A study on effective vocabulary learning methods for students at a high school in hung yen

Trang 1 Admin --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON EFFECTIVE VOCABULARY LEARNING METHODS FOR STUDENTS AT A HIGH SCHOOL IN HUNG YEN NGHIÊN CỨU PHƯƠNG PHÁP HỌC TỪ VỰN

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON EFFECTIVE VOCABULARY LEARNING METHODS FOR STUDENTS AT A HIGH SCHOOL IN HUNG YEN (NGHIÊN CỨU PHƯƠNG PHÁP HỌC TỪ VỰNG HIỆU QUẢ CHO HỌC SINH MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở HƯNG YÊN) Supervisor: Do Phuc Huong, PhD Student: Doan Quang Huy Student number: 11317017 Admin Hung Yen - 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON EFFECTIVE VOCABULARY LEARNING METHODS FOR STUDENTS AT A HIGH SCHOOL IN HUNG YEN (NGHIÊN CỨU PHƯƠNG PHÁP HỌC TỪ VỰNG HIỆU QUẢ CHO HỌC SINH MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở HƯNG YÊN) Student: Doan Quang Huy Student number: 11317017 Supervisor: Do Phuc Huong, PhD Hung Yen – 2021 i DECLARATION I certify my authorship of the study report entitled "A study on effective vocabulary learning methods for students at a high school in Hung Yen" is the result of my own research and the substance of this dissertation has not been submitted for a degree to any other university or institution If this declaration is found to be false, disciplinary measures and penalties can be taken and imposed following university policies and rules Signature Đoàn Quang Huy ii ACKNOWLEDGEMENT During the process of doing this graduation paper, I have received lots of necessary assistance, precious ideas, and timely encouragement from my teachers, family, and friends First, I would like to express my deepest attitude to my supervisor, Mrs Do Phuc Huong, who has been willing to spare her valuable time not only for reading, correcting, and improving my thesis but also for encouraging me to finish this thesis My gratitude also goes to all lecturers of the English Language in Foreign Language Department who have taught me many things Besides, I would like to thank all the members of the students of My Hao high school for helping me to complete this research and especially for their cooperation during the data collection process My sincere thanks go to all the authors of the books, magazines, and other material listed in the reference part for their ideas that have been reflected and developed in the study Last but not least, I would like to give my heartfelt thanks to my family, my friends who always encourage, and inspirit me to complete this graduation paper I hope that this thesis will be useful for readers However, I realize that this thesis is far from being perfect, so any criticisms, ideas and suggestions for the improvement of this thesis are greatly appreciated iii ABSTRACT The research aims at investigating the situation of learning vocabulary for students of a high school, the students’ attitudes towards learning vocabulary, the benefits of learning vocabulary in improving learning English, as well as methods that should be used to help students of high school participate learn vocabulary effectively The study gives a systematic presentation of the key theories related to methods of learning English vocabulary The various aspects of learning English vocabulary, as well as some of the difficulties in learning vocabulary, are thoroughly discussed The researcher distributed survey questionnaires to 39 students in My Hao high school's class 11a12, as well as conducted five random interviews with My Hao high school students to achieve the aforementioned goals Based on the analysis of the above sources of data, the researchers drew some significant conclusions The results of such research showed that studying English vocabulary of students at My Hao high school is needed to improve and students realized the importance as well as the usefulness of participating in learning vocabulary to improve the English language skills Finally, the data was analyzed and some suggestions were given to help the students of My Hao high school learn English vocabulary more effectively iv Table of Contents DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii CHAPTER I: INTRODUCTION 1.1 The rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of study 1.6 Design of the study CHAPTER II: LITERATURE REVIEW 2.1 Definition of vocabulary 2.2 Classification of vocabulary 2.3 The role of vocabulary in learning foreign languages 2.4 Factors that affect learners in the process of learning vocabulary 2.5 Definition of vocabulary learning methods 2.6 Classification of vocabulary learning methods 2.6.1 Language teaching methods 2.6.2 Vocabulary learning methods 2.7 Some Norbert Schmitt typical methods of learning vocabulary 2.8 Summary 11 CHAPTER III: THE STUDY 12 3.1 Research settings 12 3.1.1 Study program 12 3.1.2 School conditions 12 3.2 Research questions 12 3.3 Methods of research 13 3.3.1 Survey questionnaires 13 3.3.2 Interview 13 3.4 Research process 13 v 3.5 Data analysis 13 3.5.1 The role of vocabulary in learning English 13 Chart 3.1: The role of vocabulary in learning English 14 3.5.2 The method of guessing words 14 Table 3.1: The word prediction method 14 3.5.3 Communication method 15 Chart 3.2: The use of communication methods 15 Chart 3.3: ask friends method 15 Chart 3.4: Methods of communication when dealing with foreigners 16 3.5.4 Memorization method 17 Chart 3.5: Memory method 17 3.5.5 Cognitive method 18 Table 3.2: Cognitive method 18 3.5.6 Some other methods 18 3.6 Interviews 19 3.7 Direct responses to research questions 20 3.7.1 The role of vocabulary in learning English 20 3.7.2 Vocabulary learning methods at My Hao High School 20 3.7.3 Implication for effective vocabulary learning methods at high school 21 3.8 Summary 21 CHAPTER IV: CONCLUSION 22 4.1 Summary of the study 22 4.2 Limitations of the study 22 4.3 Suggestions for further studies 22 REFERENCES I APPENDIX I III APPENDIX II VI vi LIST OF CHARTS AND TABLES List of charts Chart 3.1: The role of vocabulary in learning English 14 Chart 3.2: The use of communication methods 15 Chart 3.3: ask friends method 15 Chart 3.4: Methods of communication when dealing with foreigners 16 Chart 3.5: Memory method 17 List of tables Table 3.1: The word prediction method 14 Table 3.2: Cognitive method 18 CHAPTER I: INTRODUCTION This chapter introduces the rationale, the aims, research questions, the scope, the methodology, and the design of the study 1.1 The rationale of the study Nowadays, English has a significant role since it has become an international language and is used as an official language in all fields such as aviation, business, science technology In Vietnam, English is becoming increasingly significant and is being taught as a required subject in schools If we consider learning English to be like constructing a home, then acquiring vocabulary is the basis for that home There are many ways to learn vocabulary, but having effective vocabulary enrichment methods is not easy In fact, the vocabulary learning method is ineffective Although it is difficult for learners to communicate successfully after many years of learning English Instead of what they have learned, they tend to use simple words Furthermore, how to use words is an important component in determining the quality of an essay Learners frequently encounter problems with their writing abilities Providing learners with vocabulary awareness is one method to aiding them in successfully utilizing English Only when the word is employed correctly and appropriately will the student be able to understand As a result, English vocabulary knowledge is limited, which has a substantial impact on English usage For the aforementioned reasons, the researcher delve into the in-depth study of these methods of learning vocabulary from My Hao high school students in order to find the master vocabulary learning methods of students majoring in English and research methods New learning aims to reinforce and improve the learning method of the students' major later 1.2 Aims of the study Studying this topic, the researcher want to solve the following problems: First, the topic helps students determine the importance of learning vocabulary and its relationship to listening, speaking, reading, and writing skills Second, the topic goes into research into the main vocabulary learning methods of the students at My Hao high school Third, the topic gives some suggestions on how to learn vocabulary effectively to help English learners build their own vocabulary 1.3 Research questions What roles does vocabulary play in learning English? What vocabulary learning methods students at My Hao High School usually use? What are the implication for effective vocabulary learning methods at high school? 1.4 Scope of the study To be suitable for students, the author only focuses on the following issues: Limit on research subjects Research on some major vocabulary learning methods of students of My Hao high school and give some suggestions on how to learn vocabulary effectively Limit on the site and research object Investigating the vocabulary learning method of 39 students from class 11a12 at My Hao High School (as well as consulting with other students in the school) 1.5 Methods of study 4.1 Document research method Conduct research, research related documents to have a rational basis for scientific thesis, accurate information for the analysis of the topic 4.2 Methods of investigation, survey Distribute survey questionnaires, collect information from students of My Hao High School to see these the main vocabulary learning methods of students specializing in English 4.3 Interview method Interviewing My Hao high school students directly to see how the methodology learns their vocabulary and the level of effectiveness of those methods 4.4 Methods of data analysis From the results obtained on the questionnaire, sum up and statistics to for the most accurate figures for the topic 1.6 Design of the study The study includes four main chapters, organized as follows: Chapter 1: Introduction - The rationale of the study - Aims of the study - Research questions - Scope of the study 15 3.5.3 Communication method Usage level of question 2.10 always 7.5 31.3 often 37.3 sometimes 23.9 rarely Chart 3.2: The use of communication methods The chart depicts the use of the communication method of directly asking the teacher, with 31.3% always using it, 23.9% often, 37.3% sometimes, and 7.5% rarely, the method of directly asking teachers about the meaning of words and related problems It also has the support of quite a few students and is considered to be an effective way of learning Teachers will provide learners with the necessary information and are ready to answer all their questions However, we should not rely too much on teachers, leading to passively absorbing knowledge Usage level of question 2.11 1.5 10.4 43.3 44.8 always often sometimes rarely Chart 3.3: ask friends method The chart shows that asking friends is the most commonly used vocabulary learning method among students in the above group of methods (43.3% always, 44.8% often, 10.4% sometimes and only 1.5% rarely use it) During each class, teachers provide students with 16 interactive activities Thus, students can freely exchange and ask questions Moreover, for people of the same age, information exchange will take place more smoothly and comfortably Usage level of question 2.12 12 12 always often 70 sometimes rarely Chart 3.4: Methods of communication when dealing with foreigners According to this figure, if there is an opportunity to communicate with native English speakers on a regular basis, the learners' ability to speak and vocabulary will greatly increase However, for My Hao high school students, the opportunities to interact with foreigners are very few In addition, they are afraid of being rejected or laughed at or not confident enough by others, so learning vocabulary in this way is not popular (6% always use it, 12% use it often, 12% are sometimes sometimes and up to 70% rarely used) 17 3.5.4 Memorization method Usage level 50 43.3 45 37.3 40 35 38.8 37.3 35.8 31.3 30 25 23.9 20 13.4 15 10.4 10.4 10.4 7.5 10 2.13 2.14 always often sometimes 2.15 rarely Chart 3.5: Memory method It can be seen that grouping words together by function and topic is a trick that students apply quite a lot, with 10.4% always using, 43.3% often using, 35.8% used sometimes, 10.4% rarely used Currently, there are many books about vocabulary by topic and vocabulary by function Learners can refer to them to learn better vocabulary According to the survey results, the number of students learning words through related words is relatively high: 13.4% always, 38.8% often, 37.3% sometimes and 10.4% rarely used The groups of words can be related in meaning, function or kind So this is a logical and systematic way to learn vocabulary Using illustrations as a technique is also quite popular among students (31.3% always use them, 23.9% often, 37.3% sometimes and 7.5% rarely) The purpose of using pictures is so that the vocabulary learning process doesn't get boring Obviously, remembering the meaning of words through images is simpler than through definitions However, not every word is possible illustration with pictures With abstract words, learners need to apply a different way of learning 18 3.5.5 Cognitive method Table 3.2: Cognitive method Question Usage level always often sometimes rarely 2.16 47,8% 41,8% 9% 1,5% 2.17 34,3% 49,3% 11,9% 4,5% 2.18 26,9% 43,3% 26,9% 3% 2.19 20,9% 44,8% 31,3% 3% 2.20 16,4% 31,3% 37,3% 14,9% 2.21 25,4% 34,3% 29,9% 10,4% The data table shows the answer for a survey on the frequency of the usage of the cognitive methods to remember vocabulary of students Read aloud many times to practice pronunciation methods and read silently to remember methods are chosen by students to learn vocabulary at a high rate The students who read aloud many times to practice pronunciation had the highest rates, with 47.8% always and 41.8% frequently in learning vocabulary Besides, students choose the method of reading silently to remember at a high rate, with 34.3% always using it and 49.3% of students frequently using it As can be seen, some effective vocabulary learning methods are commonly used by students 3.5.6 Some other methods Through the survey, the researchers have added some new methods from the students that are effective Firstly, some students regularly learn vocabulary by reading bilingual stories and look up in the dictionary Another way of learning that some of the students mentioned is organizing group lessons, participating in extracurricular sessions One clever way to learn is to call out the English names of objects around them or the names of products advertised on television In short, there are many different ways to learn vocabulary However, whether it is effective or not is due to the judgment of each person To choose the most suitable way to learn vocabulary, learners need to base their learning goals on knowing words or remembering words, to remember the meaning of words or the pronunciation of words, to learn words to build good vocabulary, solving exercises …etc… In addition, learners need 19 to be in constant contact with words through vocabulary exercises to reinforce their vocabulary 3.6 Interviews Question 1: How you assess your vocabulary learning? Five members of My Hao High School were interviewed about the importance of learning vocabulary Everyone has the same answer "So is the importance of learning English vocabulary, the current trend of globalization and integration when English becomes a global language The promotion of learning English vocabulary is an extremely essential need Therefore, learning vocabulary is extremely important " Question 2: In your opinion, is vocabulary important to students in high schools? When they were interviewed about the importance of English vocabulary, five students (100%) agreed that it is the most important Vocabulary helps them communicate better, understand the lesson content easier, helps them better on tests Without vocabulary, they will not be able to improve their listening, speaking, reading and writing skills Question 3: What difficulties have you encountered in learning vocabulary? The first student has the answer that words have many meanings Because of learning new vocabulary, I often get confused because sometimes a word has many different definitions and it is difficult to remember all of them The second student's opinion is that she doesn't remember the stress, because I only paid attention to how the word was pronounced and ignored the stress The third student said that writing and reading are different That makes me not know how to read properly, which is a big obstacle for me The last two students admitted that they often forgot words and mispronounced words Therefore, this makes them feel depressed, lack of confidence, lose interest in learning English vocabulary Besides, they also pointed out that when communicating, not knowing how to use vocabulary is also a problem that students often face when practicing Question 4: What are your effective vocabulary learning methods? The first student proposed a method of goal planning when studying and learning at your own level Secondly, a student said his method of learning English vocabulary is using newly learned words and using mind maps when studying Last, all of the students said that they usually watch films, listen to music and read books to learn new words Besides, their method for remembering vocabulary is to repeat the word many times 20 Question 5: Can you suggest some effective methods to learn vocabulary for students at your high school? The first student proposed the method “Right after introducing new vocabulary, teachers need to have activities to help students practice and ensure those words will be repeated in the next sessions Students have the opportunity to use those words again so they can put them into long-term memory.” The researcher thinks it's a good idea because in order to remember a word, it takes practice and repetition of the word The second student offers the method of “using words in phrases, diagrams” In the end, the rest of the members all agreed with the method of always using illustrations, making the words memorable and finally rewriting what you have learned They found that these methods were effective for improving English vocabulary 3.7 Direct responses to research questions 3.7.1 The role of vocabulary in learning English Based on the first survey question, learners see that learning vocabulary with students is very important Students correctly understand the role of vocabulary is an advantage for both teachers and learners Obviously, when students are aware of the role of vocabulary learning, students will be more interested in learning vocabulary Because of that excitement, the quality and effectiveness of learning are also higher The responses to the survey questionnaires show that students often learn vocabulary with many different ways to add more vocabulary for themselves Through survey questions, we show that they really want to improve their English level and appreciate that learning vocabulary is extremely important 3.7.2 Vocabulary learning methods at My Hao High School Research has proposed some methods that students can apply to help them learn English vocabulary effectively from the benefits of learning vocabulary According to the study, it is shown that students applied the study methods to learn English vocabulary:  Guess words based on context  Look up in the dictionary  Ask friends  Read aloud many times to practice pronunciation  Read silently to remember 21  Use illustrations  Ask the teacher directly  Students practice and ensure those words will be repeated in the next sessions  Using words in phrases, diagrams  Making the words memorable  Rewriting what you have learned Most of the respondents said that they appreciate learning vocabulary Students are quite active in the learning process Students also suggest watching movies, listening to music, and reading books to learn new words In short, these suggestions are quite realistic and need to be applied 3.7.3 Implication for effective vocabulary learning methods at high school The implication for effective vocabulary learning methods is to assist students in improving their foreign language learning abilities Boost the quantity of knowledge and reflexes when they use listening, speaking, reading, and writing skills in the learning process, and practical application 3.8 Summary In this chapter, the researcher discussed the findings of the study to answer three research questions proposed in the introduction and gives some suggestions for improving English vocabulary In the next part, the researcher would like to give the conclusion of the study and also the limitations and suggestions for further study 22 CHAPTER IV: CONCLUSION In this chapter, the researcher has summarized the research content, given the limitations of the research and the directions of further research that the topic could develop in the future 4.1 Summary of the study The study is divided into four chapters, each with its own purpose, to achieve the author's goal for his research Each method of learning English vocabulary has its own purpose and advantages Choosing a method that is both suitable for the learners' abilities and the highest efficiency is an essential factor for English learners In this research topic, the researcher completely relies on author Norbert Schmitt's previous research as a theoretical foundation for our main research on the vocabulary learning methods of students at My Hao high school The researcher hope this is not just research but will be the most effective vocabulary learning method for English learners Through this study, the author wants to emphasize that a successful English learner is someone who can skillfully apply learning methods suitable to their goals and learning style It is important to make the most of those methods to make progress in vocabulary learning in particular and in learning English in general 4.2 Limitations of the study Although the research was carried out with the best effort of the researchers, there are still some limitations due to the researchers' limited time and ability and experience Initially, the researcher could not proceed with the participation of all students at the school Secondly, because the researchers conducted surveys and interviewed students online during the COVID-19 epidemic, therefore, the students may not give the exact answers This is one of the obstacles for the researcher Despite the limitations mentioned, the researcher hopes that this research will contribute to a better situation of English vocabulary learning for students at My Hao high school 4.3 Suggestions for further studies This topic has proven that the learning method plays a very important role in the vocabulary learning of My Hao high school students in particular, as well as English learners in general To choose suitable learning methods, learners need to base themselves on their goals, interests and ability to learn 23 However, in order for learners to choose the most effective learning methods, one factor to consider is the advantages and disadvantages of each of the above vocabulary learning methods A person may like to use guessing and find it effective, but the other may not That comes from the subjective assessments of each person As a result, as research in this field continues, the author can concentrate on analyzing the benefits and drawbacks of each of the aforementioned learning methods so that students can assess and select their own effective vocabulary learning methods In this topic, the researcher only conduct research on subjects who are My Hao high school students The next studies can be studied on other subjects such as: English beginners, amateur students, university students I REFERENCES Avila, E., & Sadoski, M (1996) Exploring new applications of the keyword method to acquire English vocabulary Language learning, 46(3), 379-395 Ellis, R (1997), Second Language Acquisition, Oxford: OUP Laufer, B (2010) Form focused instruction in second language vocabulary learning In Chacón-Beltrán, R., Abello-Contesse, C., Torreblanca-López, M.M., López-Jiménez, M.D (Eds.), Further insights into non-native vocabulary teaching and learning (pp.15– 27) Bristol: Multilingual Matters Lawson, M J., & Hogben, D (1996) The vocabulary‐learning strategies of foreign‐ language students Language learning, 46(1), 101-135 Nation, I.S.P (1990), Teaching and Learning Vocabulary, New York: Newbury House Publisher Nation, I.S.P (2006) How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59–82 Newton, A C (2001) Protein kinase C: structural and spatial regulation by phosphorylation, cofactors, and macromolecular interactions Chemical reviews, 101(8), 2353-2364 Nunan, D (1999) Second Language Teaching & Learning Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978 Oxford, R (1990), Language Learning Strategies, Boston: Heinle and Heinle Publisher 10 Pyles, T & Algeo, J (1979), English – An Introduction to Language, New York: Harcourt, Brace 11 Pyles, T., & Algeo, J (1970) English: An introduction to language Harcourt College Pub 12 Rivers, W.M (1983), Comunicating Naturally in a second language, Cambridge: Cambridge University Press 13 Rubin, J and Thompson, I (1994), How to be a more successful Language Learner, Boston: Heinle and Heinle Publisher 14 Schmitt, N (1997), Vocabulary Learning Strategies, Cambridge: Cambridge University Press 15 Spada, N., & Lightbown, P M (1999) Instruction, first language influence, and developmental readiness in second language acquisition The modern language journal, 83(1), 1-22 II 16 Spolsky, B (1989), Conditions for Second Language Learning, Oxford: OUP 17 Stoffer, I (1995), University Foreign language student’ choice of vocabulary learning strategies as related to individual different variables, Unublished doctoral dissertation, University of Alabama, Alabama 18 Swain, M (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development In Gass, S., Madden, C (Eds.), Input and second language acquisition (pp 235–253) Rowley, MA: Newbury House 19 Thornbury, S (2002) How to teach vocabulary (13 impr) Harlow 20 Troike, R C (1976) The contribution of linguistics to bilingual-bicultural education NABE, 1(3), 59-63 21 Ur, Penny (1996), a course in Language Teaching, Cambridge: Cambridge University Press 22 Van Hell, J G., & Mahn, A C (1997) Keyword mnemonics versus rote rehearsal: Learning concrete and abstract foreign words by experienced and inexperienced learners Language learning, 47(3), 507-546 23 Wilskins, D (1972), Linguistics in Language Teaching, London: Edward Arudd III APPENDIX I SURVEY QUESTIONNAIRES ON VOCABULARY LEARNING METHODS OF STUDENTS AT MY HAO HIGH SCHOOL The purpose of the questions below is to find the core vocabulary learning methods of students at My Hao high school The author will investigate your response, and it will be an exceptionally useful contribution to the topic The author appreciate your help and your honest and accurate answers Please circle the option that works best for you (Bạn khoanh tròn vào phương án phù hợp với bạn.) Question 1: What is your assessment of the role of vocabulary in learning foreign languages? (Câu 1: Đánh giá bạn vai trò từ vựng việc học ngoại ngữ?) a Very important b Important c normal d Not important Question 2: Which of the following vocabulary learning methods you usually use? Please tick  in your choice (Bạn thường sử dụng phương pháp học từ vựng đây? Vui lòng điền dấu  vào lựa chọn bạn.) Method Usage level (Phương pháp) (Mức độ sử dụng) 2.1 Guess words based on type words (Đoán từ dựa vào từ loại) 2.2 Guess the word based on the root word (Đoán từ dựa vào gốc từ) 2.3 Guess the word based on the affix (Đoán từ dựa vào phụ tố) 2.4 Guess words based on the same root word Always Often Sometimes Rarely (Luôn (thường (thỉnh (ít khi) ln) xun) thoảng) IV (Đốn từ dựa vào từ gốc) 2.5 Guess words based on context (Đoán từ dựa vào ngữ cảnh) 2.6 Design a word list by topic (Thiết kế danh mục từ theo chủ điểm) 2.7 Design word lists for synonyms and antonyms (Thiết kế danh mục từ theo từ đồng nghĩa, trái nghĩa) 2.8 Design word lists by category words (Thiết kế danh mục từ theo từ loại) 2.9 Use flash cards (Sử dụng thẻ từ) 2.10 Ask the teacher directly (Hỏi trực tiếp giáo viên) 2.11 Ask friends (Hỏi bạn bè) 2.12 Communicate with foreigners (Giao tiếp với người nước ngoài) 2.13 Use illustrations (Sử dụng tranh ảnh minh hoạ) 2.14 Related words to learn with related words (Liên hệ từ cần học với từ có liên quan) 2.15 Group words together by function and topic (nhóm từ với theo chức chủ đề) V 2.16 Read aloud many times to practice pronunciation (Đọc to nhiều lần để luyện phát âm) 2.17 Read silently to remember (Đọc thầm để nhớ) 2.18 Write a lot to remember spelling (Viết nhiều để nhớ tả) 2.19 Use the list of words in the textbook (Sử dụng danh mục từ sách giáo khoa) 2.20 Listen to tapes describing objects in English (Nghe băng mô tả đồ vật tiếng Anh) 2.21 Create a word notebook (Tạo sổ ghi từ) Question 3: What you have any other ways of learning English vocabulary other than the above? Why would you use that way? ………………………………………………………………………………………….…… …………………………………………………………………………… ………………… ……………………………………………………………………………….……………… ………………………………………………………… …………………………………… …………………………………………………………………… ………………………… ……………………………………… ……………………………………………………… ………………………………………………………… …………………………………… …………………… ………………………………………………………………………… ……………………………………………… ……………………………………………… … …………………………………………………………………………………………… VI APPENDIX II INTERVIEW QUESTIONS ON VOCABULARY LEARNING METHODS OF STUDENTS AT MY HAO HIGH SCHOOL Question 1: How you assess your vocabulary learning? (Bạn đánh giá việc học từ vựng nào?) Question 2: In your opinion, is vocabulary important to students in high schools? (Theo bạn, vốn từ vựng có quan trọng học sinh phổ thông không?) Question 3: What difficulties have you encountered in learning vocabulary? (Những khó khăn mà bạn gặp phải việc học từ vựng gì?) Question 4: What are your effective vocabulary learning methods? (Phương pháp học từ vựng hiệu cho thân bạn gì?) Question 5: Can you suggest some effective methods to learn vocabulary for students at your high school? (Bạn đưa số phương pháp gợi ý để học từ vựng cho học sinh trường trung học bạn?) Thank you very much for your co-operation (Cảm ơn nhiều hợp tác bạn!)