Nghiên cứu các chiến lược học từ vựng cảu học sinh trường THPT Sông Công- Thái Nguyên = An investigationinto vobulary learning strategiesemployed by students at

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************** NGUYỄN MINH THỦY AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES EMPLOYED BY STUDENTS AT SONG CONG HIGH SCHOOL, THAI NGUYEN Nghiên cứu chiến lƣợc học từ vựng học sinh trƣờng trung học phổ thông Sông Công, Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************** NGUYỄN MINH THỦY AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES EMPLOYED BY STUDENTS AT SONG CONG HIGH SCHOOL, THAI NGUYEN Nghiên cứu chiến lƣợc học từ vựng học sinh trƣờng trung học phổ thông Sông Công, Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: DƢƠNG ĐỨC MINH, PhD HANOI, 2014 DECLARATION ***** - I hereby certify that the thesis entitled “An investigation into vocabulary learning strategies employed by students at Song Cong High School, Thai Nguyen" is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Hanoi National University and that this thesis has not been submitted for any degree at any other university or tertiary institution Ha Noi, 2014 Student‟s Signature Nguyen Minh Thuy i ACKNOWLEDGEMENTS First I would like to express my sincere and deep gratitude to my supervisor, Dr Duong Duc Minh, who has given me great help with this thesis Without his experienced guidance, valuable suggestions and dutiful supervision, my research would be far from completed I would also like to acknowledge my debt of gratitude to Dr Le Hung Tien and the staff members of the Post Graduate Department and the lecturers at College of Foreign Languages, Vietnam National University-Hanoi for their valuable lectures, which laid the foundation of this thesis and for their knowledge as well as their sympathy I would like to express my appreciation my friends who have been continuously giving me a lot of support and encouragement for the fulfillment of this challenging work I am also grateful to Ms Le Thu Ha, the librarian at the Resource Centre, who is willing to lend me a lot of interesting books and valuable materials for my thesis I take this opportunity to thank all students and teachers at Song Cong High School for their valuable help and co-operation during the time I collected the data Last but not least, I would like to express my thank to my beloved parents, my husband, my daughters, my brothers and my sisters who continually gave me a lot of support and encouragement for the fulfillment of this challenging work Hanoi, 2014 ii ABSTRACT This study aims to carry out an investigation on how Song Cong High School (SCHS) students in Thai Nguyen City, Thai Nguyen Province, Vietnam learn English vocabulary The purposes of this study were as follows: to find out the SCHS students‟ perceptions of English vocabulary learning, to explore the SCHS students‟ strategies used in learning English vocabulary to find out the most and least commonly vocabulary learning strategies employed by the SCHS students in learning English vocabulary, to examine the relationship between students‟ vocabulary learning strategies and their level of study and to provide implications for the teaching and learning of the English vocabulary A sample of 60 participants was drawn from SCHS The questionnaire was both quantitatively used to analyze the collected data The questionnaire was used to elicit the SCHS students‟ perception of vocabulary learning Participants were asked to complete a questionnaire designed to measure the frequency use of certain vocabulary learning strategies The results from the questionnaire indicated that not many students were aware of their vocabulary learning process and conscious of the strategies being used to achieve better results Using English-Vietnamese dictionary, asking teachers or friends to translate new English words into Vietnamese, remembering parts of the speech, using new words in sentences, verbal repetition and written repetition are among the strategies frequently used by these participants It can be seen that the most frequently used strategies are basic and popular ones which brings about few changes in the results iii LIST OF TABLES Table .24 Table .26 Table .26 Table 27 Table 28 iv LIST OF ABBREVIATIONS L1/ L2 : First/ Second Language LLS : Language Learning Strategies VLS : Vocabulary Learning Strategies SCHS : Song Cong High School VOLSI : Vocabulary Learning Strategies Inventory SILL : Stratery Inventory for Language Learning v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES iv LIST OF ABBREVIATIONS v PART A: INTRODUCTION 1 Rationale Factors Influencing English Language Learning The Study Objectives 4 Research Questions Scope of the Study Methods of the Study Significance of the Study Outline of the Study Summary PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Language Learning Strategies 1.1 The Definitions of Learning, Strategies and Language Learning Strategies .10 1.1.1 Learning 1.1.2 Strategies 1.1.3 Language Learning Strategies 1.2 Overview of Language Learning Strategies 1.3 Classifications of Language Learning Strategies 10 1.3.1 Oxford‟s Language Learning Strategies Classification 11 1.3.2 Cohen‟s Language Learning Strategies Classification .12 1.3.3 O‟Malley and Chamot‟s Language Learning Strategies Classification 12 i Vocabulary Learning Strategies 13 2.1 The Definitions of Vocabulary Learning Strategies .13 2.2 The Classifications of Vocabulary Learning Strategies .13 2.3 The Importance of Vocabulary Learning Strategies .17 2.4 Studies on Vocabulary Learning Strategies 17 CHAPTER 2: RESEARCH METHODOLOGY 20 2.1 Research questions 20 2.2 Participants of the study 20 2.3 Setting of the Study .20 2.4 Research Instruments 21 2.5 Data Collection .23 2.5.1 Procedure for the Questionnaire 23 2.5.2 Data analysis 23 2.6 Summary .23 CHAPTER 3: DATA ANALYSIS 24 3.1.An Analysis of the Questionnaire on the Song Cong High School Students‟ Vocabulary Learning Strategies .24 3.1.1.The Song Cong High School Students‟ Perceptions of English Vocabulary Learning 24 3.1.2 Vocabulary Learning Strategies used by 60 Song Cong High School Students 25 3.1.3 Vocabulary Learning Strategies Uses of the Song Cong High School Students 26 3.1.4 The SCHS Student‟s Self-Reports to the Four Categories of Vocabulary Learning Strategies 26 3.1.5 Variation in Students‟ Individual Language Learning Strategy Use According to Students‟ Grades .28 3.2 Results 33 3.2.1 Answer to Research Question 1: What are the SCHS students‟ perceptions of using strategies in their vocabulary learning processes? 33 ii 3.2.2 Answer to Research Question 2: What strategies are most and least commonly employed by the SCHS students in English vocabulary learning? 33 3.2.3 Answer to Research Question 3: What is the relationship between students‟ reported vocabulary learning strategies use and their level of study? 33 3.3.Summary 34 PART C: CONCLUSION .35 Conclusion 35 Pedagogical Implications 35 Limitations of the Study 37 Recommendations for Further Studies 38 REFERENCES 39 APPENDIX I APPENDIX V iii challenging task of teaching English Teachers can help students use more vocabulary learning strategies to facilitate their vocabulary learning Based on the findings of this study, some recommendations are proposed for English teachers in Vietnam It is a fact that what learners know about themselves and about their own learning process can affect their use of language learning Learners‟ level of strategy perceptions also influences strategy use Therefore, in order to improve students‟ language learning, teachers need to understand what learning strategies students use and encourage lower proficiency students to use effective learning strategies in their learning process Moreover, teaching methods often influence how students learn Teachers should become more aware of their students‟ strategies in order to orient teaching methods more appropriately Learners should be encouraged to “learn how to learn” and “learn how to use” a foreign language in a variety of instructional programmes around the world Therefore, teachers should offer strategy training to students as part of the curriculum according to Oxford and Leaver (1996) (cited in Cohen, 1998), as strategy training encourages students to find their own pathways to success, and thus it promotes learner autonomy and self direction It also helps learners consider the factors that affect their learning and discover the strategies that suit them best To this, teachers need to know which vocabulary learning strategies exist and what form of knowledge and skills learners need to acquire in order to successfully use each of them Then teachers prepare an adequate amount of activities and tasks for learners to develop gradually into independent strategy users There are several patterns of strategic teaching at their disposal such as demonstrating the use of the strategy, asking students to use the strategy supporting each other, asking students to report the use of the strategy, and so on From the work of Oxford(1990) and Rubin(1987), Graham (1997) (cited in Pavicic, 2008) the following strategies could be used: Writing words on word cards, with their meaning on the back; Systematic grouping of words (e.g according to topic, function, etc.); Saying words out loud while learning; Recording words on tape and listening to it; Connecting words with pictures or to similarly sounding words in the first language; Connecting words with situations; 36 Connecting words with places (e.g its position in the notebook); The Keyword Method; Natural associations (e.g antonyms); 10 Learning related words (e.g according to their suffix) Besides, all students investigated were used to using monolingual dictionary, which is not very useful for the learning, where as using bilingual dictionary facilitates comprehension and word retention (Luppescu & Day, 1995) It even doubles the amount of memorised vocabulary (Fraser, 1999) (cited in Pavicic, 2008) However, if they cannot use a dictionary appropriately, for example looking up (too) many words or not understanding some given definitions, learners can become frustrated This is why learners need to be trained in dictionary use, and need to be provided with opportunities to practise this strategy in the frame work of various language tasks In conclusion, teachers play an important role in raising students‟ awareness of their vocabulary learning strategy use Teachers can train their students become autonomous and self-directed learners by understanding their learning situations and reflect it on their teaching curriculum and teaching methods Limitations of the Study The strengths of this study are the use of both qualitative and quantitative methods yielding the process of in-depth data collection and analysis so that the findings of the study will be validated However, like other research studies so far in the field of language acquisition, the study brings in certain limitations which should be clarified to overcome doubts about the reliability and validity of the study The following limitations apply to the present study Firstly, the population of this study was limited It might not be considered as representatives of the other Vietnamese regions Secondly, the purposive sampling procedure of this study decreased the generalizability of findings even though random sampling was used as well The participants were chosen based on convenience and availability This study was not generalized to all cities in Vietnam since the aim for this study was to investigate indepth how the SCHS students in senior high schools learn English vocabulary Thirdly, in order to investigate how the SCHS students learn English vocabulary, the research questions in the study only focused on the SCHS students‟ perceptions 37 on English vocabulary learning and general strategies of English vocabulary learning Recommendations for Further Studies Based on the limitations discussed in part above, the researcher offers some recommendations for further studies in L2 vocabulary learning Vietnam Firstly, a large-scale survey study covering the regions in the future is required so as to make the findings of the study more generalizable Secondly, more research methods/instruments such as classroom observation, diary studies, etc together with questionnaire are needed to use triangulatedly to collect data in the future studies so that the findings of the study could be more reliable Finally, more research questions related to the SCHS students‟ vocabulary learning strategies could be conducted in future studies, such as the correlation between strategies use and English proficiency, differences strategies used between/among different grades, etc 38 REFERENCES Brown, H D (2000) Principles of Language Learning & Teaching: Longman Publishing Brown, H D (2001) Teaching by principles: An interactive approach to language pedagogy Brown, J D (2001) Using Surveys in Language Programs Cambridge: Cambridge University Press Chamot, A U (1987) The learning strategies of ESL students In A Wenden and J Rubin(Eds.) Learner Strategies in Language Learning New York: Prentice Hall Cohen, A D (1990) Language Learning: Insights for Learners, Teachers, and Researches.: Newbury House Cohen, A.D (1998), Strategies in Learning and Using a Second Language, New York: Longman Cohen, A D (2000) Strategies in Learning and Using a Second Language Beijing: Foreign Language Teaching and Research Press Ellis, R (1997) Second Language Acquisition Oxford: Oxford University Press 10 Ellis, R (1999) The Study of Second Language Acquisition London: Oxford University Press 11 Gu, Y Q., & Hu, G W (2003) English vocabulary learning strategies, vocabulary size and the change of English Achievements In Wen, Q F & Wang, L F (Eds.) Theoretical Issues on English Learning Strategies (pp 125143) Xi'an: Shanxi Normal University Press 12 Gu, Y Q., & Johnson, R K (1996) Vocabulary learning strategies and language learning outcomes Language Learning, 46(4), pp 643-679 13 Hang, D T ( 2008), Vocabulary learning strategies employed by students at Hung Vuong gifted High school MA Thesis, University of Foreign Languages, Hanoi 14 Hurd, S & Lewis, T (2008), Language Learning Strategies in independent setting, Multilingual Matters Ltd 39 15 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 16 Lewis, M (1993), The Lexical Approach, Language Teaching Publications 17 Lien, V T N (2010), An examination of vocabulary learning strategies of first year students in USSH-VNUH, MA Thesis, University of Foreign Languages, Hanoi 18 Lawson, M J., & Hogben, D (1996) The vocabulary learning strategies of foreign language students Language Learning, 46(1), (pp 101-135) 19 Mayer, R (1988) Learning strategies: An overview In Weinstein, C., E Goetz, and P Alexander (Eds.), Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation (pp 11-22) New York: Academic Press 20 Naiman, N., Frohlich, M., Stern, H H & Todesco, A (1978) The good language learner Toronto: Ontario Institute for Studies in Education 21 Nation, I S P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 22 Nhan, D (2008), An investigation on vocabulary teaching in the advanced level textbook program for English specialized students grade 11 in Chu Van An High school MA Thesis, University of Foreign Languages, Hanoi 23 Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press 24 O'Malley, J M., & Chamot, A U (1990) Learning Strategies in Second Language acquisition Cambridge: Cambridge University Press 25 Oxford, R L., Crookall, D., Cohen, A Lavine, R., Nyikos, M and Sutter, W (1990) Strategy training for language learners: six situational case studies and a training model Foreign Language Annals 22(3), pp.197-216 26 Oxford, R (1992/1993) Language learning strategies in a nutshell: Update and ESL suggestions TESOL Journal, 2(2), pp 18-22 27 Oxford, R L (1996) Employing a questionnaire to assess the use of language learning strategies Applied Language Learning, 7(1 & 2), pp.25-45 28 Stern, H.H (1992), Issues and Options in Language Teaching, Oxford: Oxford University Press 40 29 Tarone, E (1980), Communication strategies, foreigner talk, and repair in interlanguage, Language Learning, 30(2), pp 417-429 30 Rubin, J and Thompson, I (1994), How to be a more successful language learner: Toward Learner Autonomy (2nd edition), Boston: Heinle and Heinle Publishers 31 Rubin, J (1987), Learner strategies: Theoretical assumptions, research history and typology, In A Weden & J Rubin (Eds.), Learner strategies in language learning (pp 15-30), Englewood Cliffs, NJ: Prentice Hall 32 Rubin, J (1975) What the "good language learner" can teach us TESOL Quarterly 9, pp.41-51 33 Rubin, J (1987) Learning strategies: Theoretical assumptions, research history and typology In A Wenden & J Rubin (Eds.) Learner Strategies and Language Learning (pp 15-29) Englewood Cliffs, NJ: Prentice Hall 34 Schmitt, N., & McCarthy, M (1997) Vocabulary Description, Acquisition and Pedagogy Cambridge: Cambridge University Press 35 Schmitt, N.(2000) Vocabulary in Language Teaching Cambridge: Cambridge university press 36 Stoffer, L.(1995) University Foreign Language Students' Choice of Vocabulary Learning Strategies as Related to Individual Difference Variables Unpublished Unpublished PhD Dissertation University of Alabama 37 Wenden, A L (1982), Learner strategies, TESOL Newsletter, 19(5),pp.1-7 38 Weinstein, C., & Mayer, R (1986), The teaching of learning strategies, In M.C 39 Wilkinson, D., & Birmingham, P (2003) Using Research Instruments: A Guide for Researchers London: RoutledgeFalmer 40 Wilkins, D (1972:p.111), Linguistics in language teaching, London: Edward Arnold 41 APPENDIX The SCHS Students’ English VLS Questionnaire Part 1: The Student’s Background Information Directions: Please provide the information about yourself by choosing the choices given (V ) or write the response where necessary Your name: Your gender: School: □ Male □ Female Part 2: The Student’s Perceptions of Vocabulary Learning Strategies Questionnaire Directions: This questionnaire is designed to gather information about your opinions on vocabulary learning and vocabulary learning strategies Please read each statement carefully and click ( V ) the response which describes your opinions: Student‟s Perceptions of Vocabulary learning = strongly agree = agree = undecided = disagree = strongly disagree Student‟s Vocabulary Learning Strategies Use = always appropriate to my situations = often appropriate to my situations = sometimes appropriate to my situations = seldom appropriate to my situations = not appropriate to my situations I Student’ Perceptions of using Vocabulary learning No Once the English equivalents of all Vietnamese words have been remembered, English is learned The best way to remember words is to memorize word lists or dictionaries Remembering the meanings of a word is an end in itself A good memory is all you need to learn a foreign language well Repetition is the best way to remember words You can only acquire a large vocabulary by memory of individual words The meanings of a considerable amount of words can be picked up through reading One can expand his vocabulary simply through reading a lot Guessing words in context is one of the best ways to learn vocabulary 10 When you come across a word several times in different context, you will know what it means 11 I can arrange when and how many words I will memorize I arrange a short-term goal and a long-term goal for memorizing new words 13 I check my progress on word study regularly 14 I often self-evaluation for my words study so as to improve memorizing methods/strategies 15 I know when a new word or phrase is essential for adequate comprehension of a passage 16 I know which words are important for me to learn 17 I know what cues I should use in guessing the meaning of a particular word 18 Besides textbooks, I look for other readings that fall under my interest 19 I wouldn‟t learn what my English teacher doesn‟t tell us to learn (Reversed value) 5 12 II 5 5 5 5 5 5 20 I wouldn‟t care much about vocabulary items that my teacher does not explain in class (Reversed value) 21 I make use of the logical development in the context (e.g., cause and effect) when guessing the meaning of a word 22 I make use of my knowledge of the topic when guessing the meaning of a word 23 I make use of the grammatical structure of a sentence when guessing the meaning of a new word 24 I look for any examples provided in the context when guessing the meaning of a new word 25 I make use of the part of speech of a new word when guessing its meaning 26 When I see an unfamiliar word again and again, I look it up 27 When I want to confirm my guess about a word, I look it up 28 When I don‟t know the usage of a word I already have some knowledge of, I look it up I go through my vocabulary list several times until I am sure 29 that I don‟t have any words on that list that I still don‟t understand I memorize the spelling of a word letter by letter 30 31 5 5 5 5 5 I act out a word in order to remember it better 32 I remember the new word together with the context where the new word occurs 33 I try to use the newly learned words as much as possible in speech and writing 34 I try to use newly learned words in real situations I try to use the newly learned words in imaginary situations in my mind 36 I make a note when I see a useful expression or phrase I make / buy vocabulary cards and take them with me whenever I go When I try to remember a word, I repeat it aloud to 38 myself 39 When I try to remember a word, I repeat its pronunciation in my mind 35 37 III 5 5 40 I often make discussion on how to memorize new words with others 41 When encountering new words, I ask teachers or classmate for help 42 I can quieten myself down to memorize words 43 I encourage myself when I make less progress on new words learning 44 I can actively communicate with foreigners I often take part in English corner to make good use of learned words 46 I feel frustrated when encountering complicated words 47 When memorizing a new word, I often memorize its Vietnamese meaning first 48 When memorizing a new word, I often memorize its meaning by both Vietnamese and English for memory When speaking, I arrange the meanings what I will express in 49 Vietnamese, and than translate them from Vietnamese to English When writing a composition, I arrange the meanings what I 50 will express in Vietnamese, and than translate them from Vietnamese to English 45 IV 5 5 5 APPENDIX Bảng câu hỏi chiến lƣợc học từ vựng học sinh trƣờng THPT Sông Công Phần I: Thông tin học sinh Xin bạn vui lòng cho biết thông tin cá nhân cách trả lời câu hỏi sau Giới tính: Nam/Nữ Tuổi: …………… Phần 2: Các câu hỏi chiến lƣợc học từ vựng học sinh Phiếu điều tra dùng nhằm tìm hiểu phương pháp bạn học từ vựng Vui lịng đánh dấu vào 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 Nhận thức học sinh việc học từ vựng = hoàn toàn đồng ý = đồng ý = chưa định = khơng đồng ý = hồn tồn khơng đồng ý Sử dụng chiến lược học từ vựng = ln ln phù hợp với tình tơi = thường xun phù hợp với tình tơi = phù hợp với tình tơi = phù hợp với tình tơi = khơng phù hợp với tình V Học sinh học từ vựng tiếng Anh thông qua nhớ nghĩa tiếng Việt Cách tốt để nhớ từ nhớ từ danh sách từ từ điển Nhớ nghĩa từ mục đích cuối 5 Để học tốt tiếng Anh, bạn cần có trí nhớ tốt 5 Cách tốt để nhớ từ lặp lặp lại từ nhiều lần Bạn có vốn từ vựng phong phú cách nhớ nhiều từ riêng lẻ Nghĩa nhiều từ nhận trình đọc Người ta mở rộng vốn từ vựng đơn giản thông qua việc đọc nhiều Đoán từ ngữ cảnh cách tốt để học từ vựng Khi bạn gặp từ nhiều lần ngữ cảnh khác nhau, bạn biết ý nghĩa Tơi xếp thời gian cách thức ghi nhớ từ 1 Tôi xếp mục tiêu ngắn hạn mục tiêu dài hạn cho việc ghi nhớ từ Tôi thường xuyên kiểm tra tiến độ việc học từ 3 5 5 5 5 Tôi thường tự đánh giá việc học từ để trau dồi thêm phương pháp ghi nhớ Để hiểu đoạn văn cách thấu đáo cần hiểu nghĩa từ cụm từ đoạn văn Tôi biết từ từ từ quan trọng để học Tôi biết sử dụng gợi ý để đoán nghĩa từ cụ thể Ngồi sách giáo khoa, tơi cịn thích tìm đọc nhiều sách khác VI 5 Tơi khơng học giáo viên khơng u cầu (Giá trị đảo ngược) Tôi không quan tâm nhiều từ mà giáo viên khơng giải thích lớp (Giá trị đảo ngược) Tôi sử dụng phát triển hợp lý ngữ cảnh (ví dụ, ngun nhân kết quả) đốn nghĩa từ Tôi sử dụng kiến thức chủ đề đoán nghĩa từ Tôi sử dụng cấu trúc ngữ pháp câu đoán nghĩa từ Tơi tìm ví dụ cung cấp bối cảnh để đốn nghĩa từ Tôi dựa vào từ loại từ để đốn nghĩa 5 Khi tơi nhìn thấy từ khơng quen thuộc vài lần, tơi tra nghĩa Khi muốn kiểm chứng từ mà tơi vừa đốn tơi tra từ từ điển Khi cách sử dụng từ, tơi tra cách sử dụng Tôi học tất từ danh sách từ thuộc hết từ Tôi nhớ cách viết từ cách nhớ chữ từ 3 Để nhớ từ, thực hành 1 Tơi nhớ g từ cách nhớ ngữ cảnh mà sử dụng Tôi cố gắng sử dụng từ thường xuyên nói VII viết Tôi cố gắng để sử dụng từ học tình thực tế Tôi cố gắng sử dụng từ học tình tưởng tượng tâm trí tơi Khi gặp từ cụm từ hay, viết chúng lại Tôi làm / mua thẻ từ vựng mang chúng theo Khi cố gắng nhớ từ, tơi hay tự đọc to lên vài lần Khi cố gắng nhớ từ, thầm phát âm vài lần Tơi thường thảo luận cách nhớ từ với người khác Khi gặp từ mới, hỏi giáo viên bạn để giúp đỡ Tơi ngồi để nhớ từ Tơi tự động viên tơi có tiến việc học từ Tơi chủ động giao tiếp với người nước 4 5 5 5 5 Tơi thường tham gia vào góc tiếng Anh để thực hành từ học Tôi cảm thấy buồn bực gặp phải từ phức tạp Khi ghi nhớ từ mới, thường nhớ nghĩa tiếng Việt trước Khi ghi nhớ từ mới, thường nhớ nghĩa VIII tiếng Việt tiếng Anh Khi nói, tơi xếp ý tiếng Việt, sau dịch sang tiếng Anh 5 Khi viết luận, xếp ý tiếng Việt, sau dịch sang tiếng Anh IX ... VOCABULARY LEARNING STRATEGIES EMPLOYED BY STUDENTS AT SONG CONG HIGH SCHOOL, THAI NGUYEN Nghiên cứu chiến lƣợc học từ vựng học sinh trƣờng trung học phổ thông Sông Công, Thái Nguyên M.A MINOR PROGRAMME... comparatively high It can be seen that cognitive strategies (M=3.07), translation strategies (M=3.02) Social/Affective strategies (M=2.7), and metacognitive strategies (M=2.02), and Of the individual... four categories of strategies was listed as follow: cognitive strategies (M=3.07), translation strategies (M=3.02) Social/Affective strategies (M=3.00), and metacognitive strategies (M=2.52), and