An investigation into the vocabulary learning strategies used by the freshmen english majors at an giang university

MINISTRY OF EDUCATION AND TRAINING CAN THO UNIVERSITY NGÔ NGỌC HÒA AN INVESTIGATION INTO THE VOCABULARY LEARNING STRATEGIES USED BY THE FRESHMEN ENGLISH MAJORS AT AN GIANG UNIVERSITY TESOL Course Code: 160528 MA THESIS IN TESOL Supervisor: BÙI THỊ HỒNG ANH, M.A CAN THO – 2009 DECLARATION I hereby declare that the thesis titled “An Investigation into the Vocabulary Learning Strategies Used by the Freshmen English majors at An Giang University” represents my own work and that it has not been previously submitted to any other university or institute in application for admission to a degree or other qualifications _ September 2009 i ACKNOWLEDGEMENT Firstly, I would like to express my heartfelt gratitude to my supervisor, Ms Bui Thi Hong Anh for her continually invaluable guidance and encouragement throughout the research Without her support, the thesis could not have been accomplished Secondly, I am indebted to the English-majored freshmen at An Giang University for their willingness to participate in this study In addition, my great appreciation is also devoted to my academics at Can Tho University for their committed instruction during the course Finally, many thanks go to my friends whose interest in this research was constant sources of encouragement and confidence to me ii TABLE OF CONTENTS Declaration i Acknowledgement ii Table of Contents iii List of Tables vii List of Figures viii List of Abbreviations ix iii Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Research aims 1.3 Research questions 1.4 Research hypotheses 1.5 Significance of the study 1.6 Outline of the study Chapter 2: LITERATURE REVIEW 2.1 Vocabulary and word 2.2 Knowing a word 2.2.1 Form 10 2.2.2 Meaning 10 2.2.3 Use 11 Language learning strategies and vocabulary learning strategies 12 2.4 Classification of language learning strategies 15 Schmitt’s (1997) taxonomy of vocabulary learning strategies 17 2.6 Research into vocabulary learning strategies 21 Chapter 3: METHODOLOGY 32 3.1 Research design 32 3.2 Subjects 33 3.3 Research Instruments 34 3.3.1 Vocabulary learning questionnaire 34 3.3.2 Vocabulary knowledge test 36 iv 3.3.3 Interview 37 3.4 Procedures of data collection 38 3.4.1 Questionnaire procedure 39 3.4.2 Test procedure 39 3.4.3 Interview procedure 40 3.4 Data analysis 40 Chapter 4: RESULTS 41 4.1 Research question 41 4.2 Research question 44 4.3 Research question 53 4.4 Research question 58 4.5 Summary of the results 59 Chapter 5: DISCUSIONS AND CONCLUSIONS 60 5.1 Discussions 60 5.1.1 Research question 60 5.1.2 Research question 64 5.1.3 Research question 69 5.1.4 Research question 70 5.2 Limitations 72 5.3 Pedagogical implications 73 5.4 Suggestion for further research 74 5.5 Conclusions 75 References 76 v Appendices 81 Appendix 1: Test result 81 Appendix 2: Vocabulary learning questionnaire 83 Appendix 3a: Vocabulary knowledge test 87 Appendix 3b: Marking scheme 92 Appendix 4: Interview questions 94 Appendix 5: Descriptive statistics of the VLS questionnaire 95 Appendix 6: Descriptive statistics of the VLSs used by the four groups of achievers 97 Appendix 7: Descriptive statistics of the specific VLSs used by each group of achievers 98 vi LIST OF TABLES Table 2.1 General aspects of word knowledge Table 2.2 Definitions of language learning strategies Table 4.1 The mean scores for the five categories of VLSs Table 4.2 One-Sample T-test of the often used VLSs among the freshmen Table 4.3 The VLSs often used by the freshmen Table 4.4 The VLSs often used by the four groups of achievers Table 4.5 One-Sample T-test of the VLSs often used by very high achievers Table 4.6 The VLSs often used by very high achievers Table 4.7 One-Sample T-test of the VLSs used by fairly high achievers Table 4.8 The VLSs often used by fairly achievers Table 4.9 One-Sample T-test of the VLSs often used by medium achievers Table 4.10 The VLSs often used by medium achievers Table 4.11 One-Sample T-test of the VLSs often used by low achievers Table 4.12 The VLSs often used by low achievers Table 4.13 Pearson Correlation Matrix vii LIST OF FIGURES Figure 2.1 Interrelationships between direct and indirect strategies among the six strategy groups Figure 5.1 The VLSs often used by the freshmen at An Giang University Figure 5.2 The VLSs often used by very high achievers Figure 5.3 The VLSs often used by fairly achievers Figure 5.4 The VLSs often used by medium achievers Figure 5.5 The VLSs often used by low achievers viii LIST OF ABBREVIATIONS R: Receptive knowledge P: Productive knowledge L1: First Language L2: Second Language VLS: Vocabulary Learning Strategy VLSs: Vocabulary Learning Strategies Det: Determination Strategies Soc: Social Strategies Mem: Memory Strategies Cog: Cognitive Strategies Met: Metacognitive Strategies EFL: English as Foreign Language ESL: English as Second Language ix No Types 28 29 MEM MEM 30 MEM 31 MEM 32 MEM 33 34 35 MEM MEM MEM 36 MEM 37 38 39 40 41 42 43 44 45 46 47 48 MEM MEM COG COG COG COG COG COG COG COG COG COG 49 MET Vocabulary learning strategies NEV SEL them I connect new words to their synonyms and antonyms I connect words with my personal experience I practice using new words in meaningful sentences either in oral or in written forms I connect new words with the already known ones I use loan words to learn English vocabulary eg style – xì tin: phong cách; motorbike – môtô – xe môtô; pê đan – pedal – bàn đạp I mime words‟ meaning when learning them I use cognates when studying words I draw pictures of new words‟ meaning I turn English words into rhymes to memorize them eg „one is a bun, two is a shoe, three is a tree‟, etc I group words into topics I make up sentences with new words to learn their meaning in context I say new words out loud many times when learning them I revise words in the vocabulary section in the textbook I put English labels on physical objects or on the walls I listen to recordings of word lists I keep a vocabulary notebook to learn new words I note down words‟ meaning in class I write new words many times when learning them I use flash cards to learn new words I repeat new words quietly in my mind I write English vocabulary journals to learn new words I arrange new words on sheets of paper in patterns such as triangles or ST OF VO AL 3 4 5 6 3 4 5 6 3 3 4 4 5 5 6 6 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 6 6 6 6 6 6 85 No Types Vocabulary learning strategies squares to memorize them 50 51 52 53 54 MET MET MET MET MET 55 MET I constantly study words over the time I check my vocabulary knowledge by doing vocabulary exercises and tests I put ticks in front of the new words I could not remember I revise words ticked as long as I can remember them I ignore new words when encountering them I learn new words from English songs, poems, movies, newscasts, magazines, newspapers, radio programs, TV programs and internet resources NEV SEL 1 1 1 2 2 2 ST OF VO AL 3 3 3 4 4 4 5 5 5 6 6 6 If you have other methods of learning vocabulary, please write them in the space below _ _ _ _ Thank you very much for giving up your valuable time to complete the questionnaire! 86 APPENDIX 3a Vocabulary Knowledge Test (Time allotment: 60 minutes) Student‟s Name Class Student‟s code Gender Date Age : _ : _ : _ : male  female  : May 4, 2008 : _ I Match each of the following words with its meaning (10 ms) Example: 1K grants Words Meanings scholarships A kind treatment of guests increase B a person who studies a subject or a problem researcher C moments of arms, hands, or heads gestures D become greater in number or power traditional E giving close attention to something prevent F to complete or write in information cure G to keep something from happening environment H to bring back to health concentration I all the surroundings–water, soil, air 10 hospitality J customary way of doing things 11 fill out K grants II Provide either a Vietnamese meaning, a synonym or an opposite of the following words (10 ms) Example: happy glad (synonym) murder ( synonym) shallow (opposite) appropriate (synonym) formal (opposite) mate (synonym) dry (opposite) a bunch of flowers (Vietnamese meaning) victims (Vietnamese meaning) 10 scientist (Vietnamese meaning) 11 computer dating service (Vietnamese meaning) 87 III Match a line in A with a line in B to make complete sentences (10 ms) Example: 1K Money is the root of all evil A B Money A is a friend indeed A bird in the hand B before they are easy Never put off till tomorrow C keeps the doctor away A friend in need D what you can today All things are difficult E saves nine An apple a day F gathers no moss A rolling stone G flocks together A stitch in time H make light work Beauty I is only skin deep 10 Birds of a feather J is better than two in the bush 11 Many hands K is the root of all evil IV Choose ONE suitable phrase having the same meaning as the underlined part (20ms) Example: B gets up His alarm clock is always set for six o‟clock He arises at the same time A turns off B gets up C puts on Be sure to switch off the light before you leave the house A turn off B take off C to get off Pat placed her hat on her head while looking in the mirror A picked up B put on C gets on Remove your jacket and sit down for a few minutes A turn on B get on C take off In the beginning, I thought that golf was boring, but I like it now A to get on B At once C At first Emily is trying to find the purse that she lost yesterday A to find out B to look at C to look for Eventually, Mario will be able to speak English better than he does now A Never mind B sooner or later C At last Is it okay for Mary to borrow our car for a few hours? A right away B all right C step by step Did you go on a date with your new girlfriend again today? A matter up B stand up C go out with 10 You ought to spend a minimum of an hour outside in the fresh air A in the least B as usual C at least 11 Will you return in time for dinner or will be home late tonight? A put off B get back C take place 12 Judy wanted to postpone the wedding for another two or three months A to call off B to put off C to turn off 88 13 When you think that we‟ll arrive at the hotel this evening? A get on B go on C get to 14 I‟m busy this week, but I hope to have time free next week A to take my time B to have time off C to check over 15 If you had concentrated on what I said, I wouldn‟t have to repeat myself A paid attention to B brushed up on C turned around 16 I like that movie so much that I could watch it repeatedly A right away B taking turns C over and over again 17 I was so nervous about giving the speech that I learned every word by memorizing A by myself B by heart C now and then 18 This yellow tie doesn‟t match with your blue jacket at all A go with B get rid of C come from 19 Where does Jack originate from? He has such an interesting accent A go with B come from C look over 20 I asked my neighbor to watch my dog while I was out of town A to come to B to make fun of C to look after 21 I wonder when I‟m finally going to receive news from Joe A to hear of B to make fun C to hear from V Fill in each blank with ONE suitable word from the list below (10ms) A jealousy B semi–detached house C toys D.overtime E rain F breathe G polluting H cost I heat J platform K headline Example: 1B semi–detached house A is joined to another house on one wall The weather forecast said that there could be some heavy this afternoon, so you will need your coat and umbrella It‟s lovely to come up the mountains and fresh air Her was the cause of most of their arguments The amount that people pay for things in a country is called the of living There were all over the children‟s room: teddy bears, dolls and Lego If you are cooking steak, you need to turn up the so the pan is really hot before you put the meat in They have just announced that our train will now be leaving from eleven I quite often have to work , but I don‟t mind, because I‟m paid for it 10 Did you see the in this morning‟s paper? It said NEW HOPE FOR PEACE 11 Smoke from factories is the atmosphere 89 VI Fill each space in the sentences below with the correct form of the word given below (10ms) A Arrange B Spell C discuss D happy E improve F dark G punctual H similar I organize J elect K inform Example: 1A arrangement Who made the for the meetings? We had a very heated in class today I think is very important The of the festival was excellent Who1 won the ? He‟s never been good at Their all that matters to me The between them is incredible Has there been much lately? 10 Have they got all the they need? 11 This animal only appears during the hours of VII Fill in the blank with ONE suitable word from the list (10ms) A pick B drought C grew D dairy E farm F crops G keeps H agriculture I slaughtered J planted K harvest Example: 1E farm My family owns a large (1) _ in the south of England When I was 18, I studied (2) _ at college so that I understand farming better My brother is in charge of one part of the business and he (3) _ cows and sheep Some of these are (4) _ and sold for their meat He also sells (5) _ produce such as milk, butter and cheese In my part of business, we have (6) _ such as maize and wheat We (7) _ vegetables for a few years, but didn‟t make enough money at it, so five years ago we (8) _ a lot of apple and pea trees instead In the last summer we have extra workers to help (9) _ the fruit and (10) _ the wheat Some years are very difficult in farming Last year, there was no rain for two months, which caused a (11) _ The ground was very hard and we had to water the maize VIII Add (un–, in–, ir–, im–, il–, dis–, mis–, over– or re–) to each of the words given below and then use them to complete the sentences (10ms) possible patient employed friendly sleep responsible appear honest understand open lock Example: unfriendly Nobody at the party talked to us – they were very _ It‟s a very depressed area and almost 20% of young adults are _ Bob‟s so _ that he‟s just not prepared to wait for the right opportunity It was very _ to go out and leave those children alone 90 His bother steals his money and tells lies – he‟s very _ She says it can‟t be done, but I don‟t accept that Nothing is _ I wrote the wrong answer because I _ the question When I _ I feel even more tired when I wake up It‟s closed for the summer, but it will _ in September 10 The children were here a minute ago, but they‟ve _ 11 John had a key but it wouldn‟t _ the door IX Correct the mistake in each of these sentences (10ms) Example: different for  different from Venice is very different for the rest of Italy I lost my bus and I had to wait for the next one I a lot of mistakes when I am trying to speak German Her mother was very sad because she said a lie Her brother has wide shoulders, so buy him a large size Don‟t get on the car until I‟ve taken all the shopping out I had a big illness last summer and I was in bed for two months I‟m afraid I‟ve forgotten my notes at home How many subjects did you make at school? 10 She went out of school when she was sixteen 11 The opposite of a light smoker is a strong smoker 91 APPENDIX 3b Marking Scheme I 10 marks D mark / each B II 10 marks C J G H I E 10 A 11 F C F E I 10 G 11 H mark / each killer deep suitable / proper casual / informal friend / partner wet bó hoa nạn nhân 10 nhà khoa học 11 dịch vụ hẹn hò qua máy tính III 10 marks J mark / each D A IV 20 marks B mark / each A B C C C C B C C 10 B 11 B 12 C 13 B 14 A 15 C 16 B 17 A 18 B 19 C 20 C I J D 10 K 11 G V 10 marks E F VI 10 marks C discussion D puntuality I organisation J election B spelling A happiness mark / each A H C mark / each 92 H similarity K improvement 10 K information 11 F darkness VII 10 marks mark / each H G I D F C J A 10 K 11 B VIII 10 marks mark / each unemployed impatient irresponsible dishonest impossible misunderstood oversleep reopen 10 disappeared 11 unlock IX 10 marks mark lost  missed  make said  told wide  broad get on  get in big  serious left  left make  10 went out of  left 11 light  heavy / each 93 APPENDIX Interview questions How much time you spend learning English vocabulary every week? Do you often plan your vocabulary learning? Do you often strictly follow your plan? How often you review vocabulary? How you review vocabulary? Do you often search for new vocabulary learning methods? Where have you gained your currently use vocabulary learning methods? Do you often apply new vocabulary learning methods in learning English words? 94 APPENDIX Descriptive statistics of the VLS questionnaire N Minimum Maximum Mean Std Deviation DET1 45 5.13 75 MEM21 45 4.42 1.40 MEM20 45 4.31 1.16 COG44 45 4.16 1.05 COG47 45 3.87 1.1 COG39 45 3.84 1.33 SOC19 45 3.80 1.39 COG43 45 3.71 1.44 COG40 45 3.64 1.28 COG45 45 3.62 1.65 DET9 45 3.53 1.23 MEM24 45 3.49 1.29 MEM31 45 3.44 96 MET51 45 3.40 1.26 SOC18 45 3.38 1.05 DET2 45 3.29 99 MET55 45 3.29 1.5 SOC13 45 3.27 1.17 DET3 45 3.27 1.19 MEM38 45 3.22 1.38 MET54 45 3.18 1.26 MEM26 45 3.16 1.24 MEM25 45 3.11 1.46 MEM28 45 3.07 98 MET50 45 3.04 1.53 MEM30 45 3.04 1.02 SOC11 45 2.98 1.03 MEM32 45 2.96 1.26 COG41 45 2.87 1.30 MEM29 45 2.84 1.10 DET6 45 2.84 1.24 MEM37 45 2.80 1.12 DET10 45 2.76 1.17 COG46 45 2.76 1.52 SOC17 45 2.76 1.22 DET7 45 2.69 1.20 MET53 45 2.67 1.29 MEM34 45 2.64 1.02 DET8 45 2.62 1.57 DET4 45 2.62 1.05 SOC14 45 2.60 1.07 MET52 45 2.56 1.40 COG48 45 2.33 1.15 95 SOC12 45 2.31 1.14 MEM27 45 2.18 1.02 DET5 45 2.16 1.36 MEM33 45 2.02 1.01 MEM23 45 1.93 1.1 MEM22 45 1.91 1.20 SOC15 45 1.89 71 MEM36 45 1.87 92 MET49 45 1.44 81 MEM35 45 1.44 65 SOC16 45 1.40 75 COG42 45 1.31 70 Valid N (listwise) 45 96 APPENDIX The average mean scores of the VLSs used by the four groups of achievers Mean Strategies DET Group 4.12 Group 3.53 Group 2.70 Group 2.66 SOC 2.62 2.78 2.75 2.56 MEM 3.00 3.06 2.70 2.45 COG 3.46 3.33 3.04 3.20 MET 3.74 3.13 2.71 2.21 97 APPENDIX Descriptive statistics of specific VLSs often used by the four groups of achievers Mean Strategies DET1 Group 5.20 Group 5.15 Group 4.88 Group 5.50 DET2 4.20 3.69 2.94 2.90 DET3 4.80 3.46 3.18 2.40 DET4 3.60 3.15 2.12 2.30 DET5 4.00 3.15 1.29 1.40 DET6 3.60 3.15 2.71 2.30 DET7 4.20 3.46 1.94 2.20 DET8 4.20 3.85 1.94 1.40 DET9 3.80 3.38 3.59 3.50 DET10 3.60 2.92 2.41 2.70 SOC11 3.80 3.62 2.59 2.40 SOC12 2.00 2.46 2.29 2.30 SOC13 3.40 3.23 3.41 3.00 SOC14 2.80 2.77 2.59 2.30 SOC15 1.80 1.92 2.00 1.70 SOC16 2.00 1.46 1.24 1.30 SOC17 2.40 2.92 2.76 2.70 SOC18 3.00 3.46 3.59 3.10 SOC19 2.40 3.23 4.35 4.30 MEM20 3.80 4.54 4.41 4.10 MEM21 4.00 4.69 4.53 4.10 MEM22 2.40 2.23 1.53 1.90 MEM23 1.80 1.92 2.29 1.40 MEM24 4.40 3.46 3.35 3.30 MEM25 3.20 3.54 3.00 2.70 MEM26 4.80 3.69 2.59 2.60 MEM27 2.60 2.54 2.12 1.60 MEM28 2.60 3.46 2.94 3.00 MEM29 2.60 2.92 2.82 2.90 MEM30 4.20 3.15 3.00 2.40 MEM31 3.60 3.69 3.35 3.20 MEM32 2.80 3.23 3.00 2.60 MEM33 1.60 2.23 2.12 1.80 MEM34 2.40 2.69 2.76 2.50 MEM35 1.20 1.77 1.35 1.30 MEM36 1.80 2.15 1.94 1.40 MEM37 2.60 3.00 2.65 2.90 MEM38 4.60 4.31 2.53 2.30 COG39 3.40 4.08 3.94 3.60 98 COG40 3.20 3.85 2.94 4.80 COG41 4.20 3.69 2.59 1.60 COG42 1.20 1.54 1.18 1.30 COG43 4.00 3.77 3.53 3.80 COG44 4.00 4.15 4.12 4.30 COG45 2.00 2.46 4.18 5.00 COG46 4.40 3.77 2.12 1.70 COG47 4.00 4.08 3.82 3.60 COG48 4.20 2.00 2.06 2.30 MET49 1.00 1.62 1.59 1.20 MET50 4.40 3.15 3.35 1.70 MET51 5.00 3.92 3.41 3.20 MET52 2.80 2.69 2.71 2.00 MET53 3.00 2.85 2.71 2.20 MET54 5.20 3.46 2.47 3.00 MET55 4.80 4.23 2.76 2.20 99 ...DECLARATION I hereby declare that the thesis titled An Investigation into the Vocabulary Learning Strategies Used by the Freshmen English majors at An Giang University represents my own work and... hypotheses: Hypothesis The English- majored freshmen at An Giang University could use the vocabulary learning strategies under determination strategies, social strategies, memory strategies and... above-mentioned issues into consideration, the researcher determines to carry out An investigation into the vocabulary learning strategies used by the English- majored freshmen at An Giang University with