RATIONALE OF THE STUDY
English serves as a primary language in some countries and is taught as a second language in others, making it a vital means of communication across diverse cultures Additionally, it plays a crucial role in the fields of science, technology, and computing, facilitating global connections through the Internet and email Consequently, proficiency in English is increasingly essential in today's interconnected world.
Studying a language is inherently linked to mastering its vocabulary, as words connect sounds and meanings, enabling effective communication Vocabulary serves as the foundation for constructing sentences, engaging in conversations, and creating various forms of discourse Therefore, a strong vocabulary is essential for developing all language skills and for successful language learning.
Studying English vocabulary can be challenging for students, as they often struggle to memorize new words along with their meanings, spellings, and pronunciations, while also grappling with grammar application Additionally, traditional teaching methods can lead to boredom and disengagement in learning English Therefore, it is essential to implement engaging techniques to enhance students' vocabulary acquisition and foster a more effective learning environment.
Learners often face challenges in mastering new vocabulary due to the multiple meanings that each word can possess Understanding these meanings requires a deep comprehension of how words relate within an interconnected system For effective communication, it is crucial to assign the correct meaning to a word based on its context, rather than relying solely on its surface definition or broad range of meanings.
Negative interference in foreign language learning often arises from the influence of a learner's mother tongue, as they are accustomed to its rules and usage Additionally, large class sizes and a lack of immersive foreign language environments create significant obstacles in teaching methods and learning styles Typically, new vocabulary is presented to students as mere lists of meanings or in sentences lacking context, which fails to convey the subtle social and cultural nuances associated with each word.
Learning a second language requires mastering four essential skills: listening, speaking, reading, and writing, with vocabulary enrichment being crucial for successful acquisition Despite its importance, there is limited empirical research on effective strategies for learning foreign language vocabulary To enhance students' understanding of word formation and relationships, such as synonyms, antonyms, collocations, and idiomatic expressions, it is vital to develop an English Vocabulary List specifically for high school students Currently, vocabulary instruction as a standalone topic is scarce at Nguyen Tat Thanh High School.
This research paper, titled "A Study of English Vocabulary Learning Strategies of 12th Graders at Nguyen Tat Thanh High School in Hanoi, Vietnam," aims to explore effective vocabulary learning strategies for high school students My goal is to enhance students' English vocabulary acquisition through the presentation of practical teaching techniques Despite the limitations of my knowledge and the constraints of my graduation project, I dedicated my utmost effort to this study.
The study investigates the Nguyen Tat Thanh High School pupils‘ perceptions and their actual use of learning English vocabulary strategies in their vocabulary learning Specifically, this study aims to:
- investigate the pupils‘ opinions on learning English vocabulary and their actual vocabulary learning;
- identify if there is a significant difference between the use of the strategies by the high achievers and other participants in the study; and
- suggest some implications for English vocabulary teaching and learning
The study is conducted to answer the following questions:
(1) Which discovery strategies and consolidation strategies do the twelfth form pupils and the high achievers use most frequently?
(2) Which discovery strategies and consolidation strategies do the twelfth form pupils and the high achievers perceive as most useful?
(3) Is there a significant difference between the use of strategies by high achievers and other participants in the study?
(4) How do the high achievers in Nguyen Tat Thanh High School perceive vocabulary learning?
This study aims to explore the most commonly used Discovery and Consolidation Strategies among English learners, alongside their perceptions of these strategies' effectiveness It also examines the characteristics and behaviors of high achievers through think-aloud tasks and semi-structured interviews Ultimately, the findings will provide teachers with insights into vocabulary acquisition, enabling them to refine their vocabulary instruction and enhance strategy training for learners.
One of the main challenges in reading comprehension is vocabulary acquisition This study aims to address this issue through a preliminary exploratory investigation that examines the strategies students use to learn new vocabulary Data was collected using questionnaires and oral interviews to gain insights into these methods.
Pupils at Nguyen Tat Thanh High School have distinct perceptions regarding their use of English vocabulary strategies, highlighting the need to enhance their vocabulary size and enrich their existing word knowledge.
A significant difference between the use of strategies by high achievers and other participants will be seen in the study
The study includes five chapters:
The introductory chapter outlines the rationale, aims, scope, significance, research questions, and an overview of the thesis Chapter 1 focuses on a literature review that examines vocabulary learning strategies and perceptions related to these strategies.
Chapter 2: Methodology, describes the methodology employed in the study, the data collection instruments, the subjects, and the data collection procedures
Chapter 3: Findings and Discussion, presents the results and give some discussions of the results
The conclusion chapter: Conclusion and Implications, summarizes the findings, shows the limitations, gives recommendations and makes suggestions for further research
7 DEFINITION OF TERMS (OR KEY CONSTRUCTS)
1 High achievers (n): Students who have high achievements in English study
3 Language acquisition (n): an asset or object bought or obtained in language learning
4 Vocabulary enrichment (n): Action which helps expand vocabulary size
5 Synonym (n): a word or phrase that means exactly or nearly the same as another word or phrase in the same language
6 Antonym (n): a word or phrase that means exactly or nearly opposite to another word or phrase in the same language
7 Collocation (n): the habitual juxtaposition of a particular word with another word or words with a frequency greater than chance
8 Idiom (n): a phrase or a fixed expression that has a figurative or sometimes literal meaning An idiom's figurative meaning is different from the literal meaning.
9 Discovery Strategies (n): methods to discover new words‘ meaning
10 Consolidation Strategies (n): methods to consolidate new words‘ meaning
The think-aloud task is a valuable method utilized in usability testing for product design and development, as well as in psychology and various social sciences This technique involves participants verbalizing their thoughts, enabling researchers to gather insights across diverse fields such as reading, writing, translation research, decision-making, and process tracing.
A semi-structured interview is a qualitative research method commonly used in the social sciences Unlike structured interviews, which follow a strict set of predetermined questions, semi-structured interviews offer flexibility, allowing interviewers to explore new topics and ideas that emerge during the conversation based on the interviewee's responses This approach encourages a more natural dialogue and can yield richer insights.
13 Perception (n): the organization, identification, and interpretation of sensory information in order to represent and understand the environment
14 Comprehension (n): ability to understand—usage
15 Text genres (n): a type of written or spoken discourse
16 First-hand documentation (n): an original document
17 Historical accounts (n): things of or relating to history; concerned with past events
18 Fiction (n): any narrative or descriptive content that is derived from imagination, in addition to, or rather than from, history or fact
19 Semantic (adj): be related to the study of meaning
20 Affixes (n): morphemes attached to a word stem to form a new word
21 Cognates (n): words that have a common etymological origin
22 Morphological relationships (n): relationships relevant to morphology linguistics
23 Efficacy (n): the capacity for beneficial change (or therapeutic effect) of a given intervention, most commonly used in the practice of medicine and pharmacology
24 ELT settings (n): English Language Teaching settings
25 Metaphorical competence (n): A Language Learning Strength of Students with a Holistic Cognitive Style
26 Autonomy (n): Self-government; freedom to act or function independently
27 Follow-through (n): activity to carry through to complete a task; to see a task through to its completion
28 Taxonomy (n): the practice and science of classification of things or concepts, including the principles that underlie such classification
29 Bilingual (adj): be able to speak two languages with the facility of a native speaker
30 Retrieval (n): 1.The process of accessing information from memory or other storage devices 2 The possibility of being retrieved or restored
1.1 Background of vocabulary learning strategies
Verbal language is a key factor that distinguishes humans from animals, with vocabulary playing a crucial role in this distinction Vocabulary refers to the collection of words known and used by an individual, as well as the total words present in a specific language or subject A child's journey in language acquisition begins with learning new words, while adults with extensive vocabularies demonstrate a superior command of English.
Vocabulary encompasses the knowledge of words and their meanings, divided into two forms: oral and print Oral vocabulary aids in listening and speaking, while print vocabulary pertains to reading and writing Additionally, vocabulary can be categorized into receptive and productive forms Receptive vocabulary allows us to recognize words when we hear or see them, whereas productive vocabulary involves using words in speech and writing Generally, receptive vocabulary is larger than productive vocabulary, often containing words whose full definitions and connotations we may not fully understand or use in our own communication (Kamil & Hiebert, in press).
THE RESEARCH QUESTIONS
The study is conducted to answer the following questions:
(1) Which discovery strategies and consolidation strategies do the twelfth form pupils and the high achievers use most frequently?
(2) Which discovery strategies and consolidation strategies do the twelfth form pupils and the high achievers perceive as most useful?
(3) Is there a significant difference between the use of strategies by high achievers and other participants in the study?
(4) How do the high achievers in Nguyen Tat Thanh High School perceive vocabulary learning?
SCOPE OF THE STUDY
This study aims to explore the most commonly used Discovery and Consolidation Strategies among English learners, alongside their perceptions of the effectiveness of these strategies It also investigates the characteristics and behaviors of high achievers through think-aloud tasks and semi-structured interviews Ultimately, the findings will provide teachers with valuable insights into vocabulary acquisition, enabling them to refine and enhance their vocabulary instruction and strategy training.
SIGNIFICANCE OF THE STUDY
This study addresses the challenges students face in reading due to limited vocabulary It aims to explore the strategies that pupils use to acquire new vocabulary items, utilizing data gathered from questionnaires and oral interviews.
Pupils at Nguyen-Tat-Thanh High School have distinct perceptions regarding their use of English vocabulary learning strategies, which play a crucial role in enhancing their vocabulary size and enriching their existing word knowledge.
A significant difference between the use of strategies by high achievers and other participants will be seen in the study.
DESIGN OF THE STUDY
The study includes five chapters:
The introductory chapter outlines the rationale, aims, scope, significance, research questions, and overall overview of the thesis Chapter 1 provides a comprehensive literature review, focusing on vocabulary learning strategies and the perceptions associated with them.
Chapter 2: Methodology, describes the methodology employed in the study, the data collection instruments, the subjects, and the data collection procedures
Chapter 3: Findings and Discussion, presents the results and give some discussions of the results
The conclusion chapter: Conclusion and Implications, summarizes the findings, shows the limitations, gives recommendations and makes suggestions for further research.
DEFINITION OF TERMS (OR KEY CONSTRUCTS)
1 High achievers (n): Students who have high achievements in English study
3 Language acquisition (n): an asset or object bought or obtained in language learning
4 Vocabulary enrichment (n): Action which helps expand vocabulary size
5 Synonym (n): a word or phrase that means exactly or nearly the same as another word or phrase in the same language
6 Antonym (n): a word or phrase that means exactly or nearly opposite to another word or phrase in the same language
7 Collocation (n): the habitual juxtaposition of a particular word with another word or words with a frequency greater than chance
8 Idiom (n): a phrase or a fixed expression that has a figurative or sometimes literal meaning An idiom's figurative meaning is different from the literal meaning.
9 Discovery Strategies (n): methods to discover new words‘ meaning
10 Consolidation Strategies (n): methods to consolidate new words‘ meaning
The think-aloud task is a valuable method utilized in usability testing for product design and development, as well as in psychology and various social sciences This technique involves participants verbalizing their thoughts, which helps researchers gather insights in areas such as reading, writing, translation research, decision-making, and process tracing.
A semi-structured interview is a qualitative research method commonly used in the social sciences Unlike structured interviews, which follow a strict set of predetermined questions, semi-structured interviews allow for flexibility and the introduction of new topics based on the interviewee's responses This approach fosters a more dynamic conversation, enabling researchers to explore deeper insights and ideas that may emerge during the discussion.
13 Perception (n): the organization, identification, and interpretation of sensory information in order to represent and understand the environment
14 Comprehension (n): ability to understand—usage
15 Text genres (n): a type of written or spoken discourse
16 First-hand documentation (n): an original document
17 Historical accounts (n): things of or relating to history; concerned with past events
18 Fiction (n): any narrative or descriptive content that is derived from imagination, in addition to, or rather than from, history or fact
19 Semantic (adj): be related to the study of meaning
20 Affixes (n): morphemes attached to a word stem to form a new word
21 Cognates (n): words that have a common etymological origin
22 Morphological relationships (n): relationships relevant to morphology linguistics
23 Efficacy (n): the capacity for beneficial change (or therapeutic effect) of a given intervention, most commonly used in the practice of medicine and pharmacology
24 ELT settings (n): English Language Teaching settings
25 Metaphorical competence (n): A Language Learning Strength of Students with a Holistic Cognitive Style
26 Autonomy (n): Self-government; freedom to act or function independently
27 Follow-through (n): activity to carry through to complete a task; to see a task through to its completion
28 Taxonomy (n): the practice and science of classification of things or concepts, including the principles that underlie such classification
29 Bilingual (adj): be able to speak two languages with the facility of a native speaker
30 Retrieval (n): 1.The process of accessing information from memory or other storage devices 2 The possibility of being retrieved or restored
Theoretical background
1.1 Background of vocabulary learning strategies
Verbal language is a key factor that distinguishes humans from animals, with vocabulary playing a crucial role in this distinction Vocabulary is defined as the collection of words known and used by an individual, as well as the complete set of words within a specific language or subject Mastery of vocabulary is essential, as it enables effective communication and enhances language proficiency, with individuals possessing a broader vocabulary demonstrating a superior command of English.
Vocabulary encompasses the understanding of words and their meanings, which can be categorized into oral and print forms Oral vocabulary is essential for effective listening and speaking, while print vocabulary pertains to reading and writing skills Additionally, vocabulary is divided into receptive and productive knowledge Receptive vocabulary allows individuals to recognize words when heard or seen, whereas productive vocabulary is utilized in speaking and writing Typically, receptive vocabulary is larger than productive vocabulary, as it may include words whose full definitions or connotations are not fully understood or used by the individual in communication.
Vocabulary is a crucial component of language that encompasses the meaning and usage of words (Kridalaksana, 1993, p 27) It plays an essential role in learning English, alongside sound systems, grammar, and culture As a fundamental tool for communication, vocabulary develops and evolves over time, significantly influencing an individual's cultural literacy and overall success in the world.
The term "strategy," initially rooted in military operations, has evolved to encompass learning strategies in educational contexts In particular, language learning strategies are defined as techniques that aid in the development of a learner's language system and directly influence their learning process (Rubin).
Learning strategies play a crucial role in achieving educational objectives by guiding pre-instructional activities, assessments, and follow-up efforts These strategies enhance learners' study efficiency and promote self-directed learning, ultimately leading to improved academic outcomes.
1.2 Taxonomy of language learning strategies
Table A: Defining language learning strategies (Wenden & Rubin, 1987, p.32)
Authors What are LLS? What are LLS for?
Rubin Techniques or devices To acquire knowledge
To exploit available information to increase the proficiency of L2
Cohen Mental operations To accomplish learning tasks
Rubin Set of operations, steps, plans, routines
To facilitate the obtaining, storage, retrieval
& use of information, to regulate learning
Strategic knowledge Knowledge about learning
To learn and regulate learning on L2
O‘Malley & Chamot Special thoughts or behaviors
To help comprehend, learn or retain new information
Oxford Specific actions To make learning easier, faster, more enjoyable, self-directed, effective and transferable to new situations
1.2.1 Stern's (1992) Classification of Language Learning Strategies
According to Stern (1992, p.262), there are five main language learning strategies which can be presented as follows:
A learner's ability to take charge of their own education is closely linked to the support provided by a teacher acting as an advisor and resource To effectively manage their learning program, students need to commit to language learning, establish realistic goals, choose suitable methodologies, select relevant resources, and continuously monitor their progress Additionally, they should evaluate their achievements based on the goals and expectations they have previously set.
Steps used in learning or problem solving require direct analysis, transformation, or synthesis of learning materials, included Clarification/Verification, Guessing/Inductive Inferencing, Deductive Reasoning, Practice, Memorization, Monitoring
Circumlocution, gesturing, paraphrase, or asking for repetition and explanation are used by learners to keep a conversation going They aim to avoid interrupting the flow of communication
Monitoring and evaluating personal development and performance is essential Engaging with native speakers and collaborating with them can significantly enhance understanding of the target culture.
Effective language learners utilize specific affective strategies to navigate the frustrations that can arise during language acquisition, often stemming from feelings of unfamiliarity with the foreign language or negative perceptions of its native speakers By consciously fostering positive associations with the language, its speakers, and the learning process itself, these learners can mitigate emotional challenges Implementing targeted training can significantly assist students in addressing and overcoming these emotional hurdles by acknowledging potential frustrations as they occur.
1 2.2 Schmitt’s classification of vocabulary learning strategies
Schmitt (1993) separates into two groups which include: (i) Discovery Strategies and (ii) Consolidation Strategies
Learners can uncover the meaning of new words by utilizing their structural knowledge of the language, identifying cognates from their first language (L1), interpreting context, consulting reference materials, or seeking assistance from others Determination Strategies play a crucial role in helping learners effectively understand a new word's part of speech during this guessing process.
Inferring the meaning of an unknown word from context aligns well with the communicative approach, primarily focusing on understanding a word's meaning through its surrounding text This strategy necessitates a certain level of language proficiency, including the ability to decode new words and possess sufficient background knowledge on the topic Additionally, effective inferencing relies on the context providing ample clues, particularly those that are nearest to the target word.
One effective method for discovering new meanings is through the Social Strategy of consulting knowledgeable individuals, particularly teachers They can assist by providing L1 translations, synonyms, paraphrased definitions, or examples of the new word in context While L1 translations are quick and easily comprehensible for students, allowing for the transfer of knowledge such as collocations and associations to the L2 equivalent, there are drawbacks Teachers must be familiar with their students' mother tongues, and translation pairs often lack precise equivalence.
Grouping is essential for memory recall, as learners instinctively organize words into categories Studying new vocabulary alongside visual representations enhances understanding more effectively than traditional definitions Additionally, forming personal mental images of a word's meaning proves to be a more effective strategy than simple repetition when engaging with reading materials.
The present study implements the theory given by Schmitt (1993) as the mainstreaming model during research and analysis schedules.
Practical backgrounds
2 1 Students’ unde rstanding and performance in their English vocabulary learning
Vocabulary is crucial for language learning, as students recognize the need to master pronunciation, spelling, and meanings While traditional methods like repetitive reading, automatic writing, and analyzing affixes are commonly used, they often lack effectiveness and systematic approach, leading to students learning words individually from lists Techniques such as word association and using word cards can be time-consuming, highlighting the necessity for more efficient and structured vocabulary learning strategies.
2 2 High achievers’ opinions on vocabulary learning
High achievers understand that expanding vocabulary is crucial for success Knowing a word involves grasping its semantic value and various meanings Relying on Vietnamese equivalents may prove ineffective due to the lack of direct translations between languages Consequently, many learners prefer using monolingual dictionaries when encountering new words or confirming their meanings.
2 3 Teachers’ performance in their English vocabulary teaching
Traditional teaching methods remain significant in English vocabulary instruction, yet many educators express concerns about their effectiveness Various techniques, such as context guessing, word parts analysis, and the use of word cards, are employed to facilitate vocabulary acquisition through reading, listening, and speaking Additionally, teaching word collocations, multiple meanings, and grammar-related words is common However, vocabulary is often taught in isolation, leading to student disengagement and boredom with rote memorization To enhance vocabulary learning, more engaging and effective methods are urgently needed to stimulate student interest and improve understanding of lexical meanings Teachers typically develop their curricula based on lesson content, student proficiency, and grammatical focus to optimize teaching outcomes.
Presenting the new-word structures through contextualization
Teachers enhance learning effectiveness and student motivation by utilizing real or simulated situations for contextualizing new vocabulary By incorporating authentic scenarios in the classroom, along with appropriate facial expressions and actions, lessons become more engaging and the meanings of words are conveyed more clearly.
Presenting the new-word structures through dialogues
Students often favor reading and engaging in role plays during dialogues due to the positive outcomes these activities yield Teachers can efficiently introduce new vocabulary and structures through clear dialogues, minimizing the time needed to create contextual situations Additionally, students can encounter and understand new grammatical structures more effectively when they are presented in this straightforward manner.
Presenting the new words and their equivalent structures through visual aids
Adrian Doff emphasizes that utilizing visual aids, such as objects, classroom settings, students, and images, is the most effective method for presenting concepts clearly These visual tools can be integrated at any point during a lesson, enhancing understanding and engagement, as they can be reused multiple times for maximum impact.
Presenting the modal auxiliary verbs and their equivalent structures through examples
Using examples to present new vocabulary and their corresponding structures is highly effective Both inductive and deductive methods can lead to successful learning outcomes For instance, providing students with a range of examples allows them to deduce the rules independently Conversely, when teachers clearly explain the rules alongside examples, students can better understand and create sentences with guidance This approach ultimately enhances students' opportunities to engage with the language.
Review of the previous studies
Carlo (2004) investigated vocabulary learning strategies in English lessons and their impact on language acquisition Over a 15-week intervention, 254 bilingual and native English-speaking 5th graders from four schools across California, Virginia, and Massachusetts enhanced their vocabulary and reading comprehension Weekly lessons featured shared readings from diverse text genres, including newspaper articles, diaries, immigrant experiences, historical accounts, and fiction The study emphasized that vocabulary is best learned within rich semantic contexts, enabling students to make connections to other words and concepts, deepen their understanding, infer meanings from context, and utilize roots, affixes, cognates, and morphological relationships for effective comprehension.
Francis conducted a study to assess the effectiveness of integrating instructional practices aimed at enhancing vocabulary knowledge and comprehension among English Language Learners (ELLs) in middle-school social studies within central Texas school districts The study focused on two key strategies: selecting academic vocabulary to bolster students' language skills and offering opportunities for students to engage with new words through texts and video clips A total of 381 seventh-grade students from two middle schools were randomly assigned to 15 different social studies sections to participate in the research.
Two questionnaires were designed and directed to more than 100 students and teachers in one of China‘s key universities to improve vocabulary learning and teaching in ELT settings
An enhanced awareness of cultural difference, metaphorical competence and learners‘ autonomy in vocabulary acquisition would effectively facilitate the vocabulary learning to help them overcome their general learning style limitations
The study aimed to explore the challenges faced by non-native speakers in learning English vocabulary, specifically focusing on the word systems, roots, and affixation rules involving prefixes and suffixes Conducted over 10 weeks at a private English school in Korea, 54 students were divided into two groups, dedicating just 10 minutes of each 50-minute class to the targeted vocabulary The research sought to understand how students acquire and expand their knowledge of English affixation patterns, ultimately aiming to accelerate vocabulary learning and reduce the need for frequent dictionary consultations.
Effective vocabulary learning strategies include guessing meaning from context, utilizing mnemonic devices, and maintaining vocabulary notebooks Successful learners often employ techniques such as keyword mnemonics, flashcards, contextual guessing, production coping strategies, dictionary use, spelling rules, record-keeping, and motivation (Thornbury, 2002).
This study explores the vocabulary learning strategies utilized by second-year law students at VNU, focusing on their diverse learning styles It aims to identify effective methods to enhance vocabulary acquisition tailored to these styles Data was gathered through surveys and interviews, which were analyzed using both quantitative and qualitative approaches The results indicate that a significant number of students favor visual and auditory learning styles for vocabulary learning.
Research questions restated
The study is conducted to answer the following questions:
(1) Which discovery strategies and consolidation strategies do the twelfth form pupils and the high achievers use most frequently?
(2) Which discovery strategies and consolidation strategies do the twelfth form pupils and the high achievers perceive as most useful?
(3) Is there a significant difference between the use of strategies by high achievers and other participants in the study?
(4) How do the high achievers in Nguyen Tat Thanh High School perceive vocabulary learning?
Research method
This study utilized questionnaires, think-aloud tasks, and interviews to meet its research objectives Questionnaires were chosen for their cost-effectiveness and efficiency in training interviewers, allowing for the collection of high-quality, concise, and meaningful data in common language By providing respondents with identical questions, the study ensured comparability and objectivity in analyzing responses from a large sample within a short timeframe Additionally, think-aloud protocols enabled participants to verbalize their thoughts while completing specific tasks, offering researchers valuable insights into their cognitive processes during performance.
Interviews allow the interviewer to clarify questions and observe both verbal and non-verbal behaviors of respondents, who often respond in their own manner This method is effective for gathering personal information, attitudes, perceptions, and beliefs Initially, the interviewer poses open-ended questions to students, while selected students respond to think-aloud protocols in writing The researcher then collects data from various sources to gain a comprehensive understanding of classroom dynamics, carefully selecting and organizing relevant information to identify trends and themes Data interpretation follows, analyzing major themes across different types of data, including classroom, individual, and subgroup information Finally, by assessing the effects of the intervention, the researcher evaluates the results and determines necessary improvements.
Setting of the Study
The interdependent relationship between teachers, educational materials, and students is crucial for the success of lectures A study conducted at Nguyen Tat Thanh High School in Hanoi highlights this dynamic, focusing on the specific characteristics of both teachers and students, as well as the teaching and learning conditions within the school.
Nguyen Tat Thanh High School offers a conducive teaching and learning environment, featuring modern blackboards, equipment, and comfortable furniture Classrooms are spacious, and each is adorned with illustrative English materials that enhance the overall learning atmosphere However, the school faces a challenge with a lack of adequate English reference books and teaching aids, which can hinder student engagement To improve the effectiveness of English instruction, it is essential to adopt and implement innovative teaching techniques.
3.2 Participants of the study 3.2.1 Teachers
Nguyen Tat Thanh High School boasts enthusiastic and experienced English teachers, many of whom are young graduates or post-graduates While they prepare their lessons meticulously, they often rely on traditional teaching methods and materials To enhance the learning experience, there is a pressing need to incorporate engaging teaching aids in high school English classes.
Many students show enthusiasm and engagement in English lessons, but traditional teaching methods—like lectures and note-taking—fail to effectively harness their logical thinking and active participation Therefore, it is essential to implement innovative teaching techniques to enhance English learning outcomes.
Questionnaire I was distributed to 100 students (50 from talented classes and 50 from other classes), while Questionnaire II was handed out to the teachers respectively In order to help the subjects to understand the questions, every question and choices in student‘s questionnaires was dubbed in its Vietnamese translation The students were required to fulfill the questionnaire in one class hour, while the teachers were expected to finish it in their spare time of the day The answer sheets were collected after all subjects had finished them 100 copies of student questionnaires and 10 copies of teacher questionnaires were sent out, completed, collected and analyzed.
Data collection instruments and procedures
This study utilized questionnaires featuring various question types, including multiple choice, ranking, yes/no, and open-ended questions, as a quantitative data collection instrument The vocabulary learning strategies were designed based on the referencing process and observations of both traditional and modern learning methods employed by students This approach allows researchers to gather extensive information from a diverse participant pool and identify relevant answers to their inquiries Moreover, questionnaires provide an objective means of data collection, enabling students to express their opinions freely without fear of embarrassment or repercussions, as they can remain anonymous while responding.
This study utilized both pre-questionnaires (Questions 1 to 7) and post-questionnaires (Questions 8 to 11) to assess the attitudes of teachers and students towards English vocabulary teaching and learning The pre- and post-questionnaires featured distinct formats and content, enabling an evaluation of various vocabulary learning strategies employed by students and their perceptions of their effectiveness.
A survey was conducted at Nguyen Tat Thanh High School to gather insights on teaching and learning English vocabulary, utilizing two distinct questionnaires—one for students and another for teachers Participants were asked to select the responses that best reflected their opinions, ensuring a comprehensive understanding of their perspectives on vocabulary education.
For teachers (Questionnaire II): there are 3 questions to find out
Question 1 finds out the techniques or methods are used in teaching vocabulary and their effectiveness
Question 2 reveals the teachers‘ attitudes towards the vocabulary teaching
Question 3 shows the teachers‘ self-evaluation about their vocabulary teaching
For students (Questionnaire I): there are 11 questions conducted in order to study and the data collection is separate from talented classes and others
Question 1 aims to find out the students‘ attitudes towards learning English vocabulary in particular
Question 2 investigates the students‘ knowledge relevant to vocabulary learning
Question 3+4 aim to reveal advantages and disadvantages students have when learning vocabulary
Question 5 finds out the students‘ general ways in learning the meaning of words
Questions 6+7 investigate the students‘ feelings and self-evaluation on vocabulary learning and their effectiveness
Questions 8+9 are designed to examine vocabulary learning strategies the students often use in their study process
Questions 10+11 search the students‘ opinions on the usefulness of these strategies
Utilizing think-alouds allows researchers to demonstrate essential comprehension processes, including prediction-making, visualization, connecting new information with existing knowledge, and addressing challenges in word recognition and understanding (Gunning, 1996) This approach enables teachers to identify students' strengths and weaknesses effectively To assess the guessing abilities of high achievers in vocabulary acquisition, eight written excerpts have been specifically designed for evaluation.
Semi-structured interviews are effective for gaining a deeper understanding of social phenomena compared to purely quantitative methods like questionnaires These interviews include key questions that guide the exploration of specific areas while allowing for in-depth discussion of ideas and responses In this study, five targeted questions were utilized to interview high achievers.
Question 1 explores the high achievers‘ general knowledge about the meaning of a word Questions 2+3 find out the high achievers‘ opinions on the importance of vocabulary learning Question 4 investigates their study plans
Question 5 examines their outside-classroom learning strategies.
Data analysis procedures
Data was systematically collected and analyzed based on predefined criteria, allowing for a comprehensive interpretation of the results This analysis facilitates a comparison of the changes in my teaching methods alongside my students' learning outcomes.
After several weeks of investigation, the recorded classes showed very positive outcomes, indicating more complex interactions during lessons Students demonstrated greater involvement and interest in vocabulary improvement, leading to enhanced language complexity.
Students‘ understanding of vocabulary learning
Many students recognize the crucial role that vocabulary plays in language learning They understand that mastering vocabulary requires a solid grasp of essential elements such as pronunciation, spelling, and word meanings.
Table 1 Students’ understanding of vocabulary learning
Question 1 In your opinion, what is the position of vocabulary in English learning?
Question 2 What contents does vocabulary learning refer to?
Pronunciation and spelling of words 28%
Pronunciation, spelling and the meaning in the word list 36.7%
All the meanings related to the item 11.3%
Question 3 In your opinion, what is the difficulty in your vocabulary learning?
Question 4 In your opinion, what knowledge you have learned is helpful for your vocabulary learning?
Lexical knowledge (suffix, root, and stem of words) 20 % Contexts of word 30.4%
Table 1 shows that students find it most difficult in absorbing new words‘ meaning
(41.3%), then quite difficult with word collocation (24.7%) In order to study more effectively, they recognise that learning new words by contexts (30.4%) and by native culture (27.2%) help the study process better.
Students‘ practices in their English vocabulary learning
Many students prefer traditional vocabulary learning methods, including repetitive reading, automatic writing, analyzing affixes and roots, associating words, and using word cards with visual aids However, these techniques are often seen as ineffective and unsystematic, as students typically learn vocabulary in isolation from word lists Additionally, methods like word association and using word cards can be time-consuming Consequently, there is a pressing need for more effective and systematic vocabulary learning strategies.
Table 2 Students’ practices in their English vocabulary learning
Question 5 “How do you usually learn vocabulary?”
By analyzing affixes and roots 23.6%
By keeping word cards with pictures, photographs, objects, etc 2.4%
Question 6 How do you feel learning English vocabulary?
Question 7 How do you feel your efficiency in vocabulary learning?
A significant percentage of students experience headaches (36%) and boredom (45.3%) while learning English vocabulary, leading to notably low vocabulary learning efficiency These negative feelings have a considerable impact on their overall results in the study.
Teachers‘ practices in their English vocabulary teaching
Traditional teaching methods remain significant in English vocabulary instruction, yet many educators question their effectiveness Various techniques, such as contextual guessing, word parts analysis, and the use of word cards, are employed to aid students in acquiring new vocabulary through reading, listening, and speaking However, vocabulary is often taught in isolation, leading to student disengagement and boredom from rote memorization of word lists To enhance vocabulary learning and maintain student interest, more effective teaching methods are urgently needed Addressing this issue is crucial for expanding learners' vocabulary and improving their understanding of lexical meanings, ultimately increasing the efficiency of English vocabulary instruction in the classroom.
Table 3 Teachers’ practices in their English vocabulary teaching
Question 1 How do you usually teach vocabulary?
Ask students to read after me 20%
Explain the meaning listed in the text and make sentence examples 51.4%
Explain the root, stem, affix etc 15.7%
Explain the collocations of a word 12.9%
Question 2 How do you feel teaching English vocabulary?
Question 3 How do you feel your efficiency of vocabulary teaching?
Students‘ vocabulary learning strategies
The results will be presented by Tables organized in the ranking manner from the highest to the lowest
4.1 The most-used discovery strategies by the twelfth-form students (Table 4.1)
- The most commonly-used Discovery strategy for both the twelfth-form students and high achievers is guessing followed by the use of the dictionary
Table 4.1 Discovery strategies used by the twelfth form pupils
Guess its meaning from the context Look up the word in a Vietnamese/English dictionary Use an electronic or online dictionary
Ask my classmates or peers for the meaning Learn words from the mass media
Try to think of an English word that is similar Look up the word in an English dictionary Ask my teacher(s) for the meaning
Look at the parts of speech Look for the clues in the word itself Learn words from word lists or glossary Ignore it
Learn words through ICQ or chat room communication Interact with native speakers (e.g the NET)
Twelfth-form students predominantly utilize five key discovery strategies for understanding new vocabulary: guessing meanings from context (84%), consulting Vietnamese/English dictionaries (81.5%), using electronic or online dictionaries (79.5%), seeking assistance from classmates (77.5%), and learning from mass media (73.5%) While context-based guessing is the most common method, dictionary usage remains essential for vocabulary acquisition In contrast, the least favored strategies include learning through ICQ or chat room communication (27%) and interacting with native speakers (20%).
4.2 The most-used discovery strategies by the high achievers
- To consolidate a word in memory, the twelfth-form students and high achievers favour focusing on the spoken and written form of words
Table 4.2 Discovery strategies used by the high achievers
To effectively understand new vocabulary, consider these strategies: infer meaning from the context in which the word is used, identify clues within the word itself, and consult an English dictionary for definitions Additionally, engage with mass media to encounter words in various contexts, analyze their parts of speech, and utilize Vietnamese/English dictionaries for translations Finally, enhance your vocabulary by studying curated word lists or glossaries.
To enhance your vocabulary, consider using an electronic or online dictionary for quick definitions Engaging with your teachers can provide valuable insights into word meanings Interacting with native speakers offers practical context and usage Additionally, thinking of similar English words can help you grasp new terms more easily Don't hesitate to ask classmates or peers for clarification when needed However, sometimes it's also okay to ignore unfamiliar words and focus on those you already understand.
High achievers utilize four primary strategies for discovering word meanings: guessing from context (90%), analyzing clues within the word itself (75%), consulting an English dictionary (50%), and learning from mass media (40%) In contrast, the least effective methods include asking teachers for meanings (20%) and interacting with native speakers (5%) Notably, no students reported using strategies such as thinking of similar English words, asking classmates for definitions, or ignoring the word altogether (0%).
Twelfth-form students and high achievers exhibit distinct preferences in vocabulary acquisition strategies, with both groups favoring context clues and dictionary use According to Stern's theory, both demographics utilize cognitive strategies; however, twelfth-form students frequently seek assistance from peers (77.5%) and teachers (59%), indicating a reliance on interpersonal strategies In contrast, high achievers display greater independence, rarely consulting teachers (20%) or peers for definitions, reflecting their management and planning strategies in language learning Notably, neither group emphasizes social interaction with native speakers, suggesting a lack of preference for interpersonal strategies in this context Schmitt's theory highlights that both groups often guess meanings from context and utilize reference materials High achievers demonstrate persistence in learning new vocabulary, while a significant portion of twelfth-form students (31%) tend to overlook challenging words, hindering their progress Thus, persistence emerges as a key trait for achieving success in language acquisition.
4.3 The most-used consolidation strategies by the twelfth-form students
- The twelfth-form students believe asking teachers is the most useful whereas high achievers believe using mono-bilingual dictionaries is the most useful to discover a new word meaning
Table 5.1 Consolidation strategies used by the twelfth form pupils
Hear it spoken in English Divide the target word into syllables Study the spelling of the target word Use English words similar in sound Read it in a text
Connect it to other English words on the same topic Put it in a sentence
Study the word list Keep a vocabulary notebook Relate it to a visual image Use Vietnamese words similar in sound Study the word over time
According to Table 5.1, the five most commonly used consolidation strategies among twelfth-grade students include listening to the target word spoken in English (70%), breaking the word into syllables (69%), studying its spelling (67%), using phonetically similar English words (63%), and reading it in context (62%) In contrast, the least utilized strategies are employing Vietnamese words that sound similar (37%) and studying the word over time (35%).
4.4 The most-used consolidation strategies by the high achievers
- To enhance retention of a newly-learnt word, all students agree that the most useful Consolidation strategy is keeping a vocabulary notebook
- That the high achievers would use more grouping strategy to consolidate new words is the only difference
Table 5.2 Consolidation strategies used by the high achievers
Hear it spoken in English Divide the target word into syllables Study the spelling of the target word Use English words similar in sound Read it in a text
Connect it to other English words on the same topic Put it in a sentence
Study the word list Keep a vocabulary notebook Relate it to a visual image Use Vietnamese words similar in sound Study the word over time
High achievers favor effective consolidation strategies for vocabulary retention, with 85% preferring to connect target words to related English terms, followed by 75% who benefit from hearing the words spoken Additionally, 70% find it helpful to divide words into syllables, while 65% focus on studying the spelling Reading words in context is also beneficial for 50% of learners Conversely, the least effective methods include using phonetically similar English words (10%), maintaining a vocabulary notebook (10%), relying on Vietnamese sound-alikes (15%), and studying words over time (5%).
Based on the data from Tables 5.1 and 5.2, both twelfth-form students and high achievers frequently utilize five key vocabulary consolidation strategies: connecting target words to related English terms, hearing them spoken, breaking them into syllables, studying their spelling, and reading them in context According to Stern's theory, both groups prefer cognitive strategies for vocabulary consolidation, emphasizing the importance of grouping words in similar contexts, as suggested by Schmitt's theory They also focus on essential skills like listening, spelling, speaking, reading, and phonetics However, they tend to reject repetitive methods, such as isolated rewriting, viewing them as ineffective A notable difference is that high achievers rarely use phonetically similar English words, while twelfth-form students often employ imagery to aid memory Ultimately, twelfth-form students use a broader range of strategies to remember target words, whereas high achievers select the most effective methods, indicating they apply management and planning strategies more efficiently.
Students‘ perceptions of the usefulness of the strategies
5.1 The most useful discovery strategies perceived by the twelfth-form students
Table 6.1 Perceived usefulness of discovery strategies by the twelfth-form pupils
Guess its meaning from the context Look up the word in a Vietnamese/English dictionary Use an electronic or online dictionary
Ask my classmates or peers for the meaning Learn words from the mass media
Try to think of an English word that is similar Look up the word in an English dictionary Ask my teacher(s) for the meaning
Look at the parts of speech Look for the clues in the word itself Learn words from word lists or glossary Ignore it
Learn words through ICQ or chat room communication Interact with native speakers (e.g the NET)
Twelfth form students perceive the five most effective strategies for discovering word meanings as: asking teachers (69%), analyzing parts of speech (63%), seeking clues within the word (61%), consulting an English dictionary (59.5%), and interacting with native speakers (59.5%) Other strategies also show relatively high percentages, while the least favored methods include learning words through ICQ or chat room communication (37%) and ignoring unfamiliar words (24.5%).
5.2 The most useful discovery strategies perceived by the high achievers
Table 6.2 Perceived usefulness of the discovery strategies by the high achievers
Guess its meaning from the context Look up the word in a Vietnamese/English dictionary Use an electronic or online dictionary
Ask my classmates or peers for the meaning Learn words from the mass media
Try to think of an English word that is similar Look up the word in an English dictionary Ask my teacher(s) for the meaning
Look at the parts of speech Look for the clues in the word itself Learn words from word lists or glossary Ignore it
Learn words through ICQ or chat room communication Interact with native speakers (e.g the NET)
According to Table 6.2, high achievers find the top five vocabulary learning strategies to be highly effective: looking up words in an English dictionary (90%), asking teachers for meanings (80%), learning from word lists or glossaries (75%), guessing meanings from context (60%), and seeking clues within the words themselves (50%) Conversely, strategies such as learning words through ICQ or chat room communication (15%) and asking classmates for meanings (6%) are viewed as less useful, with no students rating the strategies of ignoring words or thinking of similar English words.
Both twelfth form students and high achievers share similar views on effective vocabulary discovery strategies, finding methods such as using an English dictionary, asking teachers for meanings, seeking clues within words, and guessing meanings from context to be particularly useful However, both groups rarely recognize the value of learning words through ICQ or chat room communication Schmitt's theory highlights the importance of context guessing and reference materials, while social strategies, like teacher assistance, are valued for providing quick and comprehensible L1 translations, synonyms, or definitions Although L1 translations facilitate knowledge transfer to L2, they require teachers to be familiar with students' mother tongues According to Stern's theory, cognitive and interpersonal strategies are deemed most effective Notably, twelfth form students appreciate a broader range of strategies compared to high achievers, who concentrate on a narrower selection and demonstrate more flexibility in management and planning strategies.
5.3 The most useful consolidation strategies perceived by the twelfth-form students
Table 7.1 Perceived usefulness of consolidation strategies by the twelfth-forms
Hear it spoken in English Divide the target word into syllables Study the spelling of the target word Use English words similar in sound Read it in a text
Connect it to other English words on the same topic Put it in a sentence
Study the word list Keep a vocabulary notebook Relate it to a visual image Use Vietnamese words similar in sound Study the word over time
According to Table 7.1, twelfth-grade students identify several effective vocabulary consolidation strategies, with 64% recognizing the importance of hearing words spoken in English and keeping a vocabulary notebook Additionally, 58% emphasize studying the spelling of target words, while 56% find dividing words into syllables beneficial Other strategies, such as using phonetically similar English words, constructing sentences, and studying word lists, also receive high recognition at 52% Conversely, relating words to visual images and using Vietnamese words with similar sounds are the least favored strategies, at 43% and 41%, respectively, yet still maintain a relatively high approval rate.
5.4 The most useful consolidation strategies perceived by the high achievers
Table 7.2 Perceived usefulness of the consolidation strategies by the high achievers
Hear it spoken in English Divide the target word into syllables Study the spelling of the target word Use English words similar in sound Read it in a text
Connect it to other English words on the same topic Put it in a sentence
Study the word list Keep a vocabulary notebook Relate it to a visual image Use Vietnamese words similar in sound Study the word over time
High achievers find several strategies effective for vocabulary consolidation, with 80% emphasizing the importance of keeping a vocabulary notebook Additionally, 65% advocate for studying words over time, while 60% suggest connecting new words to other English terms on the same topic Other notable strategies include studying word lists and spelling, both at 55%, and dividing target words into syllables, which 50% consider useful Conversely, relating words to visual images is favored by only 5%, and using Vietnamese words that sound similar received no support.
According to the analysis in Tables 7.1 and 7.2, both twelfth form students and high achievers value strategies like keeping a vocabulary notebook, studying word lists, practicing spelling, and breaking words into syllables for vocabulary consolidation However, high achievers particularly emphasize the importance of studying words over time and connecting them to related English terms, showcasing their diligent and organized learning approach They tend to focus on a limited set of effective consolidation strategies Following Schmitt's theory, grouping significantly enhances their learning process, while high achievers also demonstrate superior management, planning, and memorization strategies compared to twelfth form students, as highlighted by Stern's theory.
Think-aloud protocols by the high achievers
Context refers to the specific setting of a sentence or paragraph that determines the meaning of a word or phrase The meanings of a single English word can vary greatly depending on its context Therefore, context clues and understanding word parts, such as part of speech, are essential for learners to grasp the meanings of unfamiliar words or phrases effectively.
Context clues within a sentence can aid in deciphering the meaning of unfamiliar words by focusing on the surrounding language Key types of clues include synonym clues, which provide alternative words (e.g., "in other words"), antonym clues that highlight contrasts (e.g., "however"), general knowledge that relies on familiar information, and word parts such as prefixes, suffixes, and roots.
A series of excerpts, in which new words are highlighted for students to guess, are clearly given Students‘ oral answers and opinions will be written just after each relevant excerpt
Jennie didn‘t like the jacket her mother bought her until several strangers made remarks about how much they liked it
The sentence describes the strangers‘ comments cause her to change her opinions about the jacket So the meaning of the word ―remark‖ is to comment or state an observation
Even though John had a good job and a nice family, he yearned for more
The term "yearn" functions as a verb, specifically in the past perfect tense, indicating a strong desire The conjunction "even though" suggests that John desires something beyond his job and family, reinforcing that "yearn" signifies a deep longing for something else.
After Gears of Pain 6 came out, the amount of people playing Gears of Pain 5 declined Think-aloud protocol:
Usually, after a new game Gears of Pain 6 comes out, the amount of people playing the old game Gears of Pain 5 will be less Therefore, ―decline‖ means to go down
Anthropologists observe and record what a culture does, believes and says They do this in part by discussing material with informants
The term refers to individuals who supply information, functioning as a noun derived from the verb "inform." This understanding highlights the role of these individuals in disseminating knowledge to others.
Some of the trees in Redwood National Park are truly gargantuan, and in fact, they are the tallest trees in the world
I can guess from the last part of the sentence that ―gargantuan‖ means ―very large‖
Mary quickly recognized Mr Ashman's misogynistic attitudes upon becoming his assistant, making it challenging for her to discern whether his criticisms were directed at her professional abilities or her gender This environment highlighted the significant barriers women face in workplaces led by misogynists, as Mary understood that such an atmosphere would prevent any woman from attaining a top-level position in the company.
A misogynist, exemplified by Mr Ashman, is a man who may unjustly criticize women solely based on their gender This behavior indicates a lack of fairness toward women, leading to the conclusion that a misogynist fundamentally harbors a dislike for women.
It had been raining hard through the night so the ground was saturated
I may already know that it had been raining which means the ground must be wet It was raining hard, so this means the ground is probably very wet
Saturated = completely wet TECHNIQUE 1: USING THE VERB ―TO BE‖
The object following the verb ―to be‖ frequently identifies the subject
A noun or noun group following a noun and set off by commas (an appositive) it identifies the noun it follows
1 Mercury, the silver-colored metal used in the thermometers, is usually in a liquid form
2 Pacemakers, small electrical devices that stimulate the heart muscle, have saved many lives
3 Many young couples like to spend their honey moon in a resort area, a beautiful area TECHNIQUE 3: USING ―OR‖
A synonym following the word ―or‖ helps identify the word
1 The husky, or sled dog, of the North is hardy breed
2 Altitude, or the height above sea level, is a factor that determines climate
TECHNIQUE 4: USING EXAMPLES These terms as, like, such as, for example, for instance often include examples to identify the words:
1 Creatures such as the camel and penguin are so highly specialized that they can only live in certain areas of the word
TECHNIQUE 5: USING CLAUSES Adjective clauses introduced by the words that, where, who, when, which, whom sometimes identify words
1 Melody, which is the succession of sounds, takes on new interest when fit into arrhythmic pattern
TECHNIQUE 6: CONTEXT WITH CONTRARY WORDS Sometimes another word or words in another sentence or sentence part which has the opposite meaning from a new vocabulary item implies the meaning of the target word Contrary words But, In contrast, However, Unlike are usually used in this case
1 Don’t digress Stick to the topic
2 Failure is common in regular classes, but in honors classes it‘s rarity
3 I tried reading Lou‘s notes but I found them illegible However, your notes were easy to read
4 I do not shrink from this responsibility; I welcome it
TECHNIQUE 7: CONTEXT WITH SIMILAR WORDS Sometimes the meaning of a new word or expression is discovered from a similar word or expression in the context
1 The Empire State building, which has more than a hundred stories, is the world‘s tallest edifice
2 I understand the first problem, but the second is beyond my comprehension
The article presents a collection of excerpts featuring highlighted new words for students to guess Following each excerpt, students' oral responses and thoughts are recorded This approach allows students to utilize dictionaries to compare their initial guesses with the correct meanings, fostering a deeper mutual understanding of the vocabulary.
―Cowards die many times before their deaths The valiant never taste of death but once‖
(William Shakespeare‘s Julius Caesar) Think-aloud protocol:
From the above context you can tell the author is contrasting two ideas ―cowards‖ and the
―valiant‖ Can I check it in the dictionary?
Sure! There are several dictionaries on the bookshelf
The term "valiant" signifies bold courage and bravery, exemplified by a stout-hearted soldier It describes actions marked by heroism and valor, such as making a valiant effort In essence, "the valiant" contrasts with "cowards," representing brave individuals, making "valiant" synonymous with "brave."
High achievers‘ opinions about vocabulary learning
How do the high achievers in Nguyen Tat Thanh High School perceive vocabulary learning?
In this situation, several excerpts given are small talks done by students in terms of the importance of vocabulary learning High achievers recognize the importance of vocabulary learning
Excerpt 9 and 10 describe how the high achievers commented on vocabulary learning
Learning vocabulary is crucial for effective reading, writing, and listening skills A limited vocabulary can hinder our ability to express ideas clearly in both written and spoken forms Therefore, I believe the importance of vocabulary acquisition deserves a rating of 8.
Vocabulary and grammar are crucial components of my English studies, with grammar often taking precedence While I can convey my ideas using simple words, inadequate grammar can result in misunderstandings Thus, vocabulary and grammar complement each other effectively, and I would rate their importance as 8 out of 10.
7.2 What “knowing a word” means to the high achievers 7.2.1 Word meaning
Understanding a word involves grasping its semantic nuances and various meanings Relying solely on a Vietnamese equivalent can be ineffective due to the lack of direct correspondence between the two languages Consequently, many learners turn to monolingual dictionaries when encountering unfamiliar words or seeking clarification on meanings.
Semi-structured interviews are conducted and followed directly with interviewees‘ responses
To fully understand a word, learners must grasp its meaning and spelling Correct spelling is crucial for achieving marks in dictation; however, I often struggle with pronouncing certain ending sounds, such as "-ed" and "-s/es." For example, the pronunciation of "wanted," "stopped," "classes," and "opens" can vary based on the preceding vowels or consonants.
7.3 Lack of time on vocabulary learning
Semi-structured interviews are conducted and followed directly with interviewees‘ short answers and opinions
- In your opinion, is vocabulary learning important?
Student 12: Yes, so important in order to understand all things and phenomena around us
- Is your vocabulary learning well-planned?
Student 12: Not really, because in fact, I can learn from my teachers, newspapers, TV, etc So I think it is not necessary to have plans
- How much time do you spend on learning vocabulary outside classroom?
Student 12: Less than 1 hour because sometimes I am too busy and don‘t intend to spend time on revising lessons at home or outside classroom unless having tests and exercises
In conclusion, interviewees believe that while social strategies for vocabulary learning are seen as more engaging, learners tend to favor cognitive strategies because they are perceived as more familiar and effective.
This chapter summarizes the key findings of the study and discusses their pedagogical implications It highlights the contributions made to the existing knowledge of vocabulary learning strategies while also addressing the study's limitations Additionally, it offers suggestions for future research directions in this area.
Summary of major findings
In response to the four research questions, the main findings are shown as follows:
1 The most-commonly used Discovery Strategies for both the twelfth form students and the high achievers was guessing in the context followed by the use of the dictionary
2 Of the twelfth form students and the high achievers‘ favoured strategies, the spoken and written forms of the word are focused on to consolidate a word in memory
3 Generally, for the twelfth form students‘ belief, the most useful Discovery Strategy is asking the teachers for meaning; whereas for the high achievers, using a monolingual dictionary was believed to be the most useful strategy to discover a new word‘s meaning In fact, there are several typical differences between subjects‘ use and their perception about the usefulness of their own vocabulary learning strategies As analysed above, both the twelfth form students and the high achievers highly appreciate the usefulness of interacting with native speakers; however, it is factually revealed in the collected data that they seldom implement this discovery strategy during their learning process
Many Vietnamese students experience verbal passiveness, struggling with confidence in communicating in English despite years of study Often, they focus on just passing exams, leading to shyness and fear of making mistakes, compounded by limited opportunities to practice with native speakers While English lessons taught by native speakers aim to enhance listening and speaking skills, these opportunities remain scarce High achievers recognize the value of seeking clarification from teachers or peers but tend to favor independent learning and self-exploration This independence and creativity are crucial for their academic success.
4 In all students‘ opinion, keeping a vocabulary notebook unanimously was agreed to be the most useful Consolidation Strategy in order to enhance retention of a newly-learnt word
Both twelfth-grade students and high achievers recognize that studying vocabulary over time is an effective consolidation strategy; however, they often fail to implement it This may be due to time constraints or a preference for alternative methods that they find more effective for memorizing new words.
5 No significant difference between the twelfth form students and the high achievers is found in comparison with the use of strategies; but the only difference seems that the high achievers prefer using more grouping strategy to consolidate new words and have their own management and planning strategies to work well Almost students know about vocabulary learning strategies to discover and consolidate the target words; however, due to the differences among learning proficiency, learning preferences, time spent and so on, the high achievers have got better achievements than the other Therefore, many factors affect students to implement their appropriate learning strategies as well as their learning achievements, which will be my great concerns in the further research
6 Convincingly, the importance of vocabulary and vocabulary learning is recognized by the high achievers; however, the high achievers disappointingly did not have enough awareness about their learning plans
Albeit it could not be in common within the findings for all pupils at Nguyen Tat Thanh High School in Hanoi, possible recommendations could be given for future reference.
Concluding remarks and Recommendations
To enhance vocabulary acquisition in English as a Foreign Language (EFL), it is crucial to introduce diverse vocabulary learning strategies and provide essential strategy training for learners Allowing learners to select their own strategies based on their proficiency and learning styles can significantly benefit their progress Furthermore, both learners and teachers should focus on the quality and depth of vocabulary knowledge to ensure foundational success in EFL learning Establishing a shared understanding of learning goals is also vital when designing courses or curricula.
Memorizing vocabulary quickly can be challenging, but frequent exposure to words—by displaying them on walls, in notebooks, or on computer desktops—can enhance retention Engaging with stories allows language learners to create emotional and sensory connections to new vocabulary, moving beyond rote memorization This approach fosters deeper understanding and quicker memorization, as words become associated with characters, places, and relationships, mirroring real-life experiences.
To effectively learn vocabulary, it is crucial to study it in context rather than focusing solely on individual words Language learners should prioritize understanding phrases and sentences, as this approach enhances communication skills While flashcards can be useful, they are insufficient on their own; students must learn how to apply new words in various contexts Engaging with favorite topics and utilizing complete sentences will foster a deeper understanding When encountering unknown words, learners should analyze their context within sentences, looking for surrounding words and patterns to infer meaning Learning phrases creates vivid mental images, aiding retention and comprehension A dedicated notebook for phrases can be an excellent resource for regular review Additionally, developing context deduction skills is essential; using newly learned words in sentences or stories enriches the learning experience, allowing for more natural and subconscious acquisition of the language, ultimately enhancing writing and speaking abilities.
Flora Petersen, Communications Manager at Babbel.com, emphasizes that effective vocabulary learning requires a personalized approach rather than a one-size-fits-all method With 17 million users, Babbel advocates for integrating new languages into daily life and routines, adapting to various situations learners encounter To reinforce newly-acquired vocabulary, learners should employ diverse techniques such as writing, listening, spelling, singing, and engaging in creative play It’s crucial for learners to remain self-aware and goal-oriented, avoiding limitations imposed by preconceived notions or fixed study methods.
For visual learners, reading and writing are effective methods to enhance vocabulary Utilizing bilingual books allows for quick learning, as learners can easily reference translations for unfamiliar words Writing encourages the use of dictionaries, reinforcing the retention of new vocabulary through practical application, such as writing notes or recounting stories Additionally, using a mobile ultralingua dictionary can further support vocabulary acquisition.
Language exchange is a popular method for language learners, involving weekly meetups, such as coffee chats, where participants spend equal time practicing each other's target languages This approach encourages learners to actively recall known vocabulary while encountering new words, prompting them to seek clarification from their partner It also provides the opportunity to explain concepts in the target language or look up unfamiliar terms together, fostering a supportive environment free from the fear of making mistakes As learners engage in conversations, they reinforce their memory of words, while helping their partner with their vocabulary challenges enhances their own learning Additionally, informal chats with friends, whether online or via phone, often introduce new vocabulary that is likely to recur in future conversations.
The role of learners and learner responsibility are shed light on the results of the study
Recent research highlights the importance of learner initiative and independence in achieving higher levels of success in education When learners understand how to learn effectively, they are more likely to enhance their learning experience For example, by identifying which vocabulary to focus on, learners can expand their vocabulary and deepen their understanding of words Ultimately, while teachers and course materials play a role, it is essential for learners to take charge of their own learning To build their vocabulary, learners are encouraged to set personal goals, such as learning three new words each week and incorporating them into their speech and writing With consistent effort, learners can acquire thousands of new words, enabling them to use these words accurately and effectively in sentences.
Teachers should approach vocabulary instruction systematically to maximize learners' benefits in both classroom and real-world settings Word puzzles serve as an excellent resource for enhancing vocabulary, as they often incorporate a diverse range of unusual words to engage participants Various types of vocabulary puzzles, such as crosswords and hidden word games, not only bolster word knowledge but also enhance critical thinking skills Additionally, word games like Scrabble, Boggle, and Cranium are effective tools for expanding learners' vocabulary.
Understanding vocabulary as a dynamic blend of knowledge and skill is crucial for outlining effective vocabulary learning strategies The multifaceted nature of vocabulary learning requires various strategies tailored to different dimensions of the lexicon, as strategies effective for one dimension may not be applicable to another.
To enhance vocabulary acquisition, it is essential to introduce diverse learning strategies tailored to individual learner characteristics such as proficiency and learning styles A collaborative approach between teachers and learners in setting clear learning goals is vital for fostering learner initiative and independence, ultimately leading to higher achievement levels Educators should adopt systematic and principled methods for vocabulary instruction, creating a rich learning environment both in and out of the classroom Recognizing that each student and teacher possesses unique learning styles, it is important to understand that no single method can meet the needs of all learners, as these styles exist on a broad continuum Emphasizing that all learning styles are equally valid, students should be encouraged to expand their learning approaches to become more adaptable in various educational contexts.
Creating a safe and welcoming classroom environment is crucial for fostering student motivation and participation When students feel recognized and valued, they are more likely to engage in activities, especially after acclimating to a new setting A learner-centered, low-anxiety atmosphere significantly enhances language acquisition, as personalizing the environment helps students relax and cultivates a friendly atmosphere This increased comfort leads to greater motivation, allowing students to take risks in reading aloud or writing essays without fear of criticism.
Engaging in conversations is crucial for children's language development, as those who communicate frequently with their parents typically possess a richer vocabulary than their peers from less talkative homes To address vocabulary deficits, it is essential to create a highly interactive and language-rich environment for students, similar to that of more advantaged backgrounds Encouraging discussions on diverse topics and exploring the nuances of interesting words during daily interactions—both written and oral—can foster curiosity about language and enhance understanding of words in various contexts.
Incorporating challenging vocabulary into teaching and encouraging students to utilize these words in their speaking and writing can significantly enhance their vocabulary development A highly effective strategy is to increase students' reading time; research shows that those who read just 10 minutes a day outside of school experience much greater vocabulary growth compared to their peers who read infrequently (Nagy & Anderson, 1984) Ultimately, more reading leads to more encounters with words in varied contexts, fostering deeper understanding and retention of vocabulary.
Students need repeated exposure to words in various contexts to incorporate them into their working vocabulary, as research shows that encountering a word 12 times significantly enhances understanding compared to just 4 encounters (Mckeown et al., 1985) Teachers can facilitate this learning by providing texts with unfamiliar words, encouraging students to identify and guess their meanings, and discussing their strategies Instruction on using dictionaries effectively, including guide words and parts of speech, is essential Small pocket dictionaries can offer valuable insights and showcase multiple meanings of words To reinforce learning, frequently used or easily confused words can be displayed on a classroom word wall, updated weekly Additionally, students should engage in speaking and writing exercises that incorporate these words, allowing them to choose a word and provide clues for their peers to guess.
A sense of accomplishment plays a crucial role in motivating students, as positive feedback and reinforcement enhance their satisfaction and promote constructive self-evaluation When students receive affirmation, they are more inclined to take charge of their learning and outcomes, leading to greater engagement Additionally, praise significantly boosts students' self-confidence, competence, and self-esteem, fostering a more positive educational experience.
Limitations of the study
The data collected from questionnaires, think-aloud tasks, and interviews may be subject to self-reporting biases from participants, while the protocols and interview insights shed light on the strategic behaviors of high achievers Replicating this study with larger and more diverse populations would enhance our understanding of the intricate dynamics of vocabulary acquisition among L2 learners Future research should investigate how teaching affixes differentially impacts high- and low-proficiency learners Schmitt (2008) identifies two types of long-term memory: explicit memory, which aids in recollection, and implicit memory, which supports skill and habit formation Efficient organization of memory storage could potentially enhance vocabulary learning outcomes.
Suggestions for further researches
Current research explores the vocabulary learning strategies most commonly used by intermediate L2 learners and their perceptions of these strategies' effectiveness Notably, the study focuses on high achievers, allowing for an in-depth analysis of their strategy use and perceptions Additionally, investigating language proficiency as a key factor in vocabulary acquisition could yield valuable insights, particularly through further research among high achievers in various high schools.
In addition, for further vocabulary learning strategy research, cultural factors and pragmatic constraints should also be taken into account and, rather than finding universal
Effective vocabulary strategies cater to diverse groups of learners with varying backgrounds and abilities It is essential to implement longitudinal designs in research to enhance vocabulary development rather than merely focusing on word list retention.
Vocabulary acquisition research has primarily focused on the outcomes of learning rather than the processes involved in acquiring vocabulary Most studies have compared various strategies and control techniques, often overlooking the learner's role in managing their own learning To enhance vocabulary acquisition, researchers should shift their focus to understanding the natural processes of vocabulary learning in real-life foreign language contexts This approach aims to identify effective vocabulary learning strategies, discern what contributes to success or failure, and empower learners—particularly those who are experienced—to take an active role in their educational journey.
Significant knowledge remains to be discovered in vocabulary acquisition, highlighting the need for language learners and teachers to collaborate effectively towards shared educational objectives.
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Hiebert, E H (in press), Teaching and learning vocabulary: Bringing scientific research to practice Mahwah, NJ: Erlbaum
McIntosh, C (2013) Cambridge Advanced Learners Dictionary (4th edition)
Nguyen, T H T (2015) A study of English Vocabulary Learning Strategies exploited by the secon-year students of different learning style preferences at School of Law Hanoi:
Huynh, L M (2010) A study of learning English vocabulary of pupils at Quoc Hoc High
School in Qui Nhon Danang: University of Danang
In the realm of English vocabulary teaching and learning, Zheng (2012) emphasizes the importance of effective strategies to enhance vocabulary acquisition Additionally, Vliet (2014) gathers insights from 38 language-learning experts, showcasing a variety of preferred methods for mastering vocabulary These resources highlight the significance of diverse approaches in vocabulary education, providing valuable suggestions for both educators and learners.
Building Vocabulary Retrieved from https://www.teachervision.com/skill-builder/teaching-methods/48607.html?page=1
Vocabulary in content and techniques to guess meaning from context Retrieved from https://vi.scribd.com/doc/34771560/Vocabulary-in-content-and-techniques-to-guess- meaning-from-context
QUESTIONNAIRE I FOR STUDENTS Please stick (V) at your appropriate answers? (Hãy tích vào câu trả lời thích hợp)
Question 1 In your opinion, what is the position of vocabulary in English learning?
(Theo bạn, việc học từ vựng có quan trọng trong quá trình học tiếng Anh không?) Very important Important Not important
Question 2 What contents does vocabulary learning refer to?
(Việc học từ vựng bao gồm những thành phần nào dưới đây?) Pronunciation and spelling of words
Pronunciation, spelling and the meaning in the word list Collocations of words
All the meanings related to the item
Question 3 In your opinion, what is the difficulty in your vocabulary learning?
(Theo bạn, trong quá trình học từ vựng, bạn gặp phải khó khăn liên quan tới khía cạnh nào dưới đây?)
Pronunciation Spelling Meaning Word collocations (Kết hợp từ)
Question 4 In your opinion, what knowledge you have learned is helpful for your vocabulary learning?
(Theo bạn, những kiến thức nào dưới đây sẽ giúp ích cho bạn trong việc học từ vựng?) Lexical knowledge (suffix, root, and stem of words) (Ngữ âm)
Contexts of word (Ngữ cảnh) Western Culture Native language (Ngôn ngữ văn hóa bản xứ) Society-related knowledge (kiến thức xã hội)
Word collocations (Kết hợp ngữ)
Question 5 “How do you usually learn vocabulary?”
(Bạn thường học từ vựng như thế nào?)
By reading repeatedly (Đọc lặp lại)
By writing automatically (Viết lặp lại)
By analyzing affixes and roots (Phân tích tiền tố, hậu tố và thân từ)
By keeping word cards with pictures, photographs, objects, etc (Bằng tranh, ảnh… minh họa)
Question 6 How do you feel learning English vocabulary?
(Bạn cảm nhận như thế nào về việc học từ vựng?) Headache (đau đầu) Boring (tẻ nhạt) Interesting Very interesting
Question 7 How do you feel your efficiency in vocabulary learning?
Đánh giá hiệu quả học từ vựng của bạn có thể được phân loại thành các mức độ: không hiệu quả, không hiệu quả nhiều, hiệu quả, và rất hiệu quả Việc xác định chính xác mức độ này sẽ giúp bạn điều chỉnh phương pháp học tập của mình để đạt được kết quả tốt hơn trong việc ghi nhớ và sử dụng từ vựng.
Question 8: Which following discovery strategies of vocabulary learning do you often use?
(Bạn thường áp dụng những phương pháp nào dưới đây để tìm được nghĩa của từ mới?)
Guess its meaning from the context (Đoán nghĩa dựa vào ngữ cảnh) Look up the word in a Vietnamese/English dictionary (Sử dụng từ điển Việt – Anh)
Use an electronic or online dictionary (Dùng từ điển điện tử hoặc từ điện trên mạng) Ask my classmates or peers for the meaning (Tham khảo bạn cùng lớp)
Learning vocabulary through mass media is an effective method to enhance language skills By engaging with various forms of media, you can discover English words that closely resemble those in your native language This approach not only improves your understanding of context but also helps in retaining new vocabulary more efficiently.
Look up the word in an English dictionary (Sử dụng từ điển Anh – Anh)
Ask my teacher(s) for the meaning (Hỏi thầy/cô giáo trên lớp)
Look at the parts of speech (Nhìn vào từ loại)
Look for the clues in the word itself
(Dự đoán từ chính bản thân từ đó hiển thị) Learn words from word lists or glossary (Học từ bảng từ)
Ignore it (Bỏ qua) Learn words through ICQ or chat room communication (Học từ qua giao lưu trên phòng chát)
Interact with native speakers (e.g the NET) (Giao tiếp với người bản xứ)
Question 9: Which following consolidation strategies of vocabulary learning do you often use?
(Bạn thường áp dụng những phương pháp nào dưới đây để ôn tập từ mới đã học được?)
Hear it spoken in English (Nghe bằng tiếng Anh) Divide the target word into syllables (Chia từ thành các âm tiết)
Study the spelling of the target word (Học cách đánh vần của từ)
Use English words similar in sound (Sử dụng những từ tiếng Anh nghe giống từ cần học) Read it in a text
To enhance your vocabulary, connect specific words from a text to other related English terms within the same topic This practice not only enriches your understanding but also helps you construct meaningful sentences that incorporate these connections By doing so, you create a cohesive learning experience that reinforces the relevance of each word in context.
(Đặt từ vào trong một câu cụ thể) Study the word list
(Học qua bảng từ) Keep a vocabulary notebook (Tạo một quyển ghi chú từ mới) Relate it to a visual image
(Học qua hình ảnh) Use Vietnamese words similar in sound (Dùng từ Tiếng Việt giống âm với từ cần học) Study the word over time
Question 10: Look at the following discovery strategies, in your opinion, how does it work if/when you apply it during your learning?
(Theo nhận thức của bạn, những phương pháp học nghĩa từ mới nào dưới đây sẽ hữu dụng cho bạn trong quá trình học tập?)
Discovery Strategies Useful Not much Unuseful
Guess its meaning from the context Look up the word in a Vietnamese/English dictionary
Use an electronic or online dictionary Ask my classmates or peers for the meaning Learn words from the mass media
Try to think of an English word that is similar
Look up the word in an English dictionary Ask my teacher(s) for the meaning
Look at the parts of speech Look for the clues in the word itself Learn words from word lists or glossary Ignore it
Learn words through ICQ or chat room communication
Interact with native speakers (e.g the NET)
Question 11: Look at the following consolidation strategies, in your opinion, how does it work if/when you apply them during your learning?
(Theo nhận thức của bạn, những phương pháp ôn tập từ vựng nào dưới đây sẽ hữu dụng cho bạn trong quá trình ôn tập?)
Consolidation Strategies Useful Not much Unuseful
Hear it spoken in English Divide the target word into syllables Study the spelling of the target word Use English words similar in sound Read it in a text
Connect it to other English words on the same topic Put it in a sentence
Study the word list Keep a vocabulary notebook Relate it to a visual image Use Vietnamese words similar in sound Study the word over time
Please stick (v) at your appropriate answers?
Question 1 How do you usually teach vocabulary?
Ask students to read after me Explain the meaning listed in the text and make sentence examples Explain the root, stem, affix etc
Explain the collocations of a word
Question 2 How do you feel teaching English vocabulary?
Boring Interesting Headache Very interesting Question 3 How do you feel your efficiency of vocabulary teaching?
Not very efficient Inefficient Efficient Very efficient
THINK-ALOUD PROTOCOL Please look at the following cases and then try to guess the meaning of the boldface words? Explain your guessing as clearly as possible
(Hãy dự đoán nghĩa của những từ in đậm dựa theo ngữ cảnh? và giải thích dự đoán đó)
Jennie didn‘t like the jacket her mother bought her until several strangers made remarks about how much they liked it
Even though John had a good job and a nice family, he yearned for more
After Gears of Pain 6 came out, the amount of people playing Gears of Pain 5 declined
Anthropologists observe and record what a culture does, believes and says They do this in part by discussing material with informants
Some of the trees in Redwood National Park are truly gargantuan, and in fact, they are the tallest trees in the world
Excerpt 6: a Mary realized that Mr Ashman was a misogynist soon after she started working as his assistant b It is difficult for a woman to work for a misogynist She is never sure if his criticism is based on her work or on the fact that she is a woman c Mary knew that no woman would ever get a top-level job in a company run by a misogynist
It had been raining hard through the night so the ground was saturated
Can you infer the meaning of the boldface word below? (students can use dictionaries)
―Cowards die many times before their deaths The valiant never taste of death but once‖ (William Shakespeare‘s Julius Caesar)