Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE STRATEGIES TO IMPROVE VOCABULARY FOR THE FIRST-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AN
INTRODUCTION
Rationale of the study
In recent years, English has emerged as a dominant trend across various sectors, including business, diplomacy, media, and transportation Mastering English offers numerous advantages, yet it poses challenges, particularly for students majoring in the language At UTEHY, a significant number of students are dedicated to studying English, highlighting its importance Learning vocabulary serves as the foundational element in this process, akin to building a house While there are numerous methods available for vocabulary acquisition, developing an effective strategy for vocabulary enrichment remains a complex task.
This research thesis focuses on exploring effective strategies to enhance vocabulary acquisition among first-year English major students at Hung Yen University of Technology and Education The study aims to identify and implement methods that can significantly improve the vocabulary skills of these students, thereby contributing to their overall language proficiency and academic success.
Despite years of English study, many learners struggle with effective communication, often resorting to simple vocabulary rather than utilizing their broader knowledge The choice of vocabulary significantly impacts the quality of writing, yet students frequently face challenges in selecting words that are both precise and appropriate This research aims to emphasize the importance of vocabulary in teaching and learning, encouraging both students and educators to focus more on vocabulary acquisition.
A key to successful English learning is a strong vocabulary foundation Proper and appropriate use of vocabulary is essential for accurate comprehension Consequently, a limited vocabulary significantly hinders effective communication in English.
Many students often lack interest in vocabulary learning, perceiving vocabulary classes as tedious Additionally, acquiring vocabulary can be challenging and time-consuming.
The researcher conducted a study titled "Strategies to Improve Vocabulary for First-Year English Major Students at Hung Yen University of Technology and Education" to identify key factors affecting vocabulary acquisition and propose effective solutions.
The aims of the study
The main aims of this study are to:
- investigate the students' attitudes towards learning English vocabulary
- find out the students' difficulties in learning vocabulary
- suggest some techniques to help students to learn vocabulary effectiveły
Research questions
1.What are the student's attitudes towards learning English vocabulary?
2.What are the students' difficulties in learning English vocabulary?
3 What are some effective techniques to help students learn vocabulary better?
The cope of the study
This study investigates effective strategies for enhancing vocabulary among first-year English major students at UTEHY Due to constraints related to time, knowledge, and limited references, it does not address all vocabulary-related challenges Instead, it specifically concentrates on exploring methods to improve vocabulary skills Additionally, the research does not encompass the entire student population at UTEHY.
It is confined to the first-year students in the English faculty at UTEHY only.
The method of the study
The study will be conducted using quantitative, qualitative methods The study includes survey questionnaires for both teachers and students, interview questions for students only of K18 at the FFL
After getting the results, the researcher will use the tables and tables, and charts for presenting the collected data.
Design of the study
The study includes fours four main chapters, design as follows: Chapter 1: Introduction
- The aims of the study
- The cope of the study
- The method of the study
- Difficulties in learning English vocabulary
- Effective strategies for learning English vocabulary
- Discussion about the result of the study
- Suggestions for teaching and learning
- The limitations of the study
LITERATURE REVIEW
Overview of vocabulary
There are many different definitions of vocabulary Corresponding to its particularly important role in learning foreign languages, vocabulary becomes the main concern of researchers, teachers, and learners
According to Ur, Penny (1996), vocabulary encompasses the words taught in a foreign language, which can range from single words to combinations of two or more words, including multi-word idioms.
Pyles and Alges (1970) emphasize that words are the fundamental building blocks of language, serving as the crucial link between sound and meaning This connection enables effective communication and allows for the construction of sentences, dialogues, and speeches in various formats Consequently, a strong vocabulary is essential for mastering foreign languages.
There are many ways to classify clumsy words according to different criteria, characteristics, and functions
Based on semantics, words are classified into words representing content and words with grammatical functions
Based on grammar, words are divided into words of different categories They can be nouns, verbs, adjectives, adverbs, prepositions, articles, or conjunctions
There are three categories of words based on their frequency of use: high usage, low usage, and specialized vocabulary A significant study has identified lists of the 1,000, 2,000, and 3,000 most commonly used words in English, which greatly influence English teachers and learners alike.
A linguist's vocabulary is categorized into active and passive vocabulary, reflecting the methods of linguistic learning Active vocabulary encompasses words that a person can understand, pronounce accurately, and use effectively in both speaking and writing In contrast, passive vocabulary consists of words that individuals can recognize and comprehend in context but struggle to produce or use correctly.
2.1.3 The importance of vocabulary in learning a foreign langiage
Vocabulary is crucial in language learning, serving as the foundation for effective communication Developing a robust vocabulary is essential for creating meaningful conversations and understanding various concepts, events, and actions Although there are numerous methods to enhance vocabulary, establishing an effective enrichment strategy can be challenging Research has explored various aspects of vocabulary, including usage, material design, assessment, and learning strategies As Troike (1976) stated, a strong vocabulary is vital for recognizing and understanding the names of things, making it necessary for learners to engage with the target language both in and out of the classroom.
Scott Thornbury (2002:13) emphasizes that "Without grammar, little can be expressed, but without a vocabulary, nothing can be conveyed"
David Wilkin (1972) emphasized that focusing primarily on grammar may hinder your English improvement Instead, significant progress can be achieved by expanding your vocabulary and phrases While grammar plays a role, effective communication relies heavily on a rich vocabulary, which is crucial for enhancing listening, speaking, reading, and writing skills in language learning.
Factors that affect learners in the vocabulary learning process
According to Lightbown and Spada (1999), the factors that influence an individual's vocabulary learning include intelligence, personality, aptitude, motivation and opinion, excitement, beliefs, age, and learning methods of learners
Rubin and Thompson (1994) have the same point of view that increasing age, aptitude, personality, learning method, and experience are factors that influence vocabulary learning learner
Polsky (1989) introduced two additional factors: learning style and method of learning Nunan (1999:171) highlights the significance of understanding learning methods, stating that it enhances learners' awareness of their learning processes, leading to more effective outcomes Similarly, Ellis (1997) noted that successful learners employ a variety of methods at different stages of their learning journey, contrasting with unsuccessful learners who do not He emphasized that recognizing key learning methods enables educators to tailor their teaching strategies for better student outcomes.
So, the learning method is the decisive factor for the successful vocabulary learning of each individual.
Definition of vocabulary learning method
There is no official definition for vocabulary learning, as it is often considered part of broader language learning methods Therefore, understanding language learning methods can also define vocabulary acquisition According to Oxford (1990), a prominent figure in linguistic methodology, the significance of method lies in its ability to enhance learners' active participation and communication skills, making it essential for effective language learning.
Rubin (1987) and Schmitt (1997) define methodology as a systematic process for passing, accumulating, acquiring, and utilizing information Essentially, learning methods encompass the specific thoughts and behaviors that individuals employ to enhance their understanding, perception, and retention of new information.
Classification of vocabulary learning method
The traditional "Grammar Translation Method" emphasizes vocabulary acquisition by having teachers introduce new words, prompting students to identify their equivalents in their native language This approach encourages collaboration among students, allowing them to discuss meanings, seek guidance from teachers, or consult dictionaries As a result, learners enhance their vocabulary in real-time while benefiting from group work and memory utilization.
The "Direct Method" of vocabulary teaching offers an innovative approach compared to traditional methods Teachers introduce new words or phrases in the target language without translating them into the students' native language, using visuals, pictures, or role plays instead This method encourages students to actively practice speaking and communicating in the target language, enhancing their vocabulary through the use of new words in complete sentences As a result, students become more engaged in questioning and initiating conversations, fostering a dynamic learning environment.
The "Audio Lingual Method" in language schools emphasizes learning new words and structures through dialogues, where students engage in imitation and repetition The teacher introduces conversations in the target language, supported by illustrations, and facilitates practice by reading samples multiple times while correcting mistakes However, this mechanical approach may hinder independent thinking and make vocabulary acquisition less effective In contrast, the "Communicative Language Teaching" (CLT) approach enhances vocabulary learning through engaging activities like crossword games, allowing learners to participate in meaningful tasks This method not only makes learning enjoyable but also fosters quick and accurate responses, encouraging students to learn from each other and improve their communication skills through active participation in lessons.
Incorporating games in the classroom is widely acknowledged by experts as an effective method for enhancing vocabulary and communication skills among learners This approach not only supplements students' language abilities but also fosters a more engaging learning environment.
Each of the schools mentioned employs distinct methods for teaching and learning vocabulary Nonetheless, their primary goal remains the same: to enhance language learning overall, with a specific focus on improving vocabulary skills.
2.4.2 Classification of vocabulary learning methods
In a recent study by Stoffer (1995), she developed a 53-item survey designed to learn vocabulary learning methods, which were summed up in 9 criteria:
Methods include the use of authentication language
Methods used for personal motivation
The method used to organize words
The method used to create inner alignment
Memorization method Methods include creative activities
The method used to create confidence
THE STUDY
- Discussion about the result of the study
- Suggestions for teaching and learning
- The limitations of the study
CHAPTER II: LITERATURE REVIEW 2.1 Overview of vocabulary
There are many different definitions of vocabulary Corresponding to its particularly important role in learning foreign languages, vocabulary becomes the main concern of researchers, teachers, and learners
According to Ur (1996), vocabulary encompasses the words taught in a foreign language, which can range from single words to combinations of two or more words, including multi-word idioms.
Pyles and Alges (1970) emphasize that words are the fundamental building blocks of language, serving as the essential links between sound and meaning for effective communication They highlight that vocabulary is crucial for constructing sentences, dialogues, and speeches in various formats, underscoring its importance in learning foreign languages.
There are many ways to classify clumsy words according to different criteria, characteristics, and functions
Based on semantics, words are classified into words representing content and words with grammatical functions
Based on grammar, words are divided into words of different categories They can be nouns, verbs, adjectives, adverbs, prepositions, articles, or conjunctions
There are three categories of words based on their usage frequency: high usage words, low usage words, and specialized vocabulary Notably, research has identified lists of the 1,000, 2,000, and 3,000 most commonly used English words, which significantly influence both English teachers and learners.
A linguist's vocabulary is categorized into active and passive vocabulary, which refers to the words used in production and reception Active vocabulary encompasses the words a person can understand, pronounce accurately, and use effectively in both speaking and writing In contrast, passive vocabulary includes words that an individual can recognize and comprehend in context but may struggle to produce or use correctly.
2.1.3 The importance of vocabulary in learning a foreign langiage
Vocabulary is essential for mastering a language, serving as the foundation for effective communication in English Developing a robust vocabulary can be challenging, as it involves various aspects such as word usage, material design, assessment, and learning strategies A limited vocabulary hinders conversational ability, making it crucial for learners to expand their word bank both in and out of the classroom As Troike (1976) emphasized, vocabulary is vital for comprehending and identifying names of things, events, actions, and concepts.
Scott Thornbury (2002:13) emphasizes that "Without grammar, little can be expressed, but without a vocabulary, nothing can be conveyed"
David Wilkin (1972:76) emphasized that focusing primarily on grammar may hinder your English improvement, while expanding your vocabulary leads to significant progress Mastery of words and phrases enables effective communication, as you can express much with limited grammar knowledge Therefore, building vocabulary is crucial for enhancing listening, speaking, reading, and writing skills, especially when learning foreign languages.
2.2 Factors that affect learners in the vocabulary learning process
According to Lightbown and Spada (1999), the factors that influence an individual's vocabulary learning include intelligence, personality, aptitude, motivation and opinion, excitement, beliefs, age, and learning methods of learners
Rubin and Thompson (1994) have the same point of view that increasing age, aptitude, personality, learning method, and experience are factors that influence vocabulary learning learner
Polsky (1989) introduced two additional factors: learning style and method of learning Nunan (1999:171) highlights the significance of understanding learning methods, stating that awareness of the learning process enhances effectiveness Similarly, Ellis (1997) noted that successful learners employ a broader range of learning methods compared to their less successful counterparts, adapting their strategies to different stages of their learning journey He further emphasized that recognizing key learning methods enables educators to better facilitate student learning.
So, the learning method is the decisive factor for the successful vocabulary learning of each individual
2.3 Definition of vocabulary learning method
While there is no official definition for vocabulary learning, it is often considered a subset of language learning methods Consequently, the definitions of language learning methods can also apply to vocabulary acquisition According to Oxford (1990), a prominent figure in linguistic methodology, effective methods are crucial for language learning as they enhance learners' active participation and improve their communication skills.
Rubin (1987) and Schmitt (1997) define methodology as a systematic process for passing, accumulating, acquiring, and utilizing information Essentially, learning methods encompass the unique thoughts and behaviors that individuals employ to comprehend, perceive, and retain new information effectively.
2.4 Classification of vocabulary learning method
In the traditional "Grammar Translation Method," vocabulary teaching involves the teacher introducing new words and prompting students to identify their meanings in their native language This approach encourages students to engage in discussions, seek guidance from teachers, and utilize dictionaries, thereby enhancing their vocabulary acquisition directly in the classroom Additionally, it fosters collaborative learning and strengthens memory retention through group work.
The "Direct Method" of vocabulary teaching offers an innovative approach compared to traditional methods Teachers introduce new words or phrases in the target language without translating them into students' native languages, utilizing pictures, visual aids, and role-playing instead This immersive technique encourages students to practice speaking and engage in communication with one another, enhancing their vocabulary by using new words in complete sentences As a result, students become more active participants in questioning and initiating conversations.
The "Audio Lingual Method" in language schools introduces new vocabulary and structures through dialogues, emphasizing imitation and repetition Teachers present conversations in the target language alongside illustrations, reading samples multiple times for students to repeat, while correcting mistakes However, this mechanical practice can hinder independent thinking and make vocabulary acquisition less effective In contrast, the "Communicative Language Teaching" (CLT) approach employs engaging methods like crossword games, allowing learners to participate in meaningful activities This enjoyable learning format enhances effectiveness, as students quickly respond and learn from each other’s answers, ultimately boosting their communication skills and encouraging active participation in lessons.
In 2001, it was suggested that learning through games can effectively enhance vocabulary and communication skills for learners Many experts acknowledge that incorporating games into the classroom is a powerful method for vocabulary acquisition.
Each of the schools mentioned employs distinct methods for teaching and learning vocabulary Nonetheless, their primary goal remains the same: to enhance overall language learning, with a specific focus on vocabulary development.
2.4.2 Classification of vocabulary learning methods
In a recent study by Stoffer (1995), she developed a 53-item survey designed to learn vocabulary learning methods, which were summed up in 9 criteria:
Methods include the use of authentication language
Methods used for personal motivation
The method used to organize words
The method used to create inner alignment
Memorization method Methods include creative activities
The method used to create confidence
2.5 Some typical vocabulary learning methods
The word prediction method assists learners in deciphering the meaning of unfamiliar words when they lack resources or support In such situations, learners must employ various strategies to infer the meanings of these new terms.
2.5.1.1 Guess the word based on language structure
CONCLUSION
Summary of the study
This study is organized into four chapters, each serving a distinct purpose The first chapter outlines the research process, while the second chapter provides an overview of the study, addressing challenges faced by students and proposing solutions The third chapter presents the author's findings on listening approaches for first-year FFL students at UTEHY, derived from questionnaires and interviews, and answers three research questions posed in the introduction Finally, the fourth chapter offers recommendations for both teachers and first-year students to enhance vocabulary acquisition in the learning and teaching processes at UTEHY.
Limitations of the study
Despite the researcher's efforts to conduct this study using a triangulation of data collection methods, including surveys and interviews with learners, limitations such as time constraints, resource shortages, and the researcher's capabilities have resulted in some unavoidable shortcomings.
One significant limitation of the study is the limited generalizability of its findings due to the small sample size of student participants This restricted number hinders the ability to apply the results broadly beyond the specific group studied.
Secondly, subjects of the study were only English major students, not at all the students in the university Therefore, further studies should also investigate students studying other subjects
Despite its limitations, the study has effectively offered first-year English major students at UTEHY valuable suggestions for enhancing their presentation skills and practical tips for vocabulary learning to improve their overall vocabulary.
Suggestions for the further study
This study is limited in scope, focusing specifically on the challenges faced by first-year students in the Foreign Language Faculty (FFL) at UTEHY, with the aim of enhancing their English vocabulary Future research should involve a larger participant pool and diverse data collection methods to yield more comprehensive results.
In conclusion, while this study has successfully navigated its limitations, it has been conducted under the guidance of a supervisor and through personal effort Constructive feedback and criticism are welcomed to enhance future research.
1.Phan Hà (2003), Bí quyết học từ vựng tiếng Anh, nxb Giáo dục
1 Ellis, R (1997), Second Language Acquisition, Oxford: OUP
2 Lightbown and Spada (1999), How Languages are Learned, Oxford: Oxford University Press
3 Nation, I.S.P (1990), Teaching and Learning Vocabulary, New York: Newbury House
4 Nunan, D (1999), Second Language Teaching and Learning, Boston: Heinle and Heinle
5 Oxford, R (1990), Language Learning Strategies, Boston: Heinle and Heinle Publisher
6 Pyles, T & Algeo, J (1979), English – An Introduction to Language, New York:
7 Rubin (1987), Language learning strategies, USA: Prentice/Hall International
8 Rubin, J and Thompson, I (1994), How to be a more successful Language Learner,
Boston: Heinle and Heinle Publisher
9 Rivers, W.M (1983), Comunicating Naturally in a second language, Cambridge:
10 Spolsky, B (1989), Conditions for Second Language Learning, Oxford: OUP
11 Schmitt, N (1997), Vocabulary Learning Strategies, Cambridge: Cambridge University
12 Stoffer, I (1995), University Foreign language student’ choice of vocabulary learning stratergies as related to individual different variables, Unublished doctoral dissertation,
13 Scott Thornbury (2002), How to Teach Vocabulary, British: Pearson educational, p.13
14 Troike (1976), Foundations for Teaching English as a Second Language, USA: Prentice-Hall
15 Ur, Penny (1996), A course in Language Teaching, Cambridge: Cambridge University Press
16 Wilkins, D (1972), Linguistics in Language Teaching, London: Edward Arudd, p.76
Websites: https://ejoy-english.com/blog/improve-english-vocabulary/? https://www.teachingenglish.org.uk/article/vocabulary-autonomy? https://www.teachingenglish.org.uk/article/working-vocabulary?
APPENDIX 1 Survey questionnaires for students
This survey questionnaire is part of my graduation research titled "Strategies to Improve Vocabulary for First-Year English Major Students at Hung Yen University of Technology and Education." Please complete the questions by circling your answer, checking off items, or writing your responses in the provided spaces Rest assured, all personal information and answers will be kept confidential and will only be used for academic purposes.
How long have you been learning English: … years
I Students' attitudes towards learning English vocabulary
1 Do you like learning English vocabulary? Why?
2.How do you feel about learning English vocabulary?
3 Why do you think learning English vocabulary is important?
(You can choose more than one)
A It is necessary for international examination (Ielts, SAT, Toeic…)
B It is important to read and understand specialized text (economic, environment…)
C It is essential for effective communication
D It is important to write a complete article
E It’s necessary for future job
II Problems about learning English vocabulary
4 How often do you meet troubles in learning English vocabulary?
5 What are your difficulties when you learn English vocabulary?
(You can choose more than one)
A I don’t remember the meaning of the word
B I use words that do not match the context
C There is confusion in pronunciation (forgot to read ending sound, connecting -swallowing sounds, intonation, stress…)
D I often have mistakes in spelling
6 What are the reasons for these above difficulties?
(You can choose more than one)
A There are many words to memorize
B It is unclear how to use the word for different situations
C Knowledge of pronunciation is still weak
D Teacher’s support is not enough
E Time for the study is not enough
F There is a lack of reference books /books for study
III Solution to improve the English vocabulary of the first-year students
7 What methods do you think can improve your vocabulary?
(You can choose more than one)
2.Using new words in speaking and writing
3 Using the internet to find useful information
4.Trying to remember the spelling and meaning of new words as much as possible
5 Noting down new words in a vocabulary notebook whenever see them
6.Making word lists alphabetically or by themes
7.Asking for help from friends and teachers whenever you do not understand the meaning of new words or do not know how to use them
8.Keeping a word list of new words and review or study the list often
8 What do you do to improve your English vocabulary?
(You can choose more than one)
1 Using social media: Internet, TV, …
2 Improving knowledge in a variety of fields: culture, country, economy, sports, …
4 Taking part in Engish clubs/contests
9.What does your teacher do to help you improve your English vocabulary?
(You can choose more than one)
A Teaching vocabulary in context, in sentences
C Playing word games (Listen to music and fill words, puzzles, …)
D Practicing the use of new words in conversation
E Practicing the translation books and stories
F Sending relevant learning materials to the lesson
G Commenting on the learning situation, giving the most suitable plan
Thank you very much for your cooperation!
APPENDIX 2 Survey questionnaires for teachers
This survey questionnaire is part of my graduation research titled “Strategies to Enhance Vocabulary for First-Year English Majors at Hung Yen University of Technology and Education.” Please complete the questions by circling your answer, checking items on a list, or writing your thoughts in the provided spaces Rest assured, all personal information and responses will remain confidential and will not be utilized for any other purposes.
How long have you been teaching English: … years
I Students' attitudes towards learning English vocabulary
1 Do your students like learning English vocabulary? Why?
2.How do your students feel about learning English vocabulary?
3 Why do your students think learning English vocabulary is important? (You can choose more than one)
A It is necessary for international examination (Ielts, SAT, Toeic…)
B It is important to read and understand specialized text (economic, environment…)
C It is essential for effective communication
D It is important to write a complete article
E It’s necessary for future job
II Problems about learning English vocabulary
4 How often do your students meet troubles in learning English vocabulary?
5 What are your students’difficulties when they learn English vocabulary? (You can choose more than one)
A They don’t remember the meaning of the word
B They use words that do not match the context
C There is confusion in pronunciation (forgot to read ending sound, connecting - swallowing sounds, intonation, stress…)
D They often have mistakes in spelling
6 What are the reasons for these above difficulties?
(You can choose more than one)
A There are many words to memorize
B It is unclear how to use the word for different situations
C Knowledge of pronunciation is still weak
D Teacher’s support is not enough
E Time for the study is not enough
F There is a lack of reference books /books for study
III Solution to improve the English vocabulary of the first-year students
7 What methods do you think can improve your students’ vocabulary?
(You can choose more than one)
2.Using new words in speaking and writing
3 Using the internet to find useful information
4.Trying the remember the spelling and meaning of new words as much as possible
5 Noting down new words in a vocabulary notebook whenever see them
6.Making word lists alphabetically or by themes
7.Asking for help from friends and teachers whenever you do not understand the meaning of new words or do not know how to use them
8.Keeping a word list of new words and review or study the list often
8 What do your students do to improve their English vocabulary?
(You can choose more than one)
1 Using social media: Internet, TV, …
2 Improving knowledge in a variety of fields: culture, country, economy, sports, …
4 Taking part in Engish clubs/contests
9.What do you do to help your students improve their English vocabulary?
(You can choose more than one)
A Teaching vocabulary in context, in sentences
C Playing word games (Listen to music and fill words, puzzles, …)
D Practicing the use of new words in conversation
E Practicing the translation books and stories
F Sending relevant learning materials to the lesson
G Commenting on the learning situation, giving the most suitable plan
Thank you very much for your cooperation!
1 What is your attitude towards learning English vocabulary?
2 What difficulties do you encounter while studying vocabulary?
3 Do you have any methods to study English vocabulary better?
Question 1: What is your attitude towards learning English vocabulary?
Student's answer: I ready like English vocabulary, I am excited every time I learn new words Question 2: What difficulties do you encounter while studying vocabulary?
Student's answer: While study vocabulary, I have some difficulties such as I can not remember the word or how to write Sometimes, I mispronounce
Question 3: Do you have any methods to study English vocabulary better?
To enhance language learning, I keep a personal record of new vocabulary by taking notes Additionally, I consistently switch the language settings on my computer and smartphone to English, which helps immerse me in the language and reduces reliance on Vietnamese.
Question 1: What is your attitude towards learning English vocabulary?
Student's answer: I feel that learning vocabulary is important to each language major So I like to learn it and keep trying
Question 2: What difficulties do you encounter while studying vocabulary?
Student's answer: Each learner has his issues, but the most common that I felt in my learning are the following: lack of vocabulary, grammar, and correct pronunciation.
Student’s and teacher’s opinion on the importance of learning vocabulary …
In conclusion, most of the students felt learning English vocabulary is very important
For students: Why do you think learning English vocabulary is important?
For teachers: Why do your students think learning English vocabulary is important?
Chart 3.3 Student’s and teacher’s opinion on the importance of learning vocabulary
The column chart illustrates the differing perspectives of students and teachers regarding the significance of learning English vocabulary A majority of students, 63.33%, believe that vocabulary acquisition is essential for future employment, while 51.67% emphasize its necessity for reading and comprehending specialized texts in fields such as economics and the environment Additionally, 36.67% of students recognize the importance of vocabulary for preparing for international examinations like IELTS, SAT, and TOEIC.
20% students chose the answer it is essential for effective communication, and 31,67% of the student chose it needs to write a complete article
Teachers unanimously recognize the critical role of vocabulary acquisition in shaping students' future careers, with 100% agreeing on its necessity for comprehending specialized texts in fields such as economics and the environment Additionally, one-third of educators emphasize the importance of vocabulary for success in international examinations like IELTS, SAT, and TOEIC Furthermore, 66.7% of teachers highlight vocabulary's significance for effective communication, while none identified it as essential for writing a complete article.
In summary, learning English vocabulary is imperative for students
3.4.2 The problems that the first-year English major students at Hung Yen
University of Technology and Education meet in learning vocabulary
First-year English major students at Hung Yen University of Technology and Education encounter several challenges in vocabulary acquisition, as highlighted in questions 4 to 6 of the study These questions explore the specific difficulties students face, including limited exposure to diverse vocabulary, ineffective memorization techniques, and a lack of practical application in real-life contexts Understanding these obstacles is crucial for developing effective strategies to enhance vocabulary learning among students.
For students: How often do you meet troubles in learning English vocabulary? For teachers: How often do your students meet troubles in learning English vocabulary?
Chart 3.4 Student’s and teacher’s opinion about the frequency of students’ problems in learning English vocabulary
The pie chart illustrates the results of a survey conducted among students and teachers regarding the challenges faced in learning English vocabulary The data reveals that a significant 58.33% of students reported experiencing difficulties "always," while 28.33% indicated they encountered these challenges "often."
Only 8.33% of the students chose the answer is sometimes, 5% chose the answer is rarely Nobody chose the answer is never
A survey revealed that 33.3% of teachers believe students consistently struggle with vocabulary acquisition, while another 33.3% feel this difficulty occurs frequently Additionally, an equal percentage of teachers (33.3%) indicated that students face vocabulary challenges occasionally Notably, no teachers selected the options indicating that students rarely or never experience these difficulties.
In general, most of the students always have trouble learning vocabulary
For students: What are your difficulties when you learn English vocabulary?
For teachers: What are your students’difficulties when they learn English vocabulary?
Chart 3.5 Student’s and teacher’s opinion about students’ difficulties in learning English vocabulary
Always Usually Sometimes Rarely Never
AlwaysUsuallySometimesRarelyNever
The column chart illustrates the varying perspectives of students and teachers regarding challenges in learning English vocabulary The survey data reveals that a significant majority of students struggle to remember word meanings, accounting for 66.67%, while 77.33% experience confusion in pronunciation, including issues like omitting ending sounds and intonation Teachers corroborate these findings, with 68.42% noting difficulties in remembering meanings and 73.68% acknowledging pronunciation confusion.
Many students attribute their difficulties with swallowing sounds, intonation, and stress to using words out of context, with 31.67% of students and 26.32% of teachers agreeing Additionally, 41.67% of students report challenges with frequently misspelled words, yet no teachers acknowledge that their students struggle with this issue.
In short, most of the students have many difficulties in learning vocabulary
For students: What are the reasons for these above difficulties?
For teachers: What are the reasons for these above difficulties?
Table 3.1 Student’s and teacher’s opinion about the cause of the trouble in learning vocabulary
I don’t remember the meaning of the word
I use words that do not match the context
There is confusion in pronunciation
I often have mistakes in spelling
There are many words to memorize 73.33% 100%
It is unclear how to use the word for different situations
Knowledge of pronunciation is still weak 58.33% 66.7%
The teacher’s support is not enough 8.33% 0%
Time for the study is not enough 36.67% 33.3%
Missing reference books / books for learning
A recent survey revealed that 73.33% of students find vocabulary acquisition challenging due to the sheer number of words to memorize, a sentiment echoed by 100% of teachers Additionally, 53.33% of students and 66.7% of teachers cited uncertainty about using words in different contexts as a significant hurdle Pronunciation difficulties were noted by 58.33% of students and 66.7% of teachers as another obstacle Interestingly, only 8.33% of students attributed their struggles to insufficient teacher support, a concern that teachers did not share Furthermore, neither students nor teachers identified a lack of reference materials as a significant issue in vocabulary learning, suggesting it may not be a major barrier.
In short, every student has reasons why learning vocabulary becomes difficult
3.4.3 Some possible techniques to help students study vocabulary effectively
This part analyzes three questions (from questions 7 to 9) aims at suggesting some possible ways to study vocabulary effectively
For students: What methods do you think can improve your vocabulary?
For teachers: What methods do you think can improve your students’ vocabulary?
Table 3.2 Student’s and teacher’s opinion about the methods to improve students’ vocabulary
Using new words in speaking and writing 63.33% 66.7% Using the internet to find useful information
Trying to remember the spelling and meaning of new words as much as possible
Noting down new words in a vocabulary notebook whenever see them
Making word lists alphabetically or by themes
Asking for help from friends and teachers whenever you do not understand the meaning of new words or do not know how to use them
Keeping a word list of new words and review or study the list often
A survey revealed that 38.33% of students believe reading in English enhances vocabulary, a view supported by 66.7% of teachers Additionally, 63.33% of students prefer using new words in speaking and writing, with the same percentage among teachers A significant 86.67% of students utilize the internet for information, although only 33.3% of teachers find this method effective While 31.67% of students attempt to memorize the spelling and meaning of new words, no teachers endorse this approach Conversely, 36.67% of students note down new words in a vocabulary notebook, a practice 66.7% of teachers deem essential The method of creating word lists, either alphabetically or thematically, was chosen by 41.67% of students and 33.3% of teachers Furthermore, both students (65%) and teachers (66.7%) frequently seek help from peers and instructors to understand new vocabulary Lastly, only 18.33% of students and 33.3% of teachers support maintaining and regularly reviewing a word list of new terms.
In summary, many methods can improve vocabulary Students and teachers both have different choices in this regard
For students: What do you do to improve your English vocabulary?
For teachers: What do your students do to improve their English vocabulary?
Chart 3.6 Student’s and teacher’s opinion about students’ methods to improve English vocabulary
The column chart illustrates the varying perspectives of students and teachers regarding effective vocabulary enhancement activities Survey data reveals that students find social media, including the Internet and TV, to be the most beneficial, with three-quarters favoring this method Additionally, they believe that broadening their knowledge in areas such as culture, economy, and sports, along with communicating with native speakers, significantly aids their vocabulary acquisition In contrast, only 30% of students view participation in English clubs or contests as beneficial for learning new words, while 32.56% believe that using flashcards can enhance their vocabulary learning.
A significant 66.7% of teachers believe that utilizing flashcards and engaging in English clubs and contests effectively enhance students' vocabulary across various domains, including culture, economy, and sports In contrast, only 33.3% of educators prefer using social media platforms such as the Internet and TV for vocabulary learning Notably, all teachers agree that communicating with native speakers is crucial for language acquisition.
In summary, most students thought that using social media: The Internet, TV, etc can help them improve their vocabulary
For students: What does your teacher do to help you improve your English vocabulary?
For teachers: What do you do to help your students improve their English vocabulary?
Chart 3.7 Student’s and teacher’s opinion about teachers’ methods to help students improve their English vocabulary
The column chart presents a comparison of teaching methods favored by students and teachers A significant 68.33% of students reported that their teachers incorporate new words into conversations, while 66.67% appreciated the use of contextual vocabulary teaching through sentences Additionally, 63.33% of students indicated that their teachers utilize word games, such as listening to music and filling in words or solving puzzles In contrast, only 36.67% preferred practicing with translation books and stories, and 35% agreed on the importance of sending relevant learning materials for lessons Notably, no students selected the use of illustrations or diagrams as a teaching method.
Teachers employ various effective strategies to enhance student vocabulary, with 100% agreeing that teaching vocabulary in context through sentences and engaging word games, such as listening to music and completing puzzles, is the most effective approach Additionally, 66.7% of educators find that providing relevant learning materials during lessons significantly supports vocabulary acquisition Meanwhile, 33.3% of teachers advocate for practicing new words in conversation and translating books and stories as valuable methods for vocabulary development.
No one agrees using illustrations, the diagram, and commenting on the learning situation, giving the most suitable plan
In short, most teachers help their students improve their English vocabulary through their methods
Teaching vocabulary in context, in sentences
Playing word games(Listen to music and fill words, puzzles,…)
Practicing the use of new words in conversation
Practicing the translation books and stories
Sending relevant learning materials to the lesson
Commenting on the learning situation, giving the most suitable plan Students Teachers
To check the validity and reliability of the questionnaire, especially the more extract answer to the research questions, the researcher also conducted interviews for students
As a result of the survey questionnaire, all students were aware of the importance of learning vocabulary When being asked the question: What is your attitude towards learning
English vocabulary? All of them share that they like learning English vocabulary For example, “I ready like English vocabulary, I am excited every time I learn new words.”
(student 1) Student 1 is among the majority of students who enjoy learning vocabulary.
Understanding the significance of vocabulary acquisition, one student expresses her enjoyment and commitment to mastering new words, stating, “I feel that learning vocabulary is important to each language major.” Another student acknowledges the challenges of vocabulary learning but emphasizes its necessity for future career prospects, saying, “For me, learning vocabulary is not easy, but I still enjoy learning it.”
Because it not only helps me pass my exams, but it is also essential for my future job.”
(student 3) The students all thought that learning vocabulary was significant to them
Mastering vocabulary is essential for students to excel in exams and comprehend English texts effectively, which is crucial for their future careers Despite the challenges they face in learning vocabulary, students consistently seek solutions to improve their skills Consequently, the researcher delved deeper into the difficulties encountered by these students and explored the strategies they employed to overcome these obstacles.
The next question: What difficulties do you encounter while studying vocabulary? All of the students have some trouble in learning vocabulary, but it is different For example,