A study on how to enrich english vocabulary for the first year english major students at ha noi pedagogical university no 2

Based on the results of the survey, some effective strategies for students in learning new words are presented to help them as well as those who have interest in the field of learning En

ACKNOWLEDGEMENTS

First and foremost, I would like to register my profound gratitude to Mrs Nguyen Thi Le, my supervisor, for her invaluable instructions, expertise and encouragement

I would like to express my appreciation to the students as well as lecturers at Hanoi Pedagogical University N0.2 whose participations and opinions are the valuable materials for my research

I would also like to give my special thanks to my classmates and my friends whose warm support and enthusiasm have contributed greatly to the development

of the research

Lastly, I am greatly to my family for their kindly encouragement endless support during the research’s finalization

ABSTRACT

Vocabulary learning strategies play an important role in vocabulary learning Admittedly, lack of vocabulary knowledge will have an effect on all four of language skills: listening, reading, writing, and speaking In addition, vocabulary learning and word retention are always the problems encountered by students at university This study, hence, investigates EFL students studying English as a second language in Hanoi Pedagogical University N0.2

This study explores the strategy use of vocabulary learning among EFL learners The study could not have been completed without the help of FLF students at HPU2 A sample of 100 respondents participated in the study Data collection was carried out through questionnaires The results revealed awareness

of students about how importance of vocabulary learning is in learning English, their beliefs in learning English vocabulary and their strategies most used in learning new words

Based on the results of the survey, some effective strategies for students in learning new words are presented to help them as well as those who have interest

in the field of learning English vocabulary

Date submitted: May 2013

LIST OF TABLES

Table 1: A taxonomy of Schmitt’s vocabulary learning strategies Table 2: Personal information of the study participants

Table 3: The importance of vocabulary learning

Table 4: Attitudes of students toward learning of English vocabulary Table 5: The most-used strategies reported by students

Table 6: The frequency of vocabulary learning strategies students do

TABLE OF CONTENTS

Acknowledgements i

Abstract ii

Statement of authorship iii

List of abbreviation iv

List of tables v

Table of contents vi

PART ONE INTRODUCTION I Rationale 1

II Aim of the study 2

III Scope of the study 2

IV Methods of the study 2

V Significance of the study 3

VI Design of the study 3

PART TWO DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1: Literature review in brief 4

I.2 Language learning strategies (LLS) 5

I.2.1.The definitions of learning strategy 5

I.2.2.The characteristics of learning strategy 5

I.3 Vocabulary and vocabulary learning strategies 6

I.3.1 Knowing a word 6

I.3.2 Vocabulary learning strategies (VLS) 7

I.3.2.1 The definitions of vocabulary learning strategies 7

I.3.2.2 Classifications of vocabulary learning strategies 8

I.3.2.2.1 O’ Malley & Chamot’s VLS classification 8

I.3.2.2.2 Gu and Johnson’s VLS classification 8

I.3.2.2.3 Nation’s VLS classification 8

I.3.2.2.4 Oxford’s VLS classification 9

I.3.2.3 Clarifying Schmitt’s vocabulary learning strategies 10

CHAPTER TWO: METHODOLOGY II.1 Participants 14

II.2 Research instrument 14

II.3 Data collection 15

II.4 Method of data analysis 15

II.5 Data analysis 15

II.5.1 Students’ background information 15

II.5.2 Students’ attitudes of learning vocabulary 16

II.5.3 Students’ ways of learning vocabulary 18

CHAPTER THREE: MAJOR FINDINGS, DISCUSSION AND RECOMMENDATION OF SEVERAL EFFECTIVE STRATEGIES FOR ENRICHING ENGLISH VOCABULARY III.1: Major findings and discussion 25

III.2: Recommendation of several effective strategies to enrich English vocabulary for the first-year English major students at Hanoi Pedagogical University N0. 2 26

III.2.1: Reading English materials as much as you can 26

III.2.2: Using a dictionary 27

III.2.3: Learning roots, prefixes, suffixes 28

III.2.4: Create your own theme groups 29

III.2.5: Making your own word list 31

III.2.6: Using a thesaurus 31

III.2.7: Listening to the radio and watch film and television programs that

use a college-level vocabulary 32

III.2.8: Using some vocabulary websites 32

PART THREE CONCLUSION

CONCLUSION 34

REFERENCES 35

APPENDIX 37

SURVEY QUESTIONNAIRES 37

PART ONE INTRODUCTION

I Rationale

Vocabulary is central to language and is of great significance to language learners Words are the building blocks of a language since they label objects, actions, ideas without which people cannot convey the intended meaning The prominent role of vocabulary knowledge in second or foreign language learning has been recently recognized by theorists and researchers in the field Wilkins (1976, cited in Thornbury 2002, p.13) contends that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”, hence the crucial role of vocabulary in language learning

English language is very important and in learning English language students have to learn vocabulary Vocabulary is a vital aspect in language, because it is essential for enhancing the four basic language skills, namely listening, speaking, reading and writing It is of utmost importance to people’s communication and language learning

Learning vocabulary is a very important part of learning a language The more words you know, the more you will be able to understand what you hear and read; and the better you will be able to communicate (speak and write) clearly and concisely In fact, many first-year English major students realize that their vocabulary is limited so that they have difficulties in expressing their idea Another problem student faces in learning English vocabulary is that they learn new words, but they tend to forget what they have learned quite soon after they just learned them Moreover, students often complain they don’t know how to memorize massive vocabulary and thus, in turn, lose interest in English learning However, increasing English vocabulary is a challenging task because it depends on many factors such as the teachers, students, learning strategies and so on This task still needs more attention and research

From my own interest in the field of vocabulary and the need to exploit efficient learning strategies that students can use to increase their vocabulary, I have conducted the study with the title: “A study on how to enrich English vocabulary for the first-year English major students at Hanoi Pedagogical University N0.2.”

II Aim of the Study

The ultimate goal of the study is to help the first-year English major students

to establish and enrich their English vocabulary learning The study aims specifically to:

1) Explore students’ attitudes of English vocabulary learning

2) Explore strategies are used the most by the EFL students in English

vocabulary learning

3) Suggest some effective strategies to improve students’ vocabulary learning III Scope of the Study

The general research area of this study is vocabulary

The phenomenon is strategies for learning vocabulary made by the first-year students of English of Foreign Language Faculty at HPU2 in the academic year of 2012/2013 Others relating to vocabulary are also briefly mentioned

The population involved in the study is one hundred the first-year English major students at HPU2

IV Methods of the Study

The study was carried out based on material collection and survey questionnaires

For the theoretical basis, referential materials on English vocabulary and strategies for enriching vocabulary were gathered, synthesized and analyzed The problems were also pointed out, implications and suggestions were included

For the practical basis, all the information and experience gathered from survey questionnaires with the first-year English major students were used to find out the effective strategies for enriching English vocabulary

V Significance of the Study

The study was carried out to give a clear picture about vocabulary learning

of the first-year English major students at HPU2 It also highlights the important role of enriching English vocabulary More importantly, it offers the theoretical basis for the implication of vocabulary strategies Pedagogically, the findings of the study are believed to be useful for the first-year English major students to seek ways to increase their vocabulary Thus, it can help student create a relaxing and effective vocabulary learning atmosphere where students are willing to learn for their own interest In addition, the study is also beneficial to anyone who is interested in English, specially in enlarging vocabulary

VI Design of the Study

The study has three main parts, namely: the introduction, the development and the conclusion

Part one: The introduction presents the rationale, the aims, scope, research methods and the design of the study

Part two: The development consists of three chapters

Chapter one: The literature review presents in brief theoretical background including vocabulary and strategy for learning vocabulary

Chapter two: Methodology This chapter presents the method used in the study including participants, research instrument, data collection, method of data analysis, and data analysis

Chapter three: This chapter shows the detailed results and analysis on the data collected from the survey questionnaires

Part three: The conclusion provides a review of the study

PART TWO DEVELOPMENT

CHAPTER ONE THEORETICAL BACKGROUND

I.1 LITERATURE REVIEW IN BRIEF

Vocabulary is a vital aspect in any language because it appears in every skill

of language: listening, speaking, reading, and writing skill Vocabulary learning strategies are a part of language learning strategies which in turn are a part of general learning strategies It’s very useful to help student to learn English vocabulary quickly and easily It is the reason why many researchers have put much effort in studying vocabulary learning strategies like Oxford (1990), Gu and Johnson (1996), Nation (2001), Višnia Pavičić Takač (2008) They each have their own way to describe the vocabulary learning strategies Generally, they focus their attention on the definition, classification, characteristics and uses of the vocabulary learning strategies

In the book Learning Vocabulary in Another Language, Nation (2001) refers

to the definition and the role of vocabulary learning strategies in guessing from context Moreover, he pays much attention to some word study strategies such as word parts strategies, using dictionaries, learning from word cards

Oxford (1990) gives a very comprehensive taxonomy or classifications of language learning strategies The key distinction in this taxonomy is that between direct strategies and indirect strategies Oxford divides the direct strategies into three: memory strategies, cognitive strategies, and compensation strategies On the other hand, indirect strategies cover metacognitive strategies, affective strategies and social strategies

Višnia Pavičić Takač (2008) in the book Vocabulary Learning Strategies

and Foreign Language Acquisition only focuses his attention on survey of

research, research methods and studies on vocabulary learning strategies

In the book Vocabulary Learning Strategies and Language Learning

Outcomes, Gu and Johnson (1996) mention to the definition of vocabulary learning

strategies They establish two main dimensions of vocabulary learning strategies for their study: metacognitive regulation and cognitive strategies which cover six subcategories namely, guessing, using a dictionary, note-taking, rehearsal, encoding, and activating strategies

In short, much research on vocabulary learning strategies has been carried out but has not made the point Therefore, it is essential to have quite a clear picture of effective strategies to enrich students’ vocabulary

I.2 Language learning strategies (LLS)

I.2.1 The definitions of language learning strategies

Many definitions of LLS are defined differently by researchers According

to Wenden & Rubin (1987, p.23), LLS is considered as the ones “which contribute

to the development of the language system which the learner constructs and affect learning directly” O’Malley & Chamot (1990, p.1) regard LLS as “the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information” Another interpretation comes from Oxford (2001, p.166), who defines LLS as “operations employed by the learner to aid the acquisition, storage, retrieval and use of information, specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situations” According to Cohen (as cited in Ellis

1999, p 531), “learning strategies are learning processes which are consciously selected by the learner The words ‘consciously selected’ are important because they demonstrate the special character of strategy”

I.2.2 The characteristics of language learning strategies

Oxford (1990, p.9) also proposes a list of twelve key features involving LLS, claiming that they:

1 contribute to the main goal, communicative competence

2 allow learners to become more self-directed

3 expand the role of teachers

4 are problem-oriented

5 are specific actions taken by the learner

6 involve many aspects of the learner, not just the cognitive

7 support learning both directly and indirectly

8 are not always observable

9 are often conscious

10 can be taught

11 are flexible

12 are influenced by a variety of factors

Among the features above, the tenth argument indicates that strategies are able to be instructed to language learners It plays an important role supporting language practitioners to study this issue further so that students can boost their learning by receiving appropriate strategy instructions

I.3 Vocabulary and vocabulary learning strategies

I.3.1 Knowing a word

Knowing and learning a word means knowing a word receptively and productively Being able to understand a word while listening to a text is known as receptive knowledge on the other hand, being able to use a word in spoken and written form is understood as productive knowledge

It is widely believed that people learn words receptively first and later achieve productive knowledge (Schmitt 2000) He further proposes the following list of the different kinds of knowledge that a person must master in order to know

a word:

- The meaning of the word

- The written form of a word

- The spoken form of the word

- The grammatical behavior of the word

- The collocations of the word

- The register of the word

- The associations of the word

- The frequency of the word

Nation (2001) suggests other aspects that are involved in knowing a word completely: form-spoken, written and word parts, meaning-from and meaning, concepts and references, associations, use-grammatical function, collocations and constraints on use

Based on above aspects of knowing a word, we can say that a word is a complex item and the learner needs more than one exposure to learn and remember

it The different forms of word knowledge need to be learned gradually over a long period of time Each exposure to a word is a chance to accumulate the different types of lexical knowledge

There is no doubt that attention to form and meaning of the unknown lead to

a word retention In some case this may involve memorization of units that will later be analyzed and in other cases may involve learning a rule or pattern that is subsequently practiced and used

I.3.2 Vocabulary learning strategies

I.3.2.1 The definitions of vocabulary learning strategies

Researchers define vocabulary learning strategies just according to the definition of learning strategies Nation (2001, p.217) states that “vocabulary learning strategies are a part of language learning strategies which in turn are a part

of general learning strategies” Based on O’Malley and Chamot’s (1990) definition

of learning strategies, Schmitt (1997) defined that learning is “the process by which information is obtained, stored, retrieved and used Therefore, vocabulary learning strategies could be any which affect this broadly defined process” (p 203) Nation (2001), instead of providing a clear-cut definition of vocabulary learning strategies, has opted for listing their characteristics According to one researcher, “a strategy must involve choice (i.e there should be several strategies

to choose from), be complex (i.e there should be several steps to learn), require knowledge and benefit from training, and increase the efficiency of vocabulary learning and vocabulary use” (Nation, 2001, p 217)

I.3.2.2 Classifications of vocabulary learning strategies

There are numerous different classification systems for vocabulary learning strategies Some representative classifications are listed at the following

I.3.2.2.1 O’Malley and Chamot’s VLS classification

O'Malley and Chamot (1990) identified three categories of vocabulary learning strategies, cognitive, metacognitive and social/affective Cognitive strategies are specified as learning steps that learners take to transform new material, for inference, contextual guessing and relating new information to other concepts from memory Metacognitive strategies involve consciously directing one’s own efforts into the learning task Social/affective strategies involve interaction with another person or taking control of one’s own feelings on language learning

I.3.2.2.2 Gu and Johnson’s VLS classification

Gu and Johnson (1996) conducted a questionnaire to investigate Chinese advanced learners’ use of English vocabulary learning strategies, they divided vocabulary learning strategies into two classes: cognitive and metacognitive strategies Cognitive strategies contain memory strategies, classification strategies, guessing strategies, dictionary strategies, note-taking strategies and activation strategies Metacognitive strategies contain plan-making strategies, self-evaluating strategies, self-checking strategies and selectively distributing attention strategies

I.3.2.2.3 Nation’s VLS classification

Nation (2001) divided vocabulary learning strategies into three general classes: planning, sources and process

* Planning (Choosing what to focus on and when to focus on it): includes choosing words, choosing the aspects of word knowledge, choosing strategies, and planning repetition

* Sources (Finding information about words): involves analyzing the words, using word part, learning from word cards, using context, using a dictionary, consulting a reference source in native language (L1) and second language (L2), and using parallels in L1 and L2

* Process (Establishing knowledge): includes noticing, retrieving, and generating

I.3.2.2.4 Oxford’s VLS classification

Oxford’ taxonomy is one of the most accepted and comprehensive classification Oxford (1990) classified vocabulary learning strategies into two main types: direct strategies and indirect strategies Direct strategies are the strategies that directly involve the target language in the sense that they need mental processing of the language Indirect strategies indirectly support language learning by arranging, evaluating, lowering anxiety, encouraging oneself, cooperating with others, asking questions, and other ways Direct strategies include memory, cognitive and compensation strategies Memory strategies are those that help students to store and retrieve information Cognitive strategies enable learners to understand and produce new language Compensation strategies allow learners to overcome knowledge gaps to communicate Indirect strategies include three strategies: metacognitive, affective and social strategies Metacognitive strategies allow learners to control their own learning through organizing, planning, and evaluating Affective strategies help learners gain control over their emotions, attitudes, motivations, and values Social strategies help learners interact with other people The detailed Oxford’s (1990) taxonomy of language learning strategies is as follows:

* Direct strategies

1 Memory strategies

A Creating mental linkages

B Applying images and sounds

C Reviewing well

D Implying action

2 Cognitive strategies

A Practicing

B Receiving and sending messages

C Analyzing and reasoning

D Creating structure for input and output

A Centering your learning

B Arranging and planning your learning

C Evaluating your learning

B Cooperating with others

C Empathizing with others

I.3.2.3 Clarifying Schmitt’s vocabulary learning strategies

A complete inventory of VLS will be conducive to pertinent studies in this area Schmitt (1997) attempted to propose a comprehensive taxonomy of VLS as possible and classified them based on Oxford’s classification system He primarily referred to Oxford’s (1990) classification scheme and adopted four strategy groups (social, memory, cognitive, and metacognitive) which seemed best able to illustrate the wide variety of VLS Social strategies involve learners using interaction with other people to facilitate their learning Memory strategies consist of those approaches helping relate new materials to existing knowledge system Skills which require “manipulation or transformation of the target language by the learner” (Oxford 1990, p.43) fall into the cognitive strategies Lastly, according to Schmitt, metacognitive strategies “involve a conscious overview of the learning

process and making decisions about planning, monitoring, or evaluating the best way to study” (1997, p.205)

Since Oxford’s system deals with LLS in general and thus seems not to be able to cover certain specific strategies used in vocabulary learning, Schmitt created a new category for those strategies learners employ when discovering a new word’s meaning without consulting other people, namely determination strategies In addition, a helpful distinction suggested by Cook and Mayer (1983) and Nation (1990) was incorporated into Schmitt’s classification scheme That is,

in terms of the process involved in vocabulary learning, strategies may be divided into two groups: (a) those for the discovery of a new word’s meaning (discovery strategies) and (b) those for consolidating a word once it has been encountered (consolidation strategies) Table 1 better illustrates the complete classification scheme proposed by Schmitt

Table 1 A taxonomy of Schmitt’s vocabulary learning strategies

Consolidation strategies

Social strategies Memory strategies Cognitive strategies Metacognitive strategies

 Strategies are used for the discovery of a new word’s meaning

Determination strategies (DET): The strategies are used to discover a new word’s

meaning without recourse to another’s expertise when learners don’t know a word For instance, learners can use a dictionary, analyze any available pictures or gestures or guess meaning from textual context

Social strategies (SOC): The strategies are employed to ask someone who knows

Learners can ask teacher or classmates about information in a variety of ways, such

as a synonym, paraphrase, or L1 translation of new word

 Strategies are used for consolidating a word once it has been encountered

Social strategies (SOC): They can also be employed to consolidate learned words

by interacting with other people like studying and practicing meaning in a group

Memory strategies (MEM): The strategies (traditionally known as mnemonics)

involve connecting the word to be retained with some previously learned knowledge, using some form of imagery, or grouping A new word can be integrated into many kinds of existing knowledge (i.e previous experiences or known words) or images can be custom-made for retrieval (i.e images of the word’s form or meaning attributes)

(1) Picture/imagery: Learners study new words with pictures of their meaning

instead of definition

(2) Related words: New words can linked to L2 words that the student already

knows Usually this involves some type of sense relationship, such as coordination (blue – other kinds of color like red, purple or white), synonymy (beautiful-pretty), or antonym (dead-alive)

(3) Unrelated words: Learners can also link words together that have no sense

relationships One way of doing this is with “peg” or “hook” words One first memorizes a rhyme like “one is a bun, two is a shoe, three is a tree etc.” Then

an image is created of the word to be remembered is chair, then an image is made of a bun (peg word) resting on a chair Recitation of the rhyme draws up these images, which in turn prompt the target words

(4) Grouping: It is an important way to aid recall, and people seem to organize

words into groups naturally without prompting

(5) Word’s orthographical or phonological form: It involves focusing on the target

word’s orthographical or phonological form to facilitate recall One can explicitly study the spelling or pronunciation of a word Other options are to visualize the orthographical form of a word in an attempt to remember it, or to make a mental representation of the sound of a word, perhaps making use of rhyming words The Keyword Method entails a learner finding a L1 word which sounds like the target L2 word, i.e the English word cat for the Japanese

word katana (sword) Then an image combing the two concepts is created, such

as a samurai cat waving a sword When the L2 word is later heard, the sound similarity invokes the created image which prompts the L2 word’s meaning

(6) Other memory strategies: There are other useful ways of consolidating its

meaning, such as analyzing a word’s affixes, root, and word class One way of increasing one’s vocabulary is to analyze and learn the individual words of these chunks, and then use the whole chunk (if it is transparent enough) as a mnemonic device for remembering the individual word meanings In addition, the use of physical action can also facilitate language recall

Cognitive strategies (COG): The strategies are similar to memory strategies, but

are not focused so specifically on manipulative mental processing They include repetition and using mechanical means to study vocabulary Another kind of cognitive strategy is using study aids Taking notes in class invites learners to create their own personal structure for newly learned words, and also offers the chance for additional exposure during review

Metacognitive strategies (MET): Students used the strategies to control and

evaluate their learning, behaving an overview of the learning process in general

CHAPTER TWO METHODOLOGY

II.1 Participants

The participants in this study are the first-year students of English of Foreign Language Faculty at HPU2 in the academic year of 2012/2013 The number of participants is 100 students which are divided into two branches: Bachelor of English (36 students) and Pedagogy of English (64 students) They are approximately from 19 to 21 in age The majority of students are female students They come from difficult provinces of the country and bring with them different levels of English background The total sample of students involved in the study is

100 and were chosen randomly

The most difficulty of the learners is that they cannot express their ideas in speaking and writing lessons and it is difficult for them to get the gist of information from the conversation or texts in listening and reading lessons They said that the reason for these difficulties is that they lack a great deal of vocabulary So, there is a need to find ways to help the learners enrich their vocabulary

II.2 Research instruments

In order to achieve the purpose of present study, a questionnaire was both quantitatively and qualitatively used to analyze the collected data in the study The survey questionnaires for the students were designed with two parts

Part one was a six-item background questionnaire in order to get some background information about students’ English learning experiences and attitudes

of learning vocabulary

Part two was a vocabulary learning strategies questionnaire which was

modified based on the Oxford’s Strategies Inventory for Language Learning

(SILL) (1990) The instrument includes thirty-one vocabulary learning strategies, and three more strategies should have been added by the participants The purpose

of this questionnaire is to collect information about the strategies male and female

students use when they learn English vocabulary and generally most-used strategies

II.3 Data collection

The questionnaires were delivered to 100 students during the regular class time in the classrooms The students were given clear instruction before each item

so that they could respond appropriately to each item The questionnaires were expected to be returned within 30 minutes After the questionnaires were returned, the data were collected and the data were selected by analyzing the questionnaire individually

II.4 Method of data analysis

The data was analyzed using descriptive statistics to see the overall patterns

of vocabulary learning strategies used by the 100 first-year English major students come from Course 38, Foreign Language Faculty at HPU2

Data collected from students’ questionnaires were analyzed qualitatively to describe what strategies were used in English vocabulary learning The information was then displayed in forms of tables

II.5 Data analysis

This chapter presents the results of the research study The first section, the student background questionnaire reports what is the English learning background

of the participant and what they feel about learning vocabulary The second section, vocabulary learning strategies questionnaire reports the learning strategies used by learners

II.5.1 Students’ background information

In the first phase of the research, a six-item questionnaire was given to the respondents The background questionnaire collected data on a variety of background categories The participants have indicated their name, age, gender and English language experience It mainly served three purposes: to provide personal data on participants, to get an overview of the English learning experience and to elicit the opinions about learning vocabulary The questionnaire was administered

in a written manner Table 2 shows some personal information of students

Gender Age

# of years studying English

English proficiency

Enjoy learning English

Poor=52 Good=45 Very good=0

Yes

Poor=3 Good=0 Very good=0

Yes

Table 2: Personal information of the study participants

There were 3 male and 97 female learners included in the study This shows that there are more females studying foreign languages than males The first data collected from the survey questionnaires was years of learning English The overall number of years studying English was from 8-10 years of learning experience and this is a good indicator that the study participants are good at learning English It can be inferred that these students had good background knowledge of English In fact, 0% of the participants had very good proficiency in English, 45% of the participants were good in learning English and 55% had poor proficiency in English However, it was a very good point that all students enjoy learning English II.5.2 Students’ attitudes of learning vocabulary

It should be taken into account students’ attitudes toward learning of English vocabulary When they find it necessary to learn vocabulary for their study, they would be highly motivated in learning process

Regarding question number 4 related to the importance of learning

vocabulary from students’ point of view, it is worthy note that most of students, namely 72% felt that vocabulary is very important in learning English and 28 % of them considered it is important This was expected because the adult learners know that vocabulary development is a critical aspect of fluent communication