Interviewee: Do you apply affixation techniques in listening, writing or speaking? Interviewee 9: I usually avoid speaking and wring in English because I am no good Therefore, I did not practice affixation techniques much in speaking and writing either Only when I have to manage in finishing speaking or writing tests, I create new words by adding affixes to words available in my mind: such as unconfident, overthink, rewrite, etc Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewer: What you think are important factors to alleviate difficulties of affixation strategy? Interviewee 9: It‟s difficult to say But for me, I think students need a lot of practice for some skills to actually form Also, I prefer flexibility I mean, a lot of students are currently using other techniques in learning vocabulary If they haven‟t used affixation techniques, then teachers can encourage them to use it in addition to other skills On the other hand, students who are using affixation techniques as the main strategy can experiment with new techniques, such as context clue, mapping, associating, etc Diversity makes great adaptation Sometimes I felt too lazy to think and analyze words, then just write a list of words supplied with Vietnamese equivalents to learn by heart Or like when I was younger, I still repeat the words orally to learn them Many methods sound simple, but they have their own value 105 APPENDIX (INTERVIEW FORM) Interview number: Location: Gender: Date: Question What are the circumstances in which you apply affixation techniques? Additional question (if necessary): Do you apply affixation strategy during writing or speaking activities? Question What you think are important factors to alleviate difficulties of affixation strategy?