Applying metacognitive strategies in learning vocabulary for in-service students at Hanoi University of Language and International studies, Vietnam National University - An action research

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ LÂN APPLYING METACOGNITIVE STRATEGIES IN LEARNING VOCABULARY FOR IN-SERVICE STUDENTS AT HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY: AN ACTION RESEARCH (Một nghiên cứu cải tiến việc áp dụng thủ thuật siêu nhận thức việc học từ vựng sinh viên Tại chức trường Đại học Ngoại Ngữ - Đại học Quốc gia Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 16 HANOI, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ LÂN APPLYING METACOGNITIVE STRATEGIES IN LEARNING VOCABULARY FOR IN-SERVICE STUDENTS AT HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY: AN ACTION RESEARCH (Một nghiên cứu cải tiến việc áp dụng thủ thuật siêu nhận thức việc học từ vựng sinh viên Tại chức trường Đại học Ngoại Ngữ - Đại học Quốc gia Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 16 Supervisor: Phan Thị Vân Quyên, MA HANOI, 2010 TABLE OF CONTENTS RETENTION AND USE OF THE THESIS ………………………………… i ACKNOWLEDMENTS ……………………………………………………… ii ABSTRACT …………………………………………………………………… iii TABLE OF CONTENTS …………………………………………………… iv LIST OF TABLES AND FIGURES ………………………………………… vii PART I: INTRODUCTION ………………………………………………… I.1 Background to the study………………………………………… ……… I.2 Aims of the study …………………………………………………….…… I.3 Scope of the study ……………………………………………………… I.4 Methods of the study …………………………………………………… I.5 Organization of the study ……………………………………………… PART II: DEVELOPMENT ………………………………………………… Chapter 1: Literature Review ………………………………………………… 1.1 Vocabulary learning……………………………………………………… 1.1.1 Definition of vocabulary ……………………………………………………… 1.1.2 Vocabulary classifications…………………………………… ……… ……… 1.1.2.1 Semantics……………………… ……… ……… ……… ……… ……… …… 1.1.2.2 Grammar…………………………………………………………… ……… … 1.1.2.3 Methodology…………………………………………………………… ……… 1.1.3 The role of vocabulary learning………………………………………… 1.1.4 Factors affecting vocabulary learning ……………………………………… 1.1.4.1 Intralexical factors…………………………………………………………… 1.1.4.2 Individual and social factors………………………………………………… 1.2 Vocabulary learning strategies (VLS) ……………………………… 10 1.2.1 Vocabulary knowledge………………………………………………………… 10 1.2.2 Vocabulary learning strategies ………………… …………………………… 10 1.2.2.1 Definition……………………………………………………………………… 10 1.2.2.2 Classification………………………………………………………………… 11 1.3 Metacognitive learning strategies………………………………………… 13 1.3.1 Definitions………………………………………………………………………… 13 1.3.2 Classifications…………………………………………………………………… 14 1.4 Application of Metacognitive learning strategies in learning 15 vocabulary …………………………………………………………………… 1.4.1 Typical benefits of Metacognitive learning strategies application …… 15 1.4.2 Metacognitive learning strategies in practice ………………………… 16 Chapter 2: Methodology ……………………………………………………… 18 2.1 Research questions ……………………………………………………… 18 2.2 Action research…………………………………………………………… 18 2.3 Subjects of the study ……………………………………………………… 20 2.4 VLS training procedure………………………………………………………… 20 2.5 Data collection instruments…………………………………………………… 21 2.5.1 Questionnaires…………………………………………………………… 22 2.5.2 Tests……………………………………………………………………… 22 2.6 Data collection procedure………………………………………………… 23 2.7 Data analysis 25 Chapter 3: Data analysis and discussion of major findings……………… 26 3.1 Questionnaire data analysis…………………………………………… 26 3.1.1 The pre-training questionnaire results ………………………………… 29 3.1.2 The post-training questionnaire results ………………………………… 29 3.1.3 Pre-training and post-training questionnaire results ………………… 30 3.1.4 Discussion of the pre-training and post-training questionnaire results 3.2 Pre- and Post- test data analysis………………………………………… 34 35 3.2.1 The pre-test and post-test results …………………………………………… 35 3.2.2 Discussion of the pre-test and post-test results …………………………… 37 PART III: CONCLUSION …………………………………………………… 38 III.1 Conclusions ……………………………………………………………… 38 III.2 Implications for English teachers ……… 39 III.3 Recommendations for further study …………………………………… 40 REFERENCES ………………………………………………………………… 42 APPENDIX 1: PRE-TRAINING QUESTIONNAIRE ……………………… I APPENDIX 2: PRE-TRAINING QUESTIONNAIRE …………………… IV APPENDIX 3: PRE-TEST VOCABULARY …………………………… VII APPENDIX 4: POST-TEST VOCABULARY ……………………… … XI APPENDIX 5: PRE-TEST VOCABULARY ANSWERS KEY…………… XV APPENDIX 6: POST-TEST VOCABULARY ANSWERS KEY………… XVI LIST OF TABLES AND FIGURES Table Table 1.1 Intralexical factors that affect VL………………………………… Table 2.1 Organization of the questionnaires ………………………………… 22 Table 3.1 Pre-training and post-training questionnaire results……………… 27 Table 3.2 Frequency of use of planning, monitoring and evaluating 30 strategies 31 Table 3.3 The changes in some metacognitive strategies before and after VLS training 36 Table 3.4 The pre-test and post-test results…………………………………… Figure Figure 2.1 Five phases of an action research ………………………………… 19 10 PART I: INTRODUCTION This part helps to provide the background as well as the context for the study Background to the study, aims, scope, methods, and organization of the study will be discussed in details in this section I.1 Background to the study The wide use of English as an international language in different fields of life makes the teaching and learning of English gain great momentum However, educational achievements are still far from being satisfactory even though teaching approach has been improved significantly One main cause is that the teaching and learning are both so far from the learner-centered approach In order to meet the economic and social demands of modern society, English teachers need to pay attention to the development of learners‟ competence and focus on an effective learning method As a learner, setting up a schedule for learning something new every day in addition to class assignments is really necessary This is particularly true of vocabulary The quotation of Wilkins (1974) „Without grammar very little can be conveyed, without vocabulary nothing can be conveyed‟ emphasized that vocabulary plays an extremely important role in language and the important role of vocabulary learning in capturing a language as well The importance of vocabulary was also mentioned by Vermeer (1992, p.147) „Knowing words is the key to understanding and being understood The bulk of learning a new language consists of learning new words Grammatical knowledge does not make for great proficiency in a language‟ In short, the teaching and learning of vocabulary is obviously a very significant aspect in foreign language methodology and English methodology Moreover, most work in the area of vocabulary so far has been concerned not with lexical meaning as such, but with management of vocabulary learning: how to reduce the vocabulary load, how to handle specific difficulties or how to teach specific learners To be successful in language learning, a learner needs to control the way they learn by paying attention to procedure and strategies that work best for them in different language learning situations However, there still exist some problems in teaching and learning English in Vietnam educational settings It is the inadequate teaching of vocabulary Firstly, 11 grammatical knowledge is often firstly focused In other words, little attention has been given to vocabulary teaching so far In Vietnam, „handicapped‟ vocabulary is the term that should be used to describe current situation of learning Students are just provided with words‟ meanings rather than be explained the usage or be trained how to learn effectively It is a fact that in spite of the efforts in learning new vocabulary items such as using flash cards, notebook, referring to bilingual and monolingual dictionaries, giving some synonyms and antonyms to decipher the meaning of words, vocabulary is by far the most sizable and unmanageable component for language learners The answer to the problem of vocabulary is applying vocabulary learning strategies in their learning process to make them become independent and gain active positions in learning the vocabulary knowledge The purpose of this study is to shed light on the issue of vocabulary strategy learning by applying metacognitive strategies It aims at exploring what lies behind this phenomenon and examines the effectiveness of application I.2 Aims of the study The purpose of this study is to examine the effects of metacognitive strategies on by students‟ vocabulary acquisition, then help them to save the time and effort in their vocabulary learning process The study aims at finding answers to the two questions:  What are the most and least frequently used metacognitive vocabulary learning strategies by in-service English students?  How metacognitive strategies help students make progress in their vocabulary acquisition? I.3 Scope of the study To investigate the vocabulary learning strategies employed to learn new words, the study focuses on in-service English students who not have much time invested in learning and find out ways that could help improve their vocabulary learning This study aims at training metacognitive learning strategies in vocabulary learning for in-service English students at Hanoi University of Languages and International studies, Vietnam National University in Vinh Yen province All learners have finished three years studying at college with English as a major Currently, they are teachers-learners who are 12 working as teachers of English at different high schools in Vinh Yen and spending their weekend pursuing higher qualification The course book is NEW HEADWAY Intermediate level which is supposed to be completed after ten weeks The focuses are on Vocabulary, Grammar and other skills are mostly studied at home by students The concept of metacognitive assessment is relatively new and complicated to approach although in recent decades there have been efforts to develop suitable measuring instruments The repertoire of metacognitive skills has been shown to be among the factors explaining the differences between good and poor readers Metacognitive assessment is not an addition to teaching and learning, but it is integrated in the two, informing and guiding them Metacognitive knowledge is frequently refined into person, task, and strategy variables, or declarative, procedural, and conditional knowledge (Brown, 1980) However, metacognitive self-regulation which is the focus of this study is regarded as the implementation of planning, monitoring and evaluating I.4 Methods of the study An action research was applied to this current study with the teacher as a researcher With an aim to support the research with varied and valid data, the quantitative approach was used with two questionnaires and two written tests before and after doing the action research The first questionnaire was done before the training to identify the students‟ employment of metacognitive strategies in their vocabulary learning The second one was distributed immediately after the training to see how students changed their VLS application The effect of the metacognitive strategy instruction on students‟ language acquisition was accessed by the results of the pre- and post-vocabulary tests The tests were designed with the purpose of exploring the effects of metacognitive strategies on students‟ progress in vocabulary-learning after training Therefore, the data collected from the test results was computed, analyzed, and reported 13 I.5 Organization of the study The minor study will be divided into three parts namely Introduction, Development and Conclusion Part two includes chapters: Literature Review, Methodology, Data analysis and major findings In the first part, the reasons that trigger for the study together with the aims which could be taken into consideration regarding the significance of this study are presented To set the background to the study, in chapter 1, a review of the literature of vocabulary learning strategies is conducted and a subset of strategies is identified for the focus of the study Moreover, vocabulary and metacognitive strategies in vocabulary learning will be discussed in details that would help identify the problems and give inspirations for carrying out the research Chapter two is the main section which deals with the process of this action research on Metacognitive vocabulary learning strategies It presents the methodology for the study and the procedure to carry out the research In the next chapter, the results of the analysis are presented and discussed Part three takes a closer look at what the previous chapters discuss before and to my limited knowledge and experience, recommendations for some applications that in some way be useful for further future study or research on the same problem will be presented Two other supplementary parts are the appendices consisting of the first and second questionnaires, the pre- and post- tests in vocabulary and the table results of them 54 PL4 I plan to revise new words before a test I think about what I really need to learn before I begin a vocabulary task PL5 or activity MO6 I listen to songs in the foreign language and try to understand the words MO7 I pick up new words from films and TV programs I watch I pay attention when listening to English conversations or watching TV MO8 to catch the words I have learned When starting to learn a new word, I would consider to what extent I can master the word (i.e a definition, word history , word usage examples MO9 ,some synonyms, antonyms, collocations, etc) MO10 I tape record the words and then listen to the tape MO11 I summarize the techniques of learning vocabulary MO12 I try to find as many ways as I can to use my English I think of something or someone in my life that the word reminds me of, MO13 and I remember that connection when I need to recall the word I ignore technical/specialized or inessential vocabulary while reading MO14 when necessary I write down some necessary notes of my incorrect pronunciation or incorrect usage of some words so that I can pronounce or use them MO15 correctly later After class, I immediately review the vocabulary learned during the MO16 class, correct immediately the mistake found I share my vocabulary learning experience with peers or teachers and exchange ideas with them to work out some effective strategies for MO17 learning new words Take an occasional break or a day or two off to let my mind sort out my EV18 new vocabulary words EV19 I try to revise the new words I learnt in conversations or writing 55 I checking exercises to make sure the words have „gone in‟, and I EV20 them again and again if I like to check how my vocabulary is growing EV21 I test myself by doing word tests When I test myself, I try to give the word‟s definition in the foreign EV22 language After accomplishing a certain task, I will consider how to it better the EV23 next time I summarize my vocabulary learning in order to find out the achievement EV24 made and deficiency existed EV25 I think why I make a mistake in vocabulary learning Note: PL stands for planning strategy; MO stands for monitoring strategy; EV stands for evaluating strategy Thank you so much for your cooperation! APPENDIX 2: POST-TRAINING QUESTIONNAIRE 56 Survey questionnaire The aim of this questionnaire is to find out how in-service English students at University of Linguistic and International Studies, Vietnam National University, Hanoi improve their learning strategies after applying metacognitive strategies in their vocabulary acquisition The information collected will be the basis for the writer‟s graduation paper only, not for any other purpose Your assistance would contribute much to the success of the survey and be highly appreciated Personal information Please complete this part of the questionnaire first (1) Sex: Male ( ) Female ( ) (2) Age: (3) No of year learning English: _ Metacognitive vocabulary learning strategies Please answer how you really learn and not how you think you should learn or how somebody else learns There are 25 statements in the questionnaires For each statement you can choose one of the following responses: 2- never 2-Sometimes -Always Circle the response that best describes how you learn There is no right or wrong answers to these statements Name Strategies I put forward short term and long-term plan for my vocabulary PL1 learning PL2 I spend some time memorizing vocabulary every day I have a timetable for learning vocabulary or prepare the physical environment for vocabulary learning (e.g the arrangement of learning space; the storage of materials and supplies such as television, radio, PL3 etc ) PL4 I plan to revise new words before a test I think about what I really need to learn before I begin a vocabulary PL5 task or activity 57 I listen to songs in the foreign language and try to understand the PL6 words MO7 I pick up new words from films and TV programs I watch I pay attention when listening to English conversations or watching TV MO8 to catch the words I have learned When starting to learn a new word, I would consider to what extent I can master the word (i.e a definition, word history , word usage MO9 examples ,some synonyms, antonyms, collocations, etc) MO10 I tape record the words and then listen to the tape MO11 I summarize the techniques of learning vocabulary MO12 I try to find as many ways as I can to use my English I think of something or someone in my life that the word reminds me MO13 of, and I remember that connection when I need to recall the word I ignore technical/specialized or inessential vocabulary while reading MO14 when necessary I write down some necessary notes of my incorrect pronunciation or incorrect usage of some words so that I can pronounce or use them MO15 correctly later After class, I immediately review the vocabulary learned during the MO16 class, correct immediately the mistake found I share my vocabulary learning experience with peers or teachers and exchange ideas with them to work out some effective strategies for MO17 learning new words Take an occasional break or a day or two off to let my mind sort out MO18 my new vocabulary words EV19 I try to revise the new words I learnt in conversations or writing I checking exercises to make sure the words have „gone in‟, and I EV20 them again and again if I like to check how my vocabulary is 58 growing EV21 I test myself by doing word tests When I test myself, I try to give the word‟s definition in the foreign EV22 language After accomplishing a certain task, I will consider how to it better EV23 the next time I summarize my vocabulary learning in order to find out the EV24 achievement made and deficiency existed EV25 I think why I make a mistake in vocabulary learning I put forward short term and long-term plan for my vocabulary EV26 learning EV27 I spend some time memorizing vocabulary every day I have a timetable for learning vocabulary or prepare the physical environment for vocabulary learning (e.g the arrangement of learning space; the storage of materials and supplies such as television, radio, EV28 etc ) Note: PL stands for planning strategy; MO stands for monitoring strategy; EV stands for evaluating strategy Thank you so much for your cooperation! APPENDIX 3: PRE-TEST VOCABULARY The aim of this test is to find out the vocabulary proficiency of in-service English students at University of Linguistic and International Studies, Vietnam National University, Hanoi before 59 the course An action research applying metacognitive strategies in vocabulary acquisition as strategy training is carried out in the hope of helping these students improve their vocabulary knowledge The scores you got just serve for the purpose of checking how your vocabulary level is and have nothing to with your semester scores Your assistance would contribute much to the success of the study and be highly appreciated Personal information Please complete this part of the questionnaire first (1) Sex: Male ( ) Female ( ) (2) Age: (3) No of year learning English: _ Pre-test questions The vocabulary test includes 50 items and should be done within 30 minutes I Find which of the three words on the right is pronounced the same as the word on the left bear beer bare buyer caught cord court coat fair fare fear fire flour flower flare floor heel hill hail heal II Match these words with their correct word partnerships Example: write ~~~a letter achieve a) a post carry out b) bribes fill c) goals gain d) the customer base 10 hand out e) a survey III Choose the correct word given to describe these people Independent secretive malicious meek popular 11 You never really know what she‟s thinking ………………… 12 He‟s always saying nasty things about people ………………… 60 13 He‟s a really nice guy, but he won‟t stand up for himself ………………… 14 She gets invited to lots of parties ………………… 15 He‟s quite old now, but he still likes to everything for himself ………………… IV Complete the gaps with the correct form of the words given He cannot choose which supplier to use He is so (16.decision) She really can‟t wait to a skydive She‟s so (17.adventure) My boss never stops to think before opening her mouth She can be so (18.thought) I can‟t seem to anything right It‟s just so (19.motivation) You have to wear smart clothes where I work It‟s a very (20.formality) working environment She is always rushing around doing things with such enthusiasm I‟ve never seen someone so (21.energy) If you want to succeed in business then you must be prepared to take risks and be (22.opportunity) She‟s very (23.mood) She can be unhappy for no reason The lion is known as the king of the jungle Perhaps, this is because of its size, ………….(24.strong) and… (25.able) to run up to 35 mph V Choose the word or phrase which best completes each sentence Give one answer only to each question 26 I‟d ask you to marry me but I‟m sure you‟d turn me……… a around b down c off d over c impress d repress 27 Sometimes, we have to……our feelings a compress b depress 28 He was… from the championships after they discovered he had been taking drugs a defeated b disqualified c lost d aimed 29 Air, food and water are……… to life a indispensable b inevitable c indisputable d indestructible 30 The proportion of elderly people in the population is steadily…….as they live longer a falling b growing up c raising d rising 61 VI Read the text, then answer the questions that follow Good friends Psychologists have long known that having a set of cherished companions is crucial to mental well -being In addition, a recent study by Australian investigators concluded that our friends even help to prolong our lives The scientists analyzed data from a decade-long survey called the Australian Longitudinal Study of Aging, which was initiated in 1992 It concentrated on the social environment, general health, lifestyle and age of death of 1,477 persons older than 870 years Study participants were asked how much personal and telephone contact they had with friends, children, relatives and acquaintances Researchers were surprised to learn that friendships increased life expectancy to a far greater extent than, say, frequent contact with children and other relatives This benefit held true even after these friends had moved away to another city and was independent of factors such as socioeconomic status, health and way of life What exactly underlies this effect on longevity? Apparently, the scientists posit, it is not merely the mutual buoying of spirits that occurs among associates What is more important is that the support given and received by friends is voluntary and pleasurable and not just the result of a sense of duty or convention In contrast to our own families, we are able to choose our friends According to the Australian scientists, the ability to have relationships with people to whom one is important has a positive effect on physical and mental health Stress and the tendency toward depression are reduced, and behaviors that are damaging to health, such as smoking and drinking, occur less frequently The investigators speculate that in times of calamity in particular, our support networks can raises our mood and feelings of self-worth and offer helpful strategies for dealing with difficult personal challenges Which words and expressions in the first paragraph could the following substitute for? 31 friends one loves and cares for 35 begun 32 extend 36 subjects 33 focused 37 connected persons 34 extremely important 38 psychiatric disorder 39 consider possibilities 62 Find in the text a word which: 40 means „people‟ (more formal) 45 means „position something‟ 41 means „is the hidden cause of‟ 46 means „of free will‟ 42 would be spelt differently in British English 47 means „average expected length of life‟ 43 means a „serious accident or very bad event‟ 48 means „a feeling of duty‟ 44 means „manner of living‟ 49 means „ make or become larger or greater‟ 50.means „state of mind‟ Thank you so much for your cooperation! APPENDIX 4: POST-TEST VOCABULARY An action research applying metacognitive strategies in vocabulary acquisition as strategy training has been carried out during the English course The aim of this post- test is to find out how in-service students at University of Linguistic and International Studies, Vietnam 63 National University, Hanoi get improved after the training The scores you got just serve for the purpose of checking how your vocabulary level is improved and have nothing to with your semester scores Your assistance would contribute much to the success of the study and be highly appreciated Personal information Please complete this part of the questionnaire first (1) Sex: Male ( ) Female ( ) (2) Age: (3) No of year learning English: _ Post-test questions The vocabulary test includes 50 items and should be done within 30 minutes I Find which of the three words on the right is pronounced the same as the word on the left hire higher high hair peace pies peas piece pear peer pier pair road wrote rude rode weak wake week wick II Match these words with their correct word partnerships Example: write ~~~a letter put out a ) a debt reach b) market share resist c) an agreement widen d) a press release 10 write off e) change III Choose the correct word given to describe these people Possessive cold sympathetic 11 She‟s always telling people what to quite bossy ………… 12 He understands people really well and sees things from their point of view ………… 64 13 She gets really annoyed if another girl talks to him at a party ………… 14 He just sits there and does not say anything ………… 15 She‟s not a warm, affectionate person ………… IV Complete the gaps with the correct form of the words given Yet, for twenty hours a day the lion jus lies under the sun doing nothing However, when it gets…(16.hunger), its manner changes and it becomes threatening Lions live in groups called brides The lioness is……….(17.true) (18.amaze) She is quicker than the male She is so…… (19.care) that she will hunt and look after her young for two years before they became …….(20.depend) Has she got any kind of ……(21.identify) on her? Thousands would have died in last year‟s famine in Ethiopia, if it wasn‟t for the (22.generous) of ordinary people She handled the situation very well She showed great (23.sensitive) You don‟t like him because of his accent? You could show a bit more (24.tolerant) some times I think one day we might doubt the (25.wise) of this decision V Choose the word or phrase which best completes each sentence Circle one answer only to each sentence 26 There‟s something wrong with the engine but I can‟t… the exact problem a focus b highlight c pinpoint d point at 27 The ……you gain from physical exercise are well worth the effort a profits b benefits c advantages d improvements 28 Elderly people are….to forget things easily a art b prone c open d prey 29 Except for the …….cold and cough, I‟ve been remarkably healthy all my life a irregular b odd c infrequent d timely 30 Unless you give up smoking, you … the risk of damaging your health a bear b suffer c make VI Read the text, then answer the questions that follow d run 65 International law: an overview International law consists of rules and principles which govern the relations and dealings of nations with each other Public International Law concerns itself only with questions of rights between several nations or nations and the citizens or subjects of other nations In contrast, Private International Law deals with controversies between private persons, natural or juridical, arising out of situations having significant relationship to more than one nation In recent years, the lines between public and private international law have became increasingly uncertain Issues of private international law may also implicate issues of public international law, and many matters of private international law have substantial significance for the international community of nations International law includes the basic, classic concepts of law in national legal systems-status, property, obligation and tort (or delict) It also includes substantive law, procedure, process and remedies International Law is rooted in acceptance by the nation states which constitute the system Customary law and conventional law are primary sources of international law Customary international law results when states follow certain practices generally and consistently out of a sense of legal obligation Recently the customary law was codified in the Vienna conventional on the Law of Treaties Conventional International law derives from international agreements and may take any form that the contracting parties agree upon Agreements may be made in respect to any matter except to the extent that the agreement conflicts with the rules of international law incorporating basic standards of international conduct or the obligations of a member state under the Charter of the United Nations International agreements create law for the parties of the agreement They may also lead to the creation of customary international law when they are intended for adherence generally and are in fact widely accepted Customary law and law made by international agreement have equal authority as international law Parties may assign higher priority to one of the sources by agreement However, some rules of international law are recognized by international community as peremptory, permitting no derogation Such rules can be changed or modified only by a subsequent peremptory norm of international law Find words or phrases in the first paragraph which could be substituted by the following: 66 31 is made up of 34 contrastingly 37 distinctions 32 regulate 35 disagreements 38 more and more 33 focuses on 36 stemming from 39 bring in Paraphrase these words or phrases from the second paragraph 40 basis 43 derives from 46 conduct 41 classis 44 in respect to 47 parties 42 is rooted in 45 conflicts with 48 assign 49 creation 50 Significance Thank you so much for your cooperation! APPENDIX 5: PRE-TEST VOCABULARY ANSWER KEY I Find which of the three words on the right is pronounced the same as the word on the left bare court fare flower heal II Match these words with their correct word partnerships 6-c 7-e 8-a 9-d 10-b III Choose the correct word given to describe these people 11 secretive 12 malicious 13 meek 14 popular 15 independent 67 IV Complete the gaps with the correct form of the words given 1.(16) indecisive (17) adventurous (18) thoughtless (19) unmotivated (20) formal (21) energetic (22) opportunistic (23) moody (24) strength- (25) ability V Choose the word or phrase which best completes each sentence Give one answer only to each question 26 b 27 d 28 b 29 a 30 d VI Read the text, then answer the questions that follow Which words and expressions in the first paragraph could the following substitute for? 31 cherished companions 32 prolong 33 concentrated 34 crucial 35 initiated 36 study participants 37 associates 38 depression 39 speculate Find in the text a word which: 40 persons 41 underlies 42 behaviours 43 calamity 44 lifestyle 45 posit 47 life expectancy 48 a sense of duty 49 mood 46 voluntary APPENDIX 6: POST-TEST VOCABULARY ANSWER KEY I Find which of the three words on the right is pronounced the same as the word on the left higher piece pair rode week II Match these words with their correct word partnerships 6-d 7-c 8-e 9-b 10-a III Choose the correct word given to describe these people 11 bossy 12 sympathetic 13 possessive 14 quite 15 cold 68 IV Complete the gaps with the correct form of the words given 1.(16) hungry (17) truly - (18) amazing - (19) careful - (20) independent (21) identification (22) generosity (24) tolerance (23) sensitive 7.(25) wisdom V Choose the word or phrase which best completes each sentence Circle one answer only to each sentence 26 c 27 b 28 b 29 c 30 d VI Read the text, then answer the questions that follow Find words or phrases in the first paragraph which could be substituted by the following: 31 consists of 32 govern 33 concerns itself (only) with 34 in contrast 35 controversies 36 arising out of 37 lines 38 increasingly 39 implicate Paraphrase these words or phrases from the second paragraph 40 fundamental 41 traditional 42 is based on 43 has its origins in 44 with regard to 45 goes against 46 behavior 47 signatories, countries which signed 48 give 49 Causing to exist 50 sign of being important ... metacognitive learning strategies in vocabulary learning for in- service English students at Hanoi University of Languages and International studies, Vietnam National University in Vinh Yen province All learners... aim at assessing effectiveness of metacognitive strategies training on 41 in- service English students at Hanoi University of Language and International Studies, Vietnam National University in Vinh... VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ LÂN APPLYING METACOGNITIVE STRATEGIES IN LEARNING VOCABULARY FOR IN- SERVICE