The information documented in each entrywithin these vocabulary notebooks serves a multifaceted purpose: it facilitates theongoing review of target words, promotes deeper processing of w
INTRODUCTION oo ecceccsseceneeeeeseeeseceaeceaeeeesaeesaeeeeeeaeees 1 1.1 Rationale of the Study
Scope of the SfUYy .- G11 HH TH HH Thu HH HH nh 2 1.3 Aim Of the Study
Within a short time and with limited reference materials, it would be too ambitious for this small-scale study to conduct research on all students at the secondary school Therefore, the researcher only concentrates on students at grade
7 Currently, a group of 40 seventh-grade students from the same class is chosen to participate in this research In addition, within the limitation of a master thesis paper, the study only examines the issue from the student’s perspective because the students themselves should understand the most about them.
The major aim of the study is to examine the effects of vocabulary notebooks on students’ proficiency and the students’ attitudes towards vocabulary learning through vocabulary notebook at a secondary school in Hanoi.
Given the scope and based on the above aim, the study is conducted to answer the following questions:
(1) To what extent does the use of vocabulary notebooks affect students’ vocabulary proficiency?
(2) What are the students’ attitudes towards the use of vocabulary notebooks? 1.5 Research methods and design
To achieve the aims of the study, action research is used In addition, in terms of research data-collected-instrument, this study uses the pre-test and post-test, survey questionnaire and journal writing A pre-test and a post-test were given in order to evaluate the vocabulary use proficiency improvement The students’ scores in the post-test will be compared with the scores of students in the pretest to determine the effectiveness of the use of word lists in teaching vocabulary Besides,the survey questionnaire was delivered to elicit insights into participants’ attitudes,beliefs, and responses concerning the learning process, classroom instruction, and activities The journal writing containing students’ reflections on their learning experiences and practices proved instrumental in aiding the researcher's comprehension of the questionnaire results and provided an avenue to offer additional insights and clarifications regarding the students’ responses in the questionnaire After collecting the data, they are sorted and analyzed quantitatively and qualitatively to obtain the results.
As one of the studies on the vocabulary notebooks kept by students done in Vietnam context, the research will be beneficial for the target populations, the researcher herself and other teachers of English in the area of teaching and learning vocabulary For students, the study's findings aim to provide a profound comprehension of utilizing vocabulary notebooks as a strategy, enhancing their English vocabulary acquisition Furthermore, for both the researcher and like-minded educators, this research offers a dependable wellspring of correlated literature, aiding decisions about implementing vocabulary notebooks and refining approaches. Consequently, the research stands to contribute to the learning and teaching at NQD secondary school and more broadly in Vietnam, serving as an asset.
The study is divided into five chapters:
- Chapter 1, “Introduction”, discusses the rationale, the scope of the study, the objectives of the study, and the research questions, as well as the organization of the study.
- Chapter 2, “Literature Review” presents a related theoretical background that precedes and necessitates the formation of this research.
- Chapter 3, “Methodology”, describes the research procedures that have been utilized in the study.
- Chapter 4, “Findings and Discussions”, contains the core part of the study It presents, analyzes, and synthesizes the data collected, which are followed by some findings and discussions.
- Chapter 5, “Conclusion”, summarizes the major findings on the changes in students’ attitudes and the effects of vocabulary notebooks on students' proficiency,the limitations of the research, several pedagogical recommendations concerning the research topic as well as some suggestions for further study Following this chapter are the References and Appendices.
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A range of fundamental theoretical concepts of vocabulary, vocabulary use, its classification, its role in EFL teaching and learning, approaches in vocabulary instruction, vocabulary notebook will be addressed in this chapter The final section of this chapter summarizes several earlier research undertaken in Vietnam's educational setting, the results of which will be compared to the findings of this study.
2.1 Vocabulary in Language Learning and Teaching
The term vocabulary appears to be a simple concept but in fact, up to now, there have been no linguists whose definition meets all the characteristics of vocabulary Thus, various definitions should be given below In the field of linguistics, as described by Nash and Snowling (2006) vocabulary is “the knowledge of words and their meanings (p 336) Meanwhile, vocabulary as reported by Bromley (2007) is a principal contributor to comprehension, fluency, and achievement Without an extensive vocabulary, effective communication becomes challenging for the majority of language learners as they are not able to apply learned language structures and functions In the same vein, Richards and Renandya (2002) note that vocabulary constitutes a fundamental element of language proficiency and forms the basis for learners' speaking, listening, reading, and writing abilities In short, it can be implied that vocabulary is the words of language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do As words function as a means for interpersonal communication, the ability to use a large source of vocabulary is extremely crucial for individuals learning foreign languages Without vocabulary, achieving mutual understanding might prove challenging.
According to meaningNotional words possess distinct lexical meanings and allow for indefinite expansion, making them open classes where new elements can be introduced The
LITERATURE REVIEW LH HH HH hiệp 5 2.1 Vocabulary in Language Learning and Teaching - - -ô ô+ ++s+++e++sess 5 2.1.1 Definition of Vocabulary - -. - s11 1119111911 11 1H HH ng 5 2.1.2 Classification of VocabulÌlaTV .- - s s kg TH ng ng 5 2.1.3 The Role of Vocabulary in Language Teaching and Learning 7 2.2 Attitudes in Language LL€ATT1nE - s13 1191112 1 vn ng kg rưy 10 2.2.1 Definition of Attitudes Gà SH T HT TH TH ng ng trệt 10 2.2.2 The Role of Attitudes in Language Learn1ng - - + sscsssseersseeess 11 2.3 Vocabulary Notebook . sọ ng ngờ 12 2.3.1 Definition and Benefits of Vocabulary Notebooks - -c+<+sô+ 12 2.3.2 Design of Vocabulary Not€bOOKS .- - cv ng key 14 2.3.3 Implementation of Vocabulary NoteboOks se seseeressesske 16 2.4 Previous Studies on Vocabulary NotebD0oKks cceeecceesseeeneeeseeeeseeeeneeeseeenees 18 CHAPTER 3 RESEARCH METHODOLOGY - - cS + ssseirerrrrke 23 3.1 Setting of the S{UY . .- sọ TT TH HH Hà HH ghe 23
A range of fundamental theoretical concepts of vocabulary, vocabulary use, its classification, its role in EFL teaching and learning, approaches in vocabulary instruction, vocabulary notebook will be addressed in this chapter The final section of this chapter summarizes several earlier research undertaken in Vietnam's educational setting, the results of which will be compared to the findings of this study.
2.1 Vocabulary in Language Learning and Teaching
The term vocabulary appears to be a simple concept but in fact, up to now, there have been no linguists whose definition meets all the characteristics of vocabulary Thus, various definitions should be given below In the field of linguistics, as described by Nash and Snowling (2006) vocabulary is “the knowledge of words and their meanings (p 336) Meanwhile, vocabulary as reported by Bromley (2007) is a principal contributor to comprehension, fluency, and achievement Without an extensive vocabulary, effective communication becomes challenging for the majority of language learners as they are not able to apply learned language structures and functions In the same vein, Richards and Renandya (2002) note that vocabulary constitutes a fundamental element of language proficiency and forms the basis for learners' speaking, listening, reading, and writing abilities In short, it can be implied that vocabulary is the words of language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do As words function as a means for interpersonal communication, the ability to use a large source of vocabulary is extremely crucial for individuals learning foreign languages Without vocabulary, achieving mutual understanding might prove challenging.
According to meaningNotional words possess distinct lexical meanings and allow for indefinite expansion, making them open classes where new elements can be introduced The principal notional word categories encompass nouns, verbs, adjectives, and adverbs. Members of these four classes are often connected by derivational relations. Conversely, functional words form a closed system, comprising a finite set of members They cannot be extended by creating new items Prepositions, conjunctions, and articles as well as auxiliaries and words classified as “particles” are function words.
According to frequency of use There are two kinds of vocabulary namely high-frequency words and low- frequency words High-frequency words refer to words that are commonly encountered in both spoken language and written materials across various fields of life Learning to recognize high-frequency words by sight is crucial for the development of reading fluency (Nation, 2001) Significant research efforts have been dedicated to compiling lists of the most frequently used English words, often numbering 1,000, 2,000, or 3,000 Proficiency in these words provides a foundational context for deciphering other vocabulary.
In contrast, low-frequency words belong to a substantial group of words that are rarely used and constitute only a small portion of any given text The younger the learner, the fewer words they are likely to have in their low-frequency bank.
For a teacher, it is of great importance to distinguish between high and low- frequency vocabulary in order to determine which words to prioritize for instruction and how much classroom time should be allocated to them.
According to language teaching methodologies Vocabulary is methodologically categorized into active vocabulary and passive vocabulary Active vocabulary pertains to words that students can effectively employ in speaking and writing, while passive vocabulary encompasses words that students can recognize and comprehend within context, yet they struggle to recall or utilize in their own speech and writing However, the active and passive vocabulary of language learners changes constantly They adopt new words, explore alternative meanings, forget certain words, discard those of limited utility, and revise their vocabulary, among other changes (Nation, 2001) Lewis and Hill (1885) propose guiding students towards words that would be beneficial for inclusion in their active vocabulary In this research, the researcher classified the vocabulary according to meaning and frequency of use Both of them prove valuable in the selection of word lists and their subsequent integration into classroom instruction.
2.1.3 The Role of Vocabulary in Language Teaching and Learning
Vocabulary is considered as an important aspect of EFL teaching and learning since it is prevalent across all language skills As stated by Nation (2001, p.362)
“vocabulary learning is not a goal in itself; it is done to help learners listen, speak, read, or write more effectively” In other words, learning a language effectively intrinsically linked to the acquisition of vocabulary in the target language. Mastering vocabulary, therefore, is significant and crucial to all language learners.
It is apparent that vocabulary plays a fundamental role in developing effective communication skills The lack of vocabulary knowledge inhibits learners from improving four main language skills like reading, listening, speaking, and writing.
As stated by Schmitt (2000), vocabulary is essential in communication as “no amount of grammatical or other types of linguistics knowledge can be employed in communication or discourse without the mediation of vocabulary” Similarly, Rubin and Rubin and Thompson (1994) assert that mastering vocabulary is the primary task in foreign language acquisition and skills such as reading, listening, speaking,writing, and translating all hinge on vocabulary Also, Hunt & Beglar (2005) further highlight the significance of robust second language vocabulary acquisition,especially for EFL students who often possess limited lexicons despite formal study over years While traditional second language teaching has traditionally emphasized grammatical knowledge, the truth remains that vocabulary plays a highly crucial role in language teaching and learning Adequate vocabulary is essential for comprehension of others and effective expression of one's own Vocabulary learning is, therefore, one of the specific goals in a language classroom and the acquisition of an adequate vocabulary is essential for successful second language use In order to deeply understand the role of vocabulary in language learning and teaching, the two next sub-sections will present what it means to know a word and how to learn and remember vocabulary.
Knowing a word According to Gairns and Redman (1986) knowing a word consists of two aspects namely the word’s meaning and the word’s forms Grasping a word is far more than just understanding its meaning As indicated by Nation (2001, p.36)
“Words are not isolated units of the language but fit into many interlocking systems and levels” (p.36) This means that in order to fully master a word, learners have to know its form, meaning and use Indeed, students should familiarize themselves with the spoken and written forms and their word parts Moreover, they should delve into the meaning, associations, concepts, and references associated with the word Furthermore, they should understand its grammatical functions, common collocations, and usage constraints such as register and style Nation (2001) asserts that these aspects—form, meaning, and use—comprise both a receptive and productive dimension Consequently, when learning a word, individuals must cultivate both receptive knowledge, enabling them to recognize the form and retrieve the meaning in listening or reading, and productive knowledge, facilitating its application in speaking and writing Evidently, achieving word proficiency demands substantial effort from learners, involving an intricate process of assimilating interconnected elements to gain a holistic understanding of a word In sum, numerous definitions have been discussing; nevertheless, the present study aligns with Nation's perspective (2001) that knowing a word involves form, meaning, and use of the word Grounded in this perspective, these aspects of words will be incorporated into vocabulary notebooks to enhance learners’ lexical comprehension.
How to build up vocabulary
It is clear that helping students build up a broad source of vocabulary as rapidly and as effectively as possible is of great importance There are two prevailing perspectives on vocabulary acquisition namely implicit (incidental) and explicit (intentional) Incidental vocabulary learning, as characterized by Nation (2001) is the process of acquiring words without a specific intention to do so. Vocabulary knowledge can naturally expand while engaging in language activities like reading, speaking, listening, writing, participating in tasks, or interacting with others However, this approach, centered on learning vocabulary without deliberate focus, enhances contextual vocabulary acquisition, yet it may not consistently prove effective in an EFL environment.
Conversely, deliberate vocabulary learning stands as a conventional approach. Generally, intentional vocabulary learning involves employing tools to directly expose learners to word forms and meanings, such as dictionaries, vocabulary lists, and explicit vocabulary explanations (Subon, 2013) Schmitt (2000) highlights that intentional vocabulary learning directs attention squarely toward the information to be acquired and is often favored by EFL learners As asserted by Elgort (2011), intentional learning proves more effective compared to incidental learning In fact, incidental learning often demands prolonged and extensive exposure to language input, conditions that are not commonly found in EFL or other foreign language learning settings In contrast, intentional learning of vocabulary accelerates learners’ lexical advancement due to targeted repetition or memorization strategies, which can be carried out individually within a short timeframe In the same vein, Sửkmen (1997) states that explicit leaning strategies empower learners to be self-reliant, take ownership of their learning, and evolve into autonomous vocabulary learners He asserts that a strategy conducive to autonomous learning involves maintaining vocabulary notebooks Within these notebooks, learners document words, include associated information, and systematically and regularly review these lexical collections On the whole, it can be concluded that purposeful endeavors to acquire vocabulary, notably through vocabulary notebooks, yield effectiveness and warrant investment.
Undoubtedly, teaching and learning vocabulary holds immense significance in the progress of learners' language skills, especially within the prevalence of' communicative and learner-centered approach Indeed, Chastain (1988) argues that although vocabulary frequently occupies a more significant role in communication than other language components, the lack of needed vocabulary has been the primary reason students struggle to express their intended thoughts during communicative activities Accordingly, a focus on enhancing vocabulary proficiency remains crucial at every phase of a learner's language development. This notion aligns with NgRosa (2010), who emphasizes the necessity for both teachers and learners to invest substantial effort in teaching and learning vocabulary, with educators directing their focus more on imparting vocabulary learning strategies rather than the individual vocabulary items themselves.