An investigation into non-English major students' vocabulary learning strategies at the central vocational college of transport number 1 = Nghiên cứu việc sử dụ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************************************** LÊ THỊ NHÂM AN INVESTIGATION INTO NON-ENGLISH MAJOR STUDENTS’ VOCABULARY LEARNING STRATEGIES AT THE CENTRAL VOCATIONAL COLLEGE OF TRANSPORT NUMBER NGHIÊN CỨU VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI TRUNG ƯƠNG M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 HANOI, 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************************************** LÊ THỊ NHÂM AN INVESTIGATION INTO NON-ENGLISH MAJOR STUDENTS’ VOCABULARY LEARNING STRATEGIES AT THE CENTRAL VOCATIONAL COLLEGE OF TRANSPORT NUMBER NGHIÊN CỨU VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI TRUNG ƯƠNG M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 SUPERVISOR: DO THI THANH HA, M.A BSTRACT HANOI, 2012 TABLE OF CONTENTS CANDIDATE’S STATEMENT i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND FIGURES vii PART 1:INTRODUCTION 1 Rationale of the study The Study Objectives 3.Research Questions 4.Scope of the Study Method of the Study Outline of the Study PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Introduction 1.2 Vocabulary and its Roles in Language Learning 1.3 Aspects of Vocabulary Knowledge 1.4 Vocabulary Learning Strategies 1.4.1 Language Learning Strategies 1.4.1.1 The Definitions of Learning Strategies 1.4.1.2 Classification of Language Learning Strategies 10 1.4.2 Vocabulary Learning Strategies 11 1.4.2.1 The Importance of Vocabulary Learning Sstrategies 11 1.4.2.2 Studies on Vocabulary Learning Strategies 12 1.4.3 Taxonomies of Vocabulary Learning Strategies 15 1.5 Summary 19 iv CHAPTER 2: METHODOLOGY 21 2.1 Research Questions 21 2.2 Participants and Setting of the Study 21 2.2.1 Participants 21 2.2.2 Setting of the Study 22 2.3 Data Collection Instruments 23 2.3.1 Test 23 2.3.2 Questionnaire 24 2.3.3 Interviews 25 2.4 Data Collection Procedure 25 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 27 3.1 Questionnaire 27 3.1.1 Students‟ Awareness of Using Strategies in Learning Vocabulary 27 3.1.2 Students‟ Use of DET Strategies in Vocabulary Learning 28 3.1.3 Students‟ Use of SOC Strategies in Vocabulary Learning 29 3.1.4 Students‟ Use of MEM Strategies in Vocabulary Learning 30 3.1.5 Students‟ Use of COG Strategies in Vocabulary Learning 31 3.1.6 Students‟ Use of MET Strategies in Vocabulary Learning 32 3.2 Interviews 34 3.2.1 Student Interviews 34 3.2.1.1 Students‟ Awareness in Learning Vocabulary …………… 34 3.2.1.2 Students‟ use of DET strategies in vocabulary learning 35 3.2.1.3 Students‟ use of SOC strategies in vocabulary learning 36 3.2.1.4 Students‟ use of MEM strategies in vocabulary learning 36 3.2.1.5 Students‟ use of COG strategies in vocabulary learning 37 3.2.1.6 Students‟ use of MET strategies in vocabulary learning 37 3.2.2 Teacher Interviews 37 v 3.3 Summary of the Main Findings and Discussion 40 3.3.1 Students‟ Awareness of Using Vocabulary Learning Strategies 40 3.3.2 Students‟ Vocabulary Learning Strategies 40 PART 3: CONCLUSIONS AND IMPLICATION 43 Conclusions 43 Implications 44 Limitations and Suggestions for Further Study 46 REFERENCES 47 APPENDIX vi LIST OF TABLES AND FIGURES List of Tables Table 1: What is involved in knowing a word (Nation, 2001) Table 2: Nation‟s taxonomy of vocabulary learning strategies 17 Table 3: Participants‟ background 22 Table 4: Participants‟ levels of proficiency 22 Table 5: Vocabulary learning strategies in the questionnaire 25 List of Figures Figure 1: Students‟ awareness of using vocabulary learning strategies 27 Figure 2: Students‟ use of DET strategies in vocabulary learning 28 Figure 3: Students‟ use of SOC strategies in vocabulary learning 29 Figure 4: Students‟ use of MEM strategies in vocabulary learning 31 Figure 5: Students‟ use of COG strategies in vocabulary learning 32 Figure 6: Students‟ use of MET strategies in vocabulary learning 33 vii PART 1: INTRODUCTION Rationale In language teaching, more emphasis was put on grammatical knowledge rather than lexical knowledge for a considerable time, with the view that vocabulary was merely to provide context for the learning of structures However, as a result of the development of communicative approaches to language teaching recently, the status of vocabulary learning process has been considerably enhanced (Nunan, 1991) Applied linguists believe that the development of a rich vocabulary is an important element in the acquisition of a second language Therefore, it is necessary that both teachers and learners find out effective ways to enrich learners‟ vocabulary There is an old proverb which states: “Give a man a fish and he eats for a day Teach him how to fish and he eats for a lifetime” Applied to the language teaching and learning field, this proverb might be interpreted to mean that if students are provided with answers, the immediate problem is solved But if they are taught the strategies to work out the answers for themselves, they are empowered to manage their own learning This point of view has been reflected in the literature of the field In the last decades, there has been a gradual but significant shift within the field of language learning and teaching resulting in greater emphasis on language learners and learning process rather than language teachers and teaching As a result of this shift on learners and the important role that they can play in the process of learning new languages, a significant amount of research on language learning strategies has been done in the last few decades Several studies that have been carried out by Oxford (1990), O‟Malley and Chamot (1990), Nunan (1991), Rubin and Thompson (1994), and Cohen (1998) have shown that one of the most important factors that distinguish successful learners from unsuccessful ones are their learning strategies In Vietnam, language learning strategies in general, and vocabulary learning strategies in particular have received more and more attention Some studies into this field have been conducted with different types of learners to find out particular strategies employed by effective and ineffective learners However, of all the studies mentioned, there is none in which the participants are vocationally-trained students In Vietnam, there exists a situation that vocational students have high working skills but limited English competence Therefore, to help them have better job opportunities in the environment of globalization, it is necessary to increase their English ability through effective English teaching and learning activities From all the facts mentioned above, I decided to carry out this study to find out how much awareness vocationally-trained students had of their learning process, and what vocabulary learning strategies they were employing My goal is that the information that this study provides would enable English teachers in vocational colleges to find out the best way to help students achieve or exceed the expectation The Study Objectives The major purposes of this study are: - To find out if non-English major students at the Central Vocational College of Transportation Number are aware of their vocabulary learning processes; - To find out the vocabulary learning strategies employed by these students; - To provide implications for the teaching and learning of the English vocabulary Research Questions The study would be conducted to answer the following questions: Question 1: Are non-English major students at the Vocational College aware of using strategies in their vocabulary learning processes? Question 2: What vocabulary learning strategies are commonly used by the students? Scope of the Study The study was designed to investigate vocabulary learning strategies which were employed by the students at the Central Vocation College of Transportation Number The findings obtained from this study would hopefully be used to help improve the teaching and learning of the English vocabulary at the Central Vocation College of Transportation Number in particular, and at other vocational schools in general Methods of the Study In order to achieve the objectives of the study mentioned above, the quantitative analysis is the main tool for analyzing the data, which was collected from the questionnaire The results from the survey questionnaires were then combined with interviews and discussions with the teachers and students at the Central Vocation College of Transportation Number to provide the final recommendations Outline of the Study The thesis is divided into three parts: Part – Introduction: This part includes the rationale, the objectives, the research questions, the scope, the methods, and the outline of the study Part Development: This part includes chapters as follows:  Chapter reviews the basic concepts related to language learning strategies, vocabulary learning, as well as research on vocabulary learning strategies In addition, learning strategy classifications are reviewed to set up the theoretical framework for the investigation in the next chapter  In chapter 2, the questionnaire and interview study is presented It includes the setting of the study, the descriptions of the participants, the research questions, the research method, and data procedure collection  Chapter analyzes and discusses the data collected from the questionnaire and interviews It also includes the summary and discussion of the main findings Part presents the conclusions of the study, implications and limitations of the study as well as suggestions for further research Limitations and Suggestions for Further Study This study only caught a glimpse of the present status of vocabulary learning by non-English major students at the Central Vocational College of Transportation No A larger sample with more diverse backgrounds would be desirable in order to yield more generalized findings Furthermore, the data for the study were based mainly on the self reports of the participants, and the test focus mainly on vocabulary Therefore, it is suggested that other instruments be used to get insights into what learners actually do, and determine the relationship between the strategy use and the students‟ proficiency level Hopefully, this will lead to more thorough investigations in the field 46 REFERENCES Cohen, A.D (1990), Language Learning: Insight for Learners, Teachers, and Researchers, Newbury House/Haper & Row, New York Cohen, A.D (1998), Strategies in Learning and Using a Second Language, New York: Longman Cook, Vivian (2001), Second Language Learning and Language Teaching, Third edition Oxford: Oxford University Press Inc Francie, A Understanding Vocabulary, /www.scholatic.com/teachers/article/understanding vocabulary Griffiths, C (2004), Language Learning Strategies: Theory and Research, Occational paper No.1 Gu, Y., & Johnson, R.K (1996), Vocabulary Learning Strategies and Language Learning Outcome, Language Learning, 46, pp 643-679 Hurd, S & Lewis, T (2008), Language Learning Strategies in independent setting, Multilingual Matters Ltd Huyen, T T T (2001), An Investigation into Vocabulary Learning Strategies by Students majoring in English at the Department of Foreign Languages-Quy Nhon Teacher Training College, Thesis, College of Foreign Languages, Hanoi Lewis, M (1993), The Lexical Approach, Language Teaching Publications Lien, V T N (2010), An examination of vocabulary learning strategies of first year students in USSH-VNUH, MA Thesis, College of Foreign Languages, Hanoi Mc Carthy, M (1990), Vocabulary, Oxford University Press Nation, I.S.P (2001), Learning Vocabulary in Another Language, Cambridge: Cambridge University Press Nunan, D (1991), Language Teaching Methodology: A Textbook for Teachers: New York: Prentice Hall 47 O‟Malley, J M., & Charmot, A.U (1990), Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press Oxford, R (1990), Language Learning Strategies: What every teachers should know, Boston: Heinle and Heinle Publishers Pavicíc, V (2008), Vocabulary Learning Strategies and Foreign Language Acquisition, Multilingual Matters Ltd Read, J (2000), Assessing Vocabulary, Cambridge: CUP Schmitt, N (1997), Vocabulary Learning Strategies, In N Schmitt, & M Mc Carthy (Eds.), Vocabulary: Description, Acquisition, and Pedagogy (pp.237-257) Cambridge: Cambridge University Press Wilkins, D A (1976), Notional Syllabuses, Oxford: Oxford University Press 48 APPENDIX Schmitt’s Taxonomy of Vocabulary Learning Strategies Strategies group Strategies for the discovery of a new word’s meaning Analyze parts of speech Analyze affixes and roots DET Check for L1 cognate Analyze any available pictures or gestures Guess the meaning from textual context Bilingual dictionary Word lists Flash cards Ask teacher for an L1 translation Ask teacher for paraphrase or synonym of a new word SOC Ask teacher for a sentence including the new word Ask classmates for meaning Discover new meaning through group work activities Strategies for consolidating a word once it has been encountered Study and practice meaning in a group SOC Teacher checks students‟ flash cards or word lists for accuracy Interact with native speaker Study word with a pictorial presentation of its meaning I Image word‟s meaning Connect word to a personal experience Associate the word with its coordinates Associate the word with its synonyms and antonyms MEM Use semantic maps Use „scales‟ for gradable adjectives Peg method Loci method Group words together to study them Group words together spatially on a page Use new word in sentences Group words together within a storyline Study the spelling of a word Study the sound of a word Say new word aloud when studying Image word form Underline initial letter of the word Configuration Use keyword method Affixes and roots (remembering) Part of speech (remembering) Paraphrase the word‟s meaning II Use cognates in study Learn the words of an idiom together Use physical action when learning a word Use semantic feature grids Verbal repetition Written repetition Word lists COG Flashcards Take note in class Use the vocabulary section in your textbook Listen to tape of word lists Put English labels on physical objects Keep a vocabulary notebook Use English-language media (songs, movies, newscasts, etc.) Testing oneself with word tests MET Use spaced word practice Skip or pass new word Continue to study word over time III APPENDIX Vocabulary Learning Strategies Questionnaire Part 1: General information Please answer the following questions Sex: male / female (circle one) Age: ……………years old Background education (tick in the box next to your choice)  Middle School  Unfinished High School  High School You left school years ago Have you ever learnt English? Yes / No (circle one) If yes, how long have been learning English? …………… years What you think of English? (tick in the box next to your choice, you can tick more than one)  interesting  difficult  boring  easy Do you think English is useful for your job in future? Yes/No (circle one) Part 2: Vocabulary learning strategies questions Foreign languages can be learnt in various ways The aim of this questionnaire is to find out how YOU learn foreign language words Please answer how you really learn and not how you think you should learn or how somebody else learns (1): Never (2): Rarely (4): Usually (5): Always No (3): Sometimes Strategies (1) Choosing the important or necessary words to learn Choosing suitable strategies to learn words effectively Using English-Vietnamese dictionary Analyzing part of speech, suffixes and roots IV (2) (3) (4) (5) Guessing the meaning from textual context Asking teacher or friend to translate into Vietnamese Discovering the meanings of new words through group work Studying and practising meaning in a group Associating the word with its synonyms and antonyms 10 Connecting word to a personal experience 11 Putting words in certain groups 12 Making sentences with new words 13 Saying new word aloud when studying 14 Using words in different ways 15 Remembering parts of speech, suffixes and roots 16 Verbal repetition 17 Written repetition 18 Writing word lists and sticking it on objects around 19 Keeping a vocabulary notebook 20 Using English-language media (radio, TV, internet) 21 Ignoring new words 22 Planning vocabulary revision 23 Testing oneself with words tests Do you use any other strategies that are not mentioned in this questionnaire? If yes, please specify …………………………………………………………………………………………………… …………………………………………………………………………………………………… V APPENDIX Bảng câu hỏi chiến lược học từ vựng Phần I: Thông tin chung Xin bạn vui lịng cho biết thơng tin cá nhân cách trả lời câu hỏi sau Giới tính: Nam/Nữ Tuổi: …………… Trình độ học vấn (tích vào tương ứng với lựa chọn)  Tốt nghiệp cấp  Chưa tốt nghiệp cấp  Tốt nghiệp cấp Bạn tốt nghiệp phổ thông năm …… Bạn học tiếng Anh chưa? Có/Khơng Nếu có, bạn học rồi? ……… năm Suy nghĩ bạn việc học mơn tiếng Anh (bạn chọn nhiều lựa chọn)  Thú vị  Dễ  Khó Tẻ nhạt Bạn có nghĩ tiếng Anh có ích cho cơng việc tương lai bạn khơng? Có/Khơng Phần 2: Các câu hỏi chiến lược học từ vựng Ngoại ngữ học theo nhiều cách khác Mục đích phiếu điều tra xem phương pháp bạn học từ vựng Bạn đánh dấu vào ô tương ứng với lựa chọn bạn Mong bạn lựa chọn phương pháp mà bạn thực sử dụng phương pháp mà bạn nghĩ người học ngoại ngữ nên dùng (1): Không (2): Hiếm (4): Thường xuyên (3): Thỉnh thoảng (5): Luôn Chiến lược STT (1) Lựa chọn từ quan trọng cần thiết để học Lựa chọn phương pháp học từ phù hợp hiệu Sử dụng từ điển Anh-Việt Phân tích từ loại, tiền tố hậu tố từ Đoán nghĩa từ dựa vào ngữ cảnh VI (2) (3) (4) (5) Nhờ giáo viên bạn dịch từ sang tiếng Việt Học từ hoạt động theo nhóm lớp Học từ thực hành từ với bạn bè Học từ cách gắn liền với từ đồng nghĩa trái nghĩa 10 Gắn liền từ với kinh nghiệm thân 11 Nhóm từ theo tiêu chí cụ thể để học theo chủ đề từ loại 12 Đặt câu với từ học 13 Nói to từ học 14 Sử dụng từ nhiều câu khác 15 Ghi nhớ từ loại từ (danh từ, động từ, tính từ, ) 16 Đọc to từ nhiều lần 17 Viết từ nhiều lần 18 Học từ theo danh sách có dịch nghĩa tiếng Việt 19 Ghi chép từ sổ riêng 20 Học tiếng Anh qua phương tiện thông tin đài, tivi, internet 21 Bỏ qua từ 22 Lên kế hoạch luyện tập từ 23 Tự kiểm tra vốn từ vựng thân cách làm tập liên quan đến từ vựng Ngoài phương pháp học nêu trên, bạn có sử dụng phương pháp khác khơng? Nếu có, bạn nêu rõ …………………………………………………………………………………………………… VII APPENDIX Questions for Teacher Interviews What‟s your opinion of your students‟ vocabulary learning? Are they conscious of their learning: plan what and how to learn? Describe the way in which your students usually learn a new word? Which strategies are used most? What aspects of words students often pay most attention to (form, meaning, use )? What problems students have in learning vocabulary? Do you think strategy training is necessary and which strategies should be trained? VIII APPENDIX English Vocabulary In Use Elementary Test Circle the best answer I in my English lesson A got a good time B have got a good time C have a good time You can skiing, swimming, dancing, and shopping A make B C take D go “What _?” “I‟m listening to music.” A are you doing B you C you like doing B I made a coffee C I am doing a coffee this morning A I did a coffee What time did you _ last night? A come home B come to home C come back to home How _ to get to the airport? A long it is B much C long does it take D far C down D up B get on C get up D get over B said me C said Please can you turn the TV _? I can‟t hear it A off B on I very well with my sister A get out He _ goodbye A told 10 You can train, plane, and bicycle A catch B miss C go by 11 is the six month of the year A July B June C January D May 12 Laura‟s _ at the moment but she‟ll be back in a few minutes A out B abroad C here 13 The driver sits at the _ of the bus A side B beginning C middle IX D front 14 She drives A good B well C slow D fastly 15 “The weather‟s nice today.” “Yes, it‟s ” A terrible B lovely C dreadful 16 “Jack is easy-going” “Yes, he‟s always ” A happy B lovely C relaxed D kind 17 This house is _ A very quite B very quiet C very quietly 18 “Kate has a husband now.” “Yes, she‟s ” A single B widowed C divorced D married 19 This is my niece-my _ A brother‟s son B brother‟s daughter C aunt‟s sister 20 Your is not part of your leg Your is not part of your leg A thumb B toe C knee D foot 21 I‟m _ a green shirt A wearing B having C carrying 22 He‟s He should eat more A too thin B slim C handsome 23 Take an aspirin for _ A headaches B asthma C hay-fever D vomiting C happy D well C Cheer D Congratulations 24 “Sad” is the opposite of _ A hot B ill 25 “I passed my exam” “ _!” A Bless you B Good luck 26 Steffi is Swiss She‟s from _ A Switzerland B Holland C Sweden 27 We saw some lightening then we heard loud _ A thunder B fog C snow X 28 You can borrow books from the _ A post office B bookshop C library D town hall B field C forest D river B sheep C fish D elephants C flight D boarding card 29 A has a lot of tree A village 30 live on a farm A Snakes 31 You see the word at the train station A check in B platform 32 “EXIT” means _ A go out B go in C go up B An orange C An apple 33 _ is red and soft A A banana D A strawberry 34 You find in the kitchen A shampoo B saucepans C wardrobes 35 You find an alarm clock, wardrobe, and chest of drawers in the _ A bathroom B kitchen C bedroom 36 You keep book on a _ A bookshelf B sofa C armchair D dining table B in the factory C in an office D at the hospital 37 A doctor works _ A in a shop 38 When you finish university, you A give a lecture B get a degree C take notes D a course 39 is not part of a computer A An email B A screen C A keyboard D A mouse 40 We want to take the car with us so we‟re going by A train B ferry C ferry 41 You go to the to buy lipstick, aspirin, and toothpaste A bookshop B butcher C toyshop XI D chemist 42 „Have you booked the room?” “Yes, I A have a reservation B would like a double room C checked in 43 “ ” “Yes, I‟ll have chips and salad” A What you want? B Are you ready to order? C Is everything all right? 44 She plays every day A swimming B karate C running D tennis C comedy D western C look D watch C vandal D robber 45 A _ is about ghosts and dead people A horror film B musical 46 Shall we a DVD tonight? A see B listen 47 A attacked me in the street and stole my bag A terrorist B mugger 48 A is often on TV every day and about people‟s lives A talk show B cartoon C documentary D soap opera 49 Can you repair my TV? A It‟s untidy B It isn‟t working C It‟s out of order D It‟s crashed A is a type of natural disaster A trike B hurricane C car crash XII D war ... The Definitions of Learning Strategies 1. 4 .1. 2 Classification of Language Learning Strategies 10 1. 4.2 Vocabulary Learning Strategies 11 1. 4.2 .1 The Importance of Vocabulary Learning. .. carried out at the Central Vocational College of Transportation No The results of the study indicated that not many students were aware of their learning vocabulary and conscious of the strategies. .. teacher can assess whether they succeed in learning it or not 1. 4 Vocabulary Learning Strategies 1. 4 .1 Language Learning Strategies It is important that the discussion of language learning strategies