Students'''''''' attitude about the role learning in vocabulary learning strategies at Nguyen Sieu Upper Secondary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ************************ TRẦN THỊ PHƯƠNG STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER SECONDARY SCHOOL THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG M.A MINOR THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 COURSE: 16 Hanoi - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ************************ TRẦN THỊ PHƯƠNG STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER SECONDARY SCHOOL THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG M.A MINOR THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 COURSE: 16 SUPERVISOR: LÊ THẾ NGHIỆP, M.A Hanoi - 2010 iv TABLE OF CONTENTS Candidate’s statement…………………………………………………………… i Acknowledgements…………………………………………………………… … ii Abstract iii Table of contents ………………………………….…………………………… iv List of abbreviation……………………………………………………………… vii List of tables and figures………………………………………………………… viii PART I – INTRODUCTION ………………………………………………………1 Rationale of the study Objectives of study Research questions Scope of the study Method of study Design of the study PART II – DEVELOPMENT CHAPTER I – LITERATURE REVIEW 1.1 Some major findings concerning language learner’s attitudes and learning strategies 1.2 Vocabulary learning strategies 1.2.1 Definitions of vocabulary learning strategies 1.2.2 General considerations about importance of vocabulary learning strategies 1.2.3 Classification of vocabulary learning strategies 1.2.4 Clarification of Schmitt’s vocabulary learning strategies 10 1.2.4.1 Determination strategies 10 1.2.4.2 Social strategies 11 1.2.4.3 Memory strategies 11 1.2.4.4 Cognitive strategies 12 1.2.4.5 Metalcognitive strategies 12 1.3 Attitudes and vocabulary learning Strategies 13 1.3.1 Definitions of attitudes .13 1.3.2 Role of attitudes to choice and use of vocabulary learning strategies 14 v 1.4 Importance of memory strategies in vocabulary learning strategies 15 1.4.1 Rote learning 15 1.4.1.1 Definition of rote learning 15 1.4.1.2 Importance of rote learning in vocabulary strategies 16 1.4.2 Attitudes about the role of rote learning in vocabulary learning strategies 17 1.4.2.1 Negative view of rote learning 17 1.4.2.2 Positive of rote learning 17 1.5 Vocabulary learning strategies in Vietnam 19 1.5.1 Influence of traditional methods on vocabulary learning strategies .16 1.5.2 Influence of the Vietnamese educational background on English as a foreign language 20 CHAPTER II – THE METHODOLOGY OF THE STUDY 22 2.1 Method 22 2.1.1 The context of study 22 2.1.2 Subjects 22 2.1.2.1 Students 22 2.1.2.2 Teachers .22 2.2 Instruments 23 2.2.1 Questionnaire 23 2.2.2 Interview CHAPTER III – DATA ANALYSIS AND DISCUSSION 3.1 Results of students’ questionnaire 24 25 25 3.1.1 Student questionnaire: Part Students’ responses to statements 25 3.1.1.1 Students’ attitudes about the value of RL in vocabulary learning 27 3.1.1.2 Students’ preference of RL in vocabulary learning 28 3.1.2 Student questionnaire: Part Students’ responses to open questions 30 3.1.2.1 What are the most effective strategies to learn vocabulary? 30 3.1.2.2 What you think of rote learning for Vietnamese learners in vocabulary learning strategies? 31 3.1.2.3 Do you have any other strategies for either learning or memorising vocabulary? 31 3.2 Results of teacher’s interview 32 vi 3.3 Findings 36 3.4 Factors arising from analysis .37 3.4.1 EFL environment 38 3.4.2 Traditional habits 38 3.4.3 National examination demand …………………………………… 38 3.4.4 Failure to try out new strategies 38 3.5 Suggestions for teaching and vocabulary learning strategies 38 3.5.1 Suggestions for the Vietnamese Exams 39 3.5.2 Suggestions for teachers at Nguyen Sieu and other schools …… 39 3.5.3 Suggestions for students at Nguyen Sieu and other schools 40 PART III – CONCLUSION 41 Summary of the study 41 Limitations of the study 42 Implications for future research……………………………… 42 REFERENCES………………………………………………………… …… 43 APPENDIX 1…………………………………………………………………I APPENDIX 2……………………………………………………… IV vii LIST OF ABBREVIATION COG Cognitive DET Determination EFL English as Foreign Language ESL English Second Language MEM Memory MET Metacognitive MSs Memory strategies RL Rote learning SOC Social VLSQ Vocabulary Learning Strategies questionnaire VLSs Vocabulary Learning Strategies viii LIST OF TABLES AND FIGURES List of Tables Pages Table 1.1: Strategies for the discovery of a new word………………………… Table 1.2: Strategies for consolidating a word once it has been encountered……9 Table 2.1: Points of investigation of the student’s questionnaire……………….23 Table 3.1: Responses to students’ attitudes about RL in vocabulary learning strategies…………………………………………………………………………… .25 Table 3.2: Results of the responses from EFL teachers………………….…… 33 List of Figures Figure 3.1: Students’ attitudes about the value of RL in vocabulary learning…… 26 Figure 3.2: Students’ preference of RL in vocabulary learning………………… 27 Figure 3.3: Students’ responses to the most effective strategies to learn vocabulary 30 Figure 3.4: Students’ views about Vietnamese students’ RL in vocabulary learning strategies… 31 Figure 3.5: Students’ responses about having other strategies in vocabulary learning strategies 32 Figure 3.6: Teachers’attitudes towards students’ use more RL than other memory strategies ………………………………………………………………………… 34 Figure 3.7: Teachers’ attitudes towards students’ consideration of RL as the best way to memorise vocabulary………………………………………………………… .34 Figure 3.8: Teachers’ attitudes towards comparison effectiveness of RL to other memory strategies ………………………………………………………………… 35 Figure 3.9: Teachers’ attitudes towards helpfulness of RL for all the learners at all stages…… 36 Figure 3.10: Teachers’ attitudes towards the teaching RL to students………………36 PART I – INTRODUCTION Rationale of the study Vietnam is step by step reaching to the association and development of the world with many open-door policies Education which gets plenty of effects from outside belongs to that flow Learning and teaching English become a very important factor not only in education itself but also in country’s development English plays a role as the most important foreign language in Vietnam Both English and English learning appears in a huge number of researches as a proof of this phenomenon When talking about Asian students, Robinson (2000) proposes, “many will agree they are quiet, diligent, shy, attentive, and keen to learn and seldom cause problems in class Do we know and understand their learning styles and problems? What is known about Asian learners?” A number of studies as Watkins & Biggs (1996) edited collection on “The Chinese Learner: Cultural, Psychological and Contextual Influences” has especially focused on understanding Chinese English learners There is a widespread belief that Chinese learners are oriented to Rote Learning (RL) The use of RL by Chinese learners has been seen as simple repetition or memorization of vocabulary lists Xiuping Li’s research (2004) focused on a deep analysis of Chinese EFL learners’ beliefs about role of rote learning in vocabulary learning strategies This reflects the view that language learning strategies are shaped by learner’s beliefs and that beliefs are probably shaped by their cultural backgrounds (e.g Horwitz, 1987; Wenden, 1987) It is generally accepted that many aspects of EFL learners’ choices of strategies are explained by different cultural beliefs (e.g Biggs 1997) Traditionally, Vietnamese learners usually remember vocabulary by heart and RL is one of the most popular ways to learn English vocabulary in all strategies they can use To understand the reason why Vietnamese EFL learners use RL, it is vital to understand Vietnamese learner’s attitude about role of RL in learning Actually, learners’ perceptions about learning strategies should be carefully considered This study gives concern for students’ attitude about RL at an Upper Secondary School – Nguyen Sieu, a school which always has a trend to change methods in learning and teaching English As a teacher of English at school I recognize that vocabulary learning is so important to students that they always try to remember any word they think it is new However, to look into the ways students usually use when learning English, I would like to focus on RL to find out whether it is available or not to students at present For all the above reasons, and motivated by the idea of finding relevant vocabulary learning strategies, it is my strong desire to purpose a study on “Students’ attitude about the role of Rote Learning in Vocabulary Learning Strategies at Nguyen Sieu Upper Secondary School” Objectives of study This paper is carried out with these following purposes: to promote a positive understanding of the concept of RL in vocabulary learning strategies to test whether Nguyen Sieu students use more RL strategies than other memory strategies and the reasons why they so to offer possible guidance to Vietnamese EFL teachers and students who are interested in choosing and using RL in vocabulary learning strategies Research questions To achieve the objectives of the study, the following research questions were proposed: Do Nguyen Sieu students use more RL strategies than other memory strategies in vocabulary learning? Are RL strategies helpful and effective in vocabulary learning nowadays although it is a traditional method? Is RL given a positive appreciation because of its important role in vocabulary learning? Scope of the study There is a wide range of methods that help students to retain vocabulary However, in this minor thesis I would focus my research on RL, students’ attitude about RL and their preference for RL when learning English vocabulary Although RL is usually considered as a traditional, out- of - date, boring and ineffective way in learning language, this study hopes to give several positive opinions about it Through gathering information about learner’s attitude about learning and memorizing EFL vocabulary, the role of RL strategies in vocabulary learning strategies will be made clearer Method of study To find answers to the above - stated research questions, the study uses a combination of qualitive and quantitive research approaches, which include data analysis and survey questionnaire In the study, data which is collected through questionnaire will be processed and analyzed to investigate into learner’s vocabulary learning strategies Design of the study The thesis consists of three parts as follows: Part I – Introduction, which states the rationale, objectives, scope and research questions, as well as the methods and design of the study Part II - Development includes three chapters Chapter I presents all the necessary theoretical background of the research Chapter II deals with the investigation into Nguyen Sieu students’ attitude to RL and their preference for it through identifying the subjects, the setting of the study and the instruments used questionnaires Chapter III reports the results of the study, provides the discussion of the findings in this study, addresses the limit of the study, applications of the findings and gives recommendations for further study Part III – Conclusion gives the summary of the study, some limitations of the study and implications for further study 35 As shown in Figure 3.6, 57.1 % of the teachers agree that RL is the best way of students to memorise vocabulary Whereas, 14.3% of the interviewed teachers disagree with the statement and 28.6 % of the total give other ideas 3.2.3 Teachers’ attitudes towards comparison effectiveness of RL to other memory strategies Question Agree Disagree Others( partially agree) Figure 3.8: Teachers’ attitudes towards comparison effectiveness of RL to other memory strategies As clearly stated from Figure 3.7, 28.6 % of the teachers agree that RL works better than other memory strategies The percentage of disagreement holds 28.6 % Whereas, 42.8% of the students partially agree with the statement raised 3.2.4 Teachers’ attitudes towards helpfulness of RL for all the learners at all stages According to the data obtained from the teachers’ responses to question 4, 42.8 % of the interviewed teachers said that RL was effective in vocabulary learning and it was helpful for all the learners at all stages from beginners to the advanced learners However, 28.6% of the total disagree with the statement raised and the number of teachers give partial agreement is also 28.6% 36 Question Agree Disagree 90 Others (partially agree) Figure 3.9: Teachers’ attitudes towards helpfulness of RL for all the learners at all stages 3.2.5 Teachers’ attitudes towards the teaching RL to students Question Agree Disagree Others (partially agree) Figure 3.10: Teachers’ attitudes towards the teaching RL to students When asked to express their opinion on the matter about teaching RL to students, 28.6 % of the teachers said that it was necessary to teach vocabulary RL strategies to students The number of teachers who disagree with the raised issue is equal to the agreement, 28.6 % Whereas, 42 8% gives other ideas 3.3 Findings The study focuses on finding out the answers to research questions whether RL strategies are preferable to other vocabulary learning strategies in Nguyen sieu students’ learning and memorising vocabulary The results show that 37 Generally, both Nguyen Sieu students and teachers hold positive views about RL in English vocabulary learning through the responses to the research questions For Vietnamese EFL learners, RL does not mean passive learning, but a combination of memorisation and understanding To them, RL is an integration of repetition, memorisation and practice rather than mere repetition, and that RL strategies also involve reviewing, which plays an important part in their approach to learning Reviewing is considered as an activity that is used to encourage students to reflect, describe, analyse and communicate what they have learnt Nguyen Sieu students seem to rely on examination-oriented memory strategies, and especially RL, which will help them succeed in the examination-driven educational system They also see RL as a way of establishing a solid foundation of accurate knowledge on which the development of other learning is based Nguyen Sieu students prefer accuracy to fluency They believe that it is essential to gain a solid foundation in English vocabulary, which is primarily, though not solely, built on accuracy This view is based on the belief that once bad language habits are formed, they are difficult to break According to Nguyen Sieu students, RL is an effective way to learn vocabulary but may not be the best way They believe that there is no single “best” strategy for them to learn EFL vocabulary Nguyen Sieu students continue to use RL in preference to other strategies This continued preference for RL can be affected by factors, which are identified from the analysis of data collection 3.4 Factors arising from analysis 3.4.1 EFL environment The results from this study suggest that Vietnam EFL environment is another factor contributing to the use of RL English as a world language is a total foreign language in Vietnam That is, it is taught in schools, often widely, but it does not play an essential role in national or social life This means that very few people actually use English in day-today interaction English is largely confined to international trade, some aspects of education and the media Although Nguyen Sieu students have chance to practice English 38 with native speakers, but practice is only in classes When they leave their English classes, they are affected by the environment of total society and there are few chances for practice 3.4.2 Traditional habits The findings from this study confirm that RL involving repetition and reviewing are the main features of Nguyen Sieu students’ learning styles which are considered a Vietnamese traditional habit RL have deep roots in traditional Vietnamese and to Vietnamese people, RL is a traditional habit that deeply ingrained in their mind This kind of learning strategy has been carried out from generation to generation 3.4.3 National examination demand The results of the data analysis suggest that Nguyen Sieu students favour “advanced learning strategies” such as communicative strategies which would help them follow the world-wide trend, but mainly rely on examination- oriented memory strategies They believe that RL would help them succeed in the examination The students revealed that, in order to well in the examinations, they prepared themselves through careful and close reading of text books and/or reference books with a lot of exercises, and memorised keys to some fixed collocations In other words, they used RL strategies that ensured their getting high scores in the examinations 3.4.4 Failure to try out new strategies It should be noted here that their detailed explanations indicate that they were actually reluctant to give up RL The responses suggest that they see RL as quite significant in their learning Many students who considered getting rid of RL but later they gave up the idea There are some reasons to explain for the failure of Nguyen Sieu students as well as Vietnamese learners to try out new strategies Firstly, RL is a familiar strategies; the second is the limited time available to try new strategies and the third is the pressure of exams, which require accuracy for higher scores 3.5 Suggestions for teaching and vocabulary learning strategies The findings have revealed some pointed above factors In order to help students and teachers have the most effective vocabulary teaching and learning, some suggestions have been made with hope to improve vocabulary learning with RL at Nguyen Sieu school in particular and schools in Vietnam in general 39 3.5.1 Suggestions for the Vietnamese Exams  All students are afraid of tests and exams In fact, there is an impact of Vietnam’s examination-driven educational system on the students’ RL approaches to EFL learning Students learn by heart just for accuracy in exams, but this sort of accuracy does not necessarily lead to fluency in spoken English This indicates that this problem may be solved firstly from schools in Vietnam when the emphasis on communicative competence is more overt, not just on accuracy for scores  The educational system in Vietnam has important influences on learners’ success in society in their future The educational system biases on testing the ability to memorise which led Vietnam learners to rely heavily on memorisation for examinations Thus, Vietnamese learners are usually characterised as hard-working but lacking in creativity  However, RL actually is a combination of many other strategies such as repetition, memorisation, practice, including reviewing and understanding rather than mere repetition or memorisation Therefore, the exam paper designer could attempt to discover what strategies the students are actually using as profitable information for designing the paper The designers might also take into account of the practical need in social development to provide students with chances to solving problems What is learnt through repetition or memorisation as accurate knowledge might be tested in a variety of testing methods such as recognising different meaning in specific contexts through multiple choice, answering questions based on given materials or writing essays on required topics, requirements of achievements from pair or group work, making real situational conversations etc to invoke reactions and communicative competence 3.5.2 Suggestions for teachers at Nguyen Sieu and other schools  Students always hope to be taught learning methods not only knowledge when they learn vocabulary Almost students ask their teachers the ways to remember vocabulary effectively within short time They like teachers who teach new words systematically, require students to memorise new words and teach them methods of memorizing new words  Nowadays, some strategies for vocabulary EFL teaching and learning which are very 40 popular in the world work very well Vietnam However, this does not mean teachers rigid all traditional methods It is more effective if teachers find out the harmony between modern and traditional methods in vocabulary teaching Although RL is considered a vocabulary learning strategies with many negative aspects, it still has a lot of positive effects  Teachers should encourage students to find out the most useful and effective ways vocabulary learning basing on characteristics, age, gender, living environment and hobby These methods of vocabulary learning can be integration of different learning strategies beside the important role of rote learning  The environment in which students learn a foreign language is very important, as it has great effect on the learning process In ESL environments, teachers can rely on students’ pick up vocabulary outside the class However, generally EFL students have encounter new items mostly only during class time Therefore, teachers should exploit various vocabulary learning strategies to provide students with more knowledge which can upgrade their other skills 3.5.3 Suggestions for students at Nguyen Sieu and other schools Although rote learning is a traditional method, it still shows its strong points in vocabulary learning strategies RL plays an important role in vocabulary learning strategies with good effects proven It is a reason for the question the number of students who use RL in vocabulary learning is high However, students should not be so dependent on only RL In vocabulary learning, many learning strategies should be operated together They can find out the most effective method of learning for themselves 41 PART III – CONCLUSION Summary of the study Vocabulary plays very important role in English learning Enlarging vocabulary is not a easy way to English learners Although each learner has their own methods to approach this target, most learners have a common opinion about supporting the role of RL in vocabulary learning This issue also appears to Nguyen Sieu students Why a method which is considered as a traditional method gains such many supports? This questions drives the researcher to conduct this study namely “Students’ attitude about the role of rote learning in vocabulary learning strategies attitudes Nguyen Sieu upper secondary school” The study aims: 1, to prommote a positive understanding of the concept of RL in vocabulary learning strategies 2, to test whether Nguyen Sieu students use more RL strategies than other memory strategies and the reasons why they so 3, to offer guidance to Vietnamese EFL teachers and students who are interested in choosing and using RL in vocabulary learning strategies The result of the study shows some statements about Nguyen Sieu students Firstly, Nguyen Sieu students generally hold highly positive beliefs about RL in EFL vocabulary learning The results are consistent with the widely-held beliefs that Nguyen Sieu use more RL than other strategies in vocabulary learning The second statement is that analysis of the 23 items on Nguyen Sieu students’ attitudes about the use of RL indicated the learners’ reflecting the influence of Vietnamese traditional habits on their learning strategies Furthermore, for Nguyen Sieu students in particular and Vietnamese learners in general, RL does not mean passive learning, but a combination of memorisation and understanding In their view, RL is an integration of repetition, memorisation and practice rather than mere repetition, and that RL strategies also involve reviewing, which plays an important part in their approach to learning Thus, RL should be given an appreciate in vocabulary learning The fourth statement is that Nguyen Sieu students prefer accuracy to fluency They believe that it is essential to gain a solid foundation in English vocabulary, which is primarily, based on accuracy It also contributes to using RL in vocabulary learning The next statement is that Nguyen 42 Sieu students believe that RL is an effective way to learn vocabulary but may not be the best way They believe that there is no single “best” strategy for them to learn EFL vocabulary However, last but not least, Nguyen Sieu students continue to use RL in preference to other strategies The findings of the study supports for the hyphothesis that Nguyen Sieu students use more RL strategies than other memory strategies in vocabulary learning To them, RL strategies are helpful and effective in vocabulary learning nowadays although it is a traditional method And as a result, RL is given an appreciate because of its important role in vocabulary learning Limitations of the study Up to now, the researcher has made a great deal of effort to carry out the study The stud y has certain strengths such as real data collected from survey questionnaire and interview for students and teachers However, because of time limit, lack of resources, the researcher’s ability, it is obvious that the study has a number of limitations such as the number of participants involved in the survey and interview is still small so the findings may not be generalized to all the students at Nguyen Sieu school and other schools Implications for future research The findings in this study have suggested some implications which might be considered for future research These implications will be presented in two main aspects The first implication is about carrying out more researches about reasons for Nguyen Sieu students’ choosing and using RL in vocabulary learning The second is that the implications which arise directly from this study for educational practice relating to the teaching, learning and examination of EFL at Nguyen Sieu and other places in Vietnam 43 REFERENCES Avila, E & Sadoski, M (1996) Exploring new applications of the keyword method to acquire Enlgish vocabulary Language learning, 46 (3), 379 - 395 Banya, K & Cheng, M (1997) Beliefs about Language Learning, A Study of Beliefs of Teachers’ and Students’ Cultural Settings Paper presented at the st Annual Meeting of the Teachers of English to Speakers of Other Languages (31 , Orlando, FL, March 11-15) ED 411 691 Biggs, J B (1997) Demythologising the Teaching of International Students (Online).Available:http://www.newcastle.edu.au/oldsite/services/iesd/publications/eun exus/articl es/teaching-guides/demythologising/demyth-1.htm Chang, J (1993) Chinese Speakers Learner English Cambridge: Cambridge University Press pp 224-237 Cheung, M (2000) Reading, Writing, and Rote Learning Drive students to Western Schools Business Week (On Line) August 14 (On-line).Available: http://www.Businessweek.com/2000/00-33/c3694189.htm Cook, V (1991) Second Language Learning and Language Teaching London, New York, Melbourne, Auckland: Edward Arnold Cortazzi, M & Jin, L (1996a) Cultures of Learning: Language Classrooms in China In H Coleman, (Ed.), Society and Language Classroom Cambridge: Cambridge University Press pp 169-206 Crothers, E & Suppes, P (1967) Experiments in second – language learning Newyork: Academic Press Folse, K.S (2004) Myths about Teaching and learning Second language vocabulary : What Recent Research Says, TESL reporter 37, (2004), pp 1-13 10 Fraser, C & Gaskell, G (1990) The Social Psychology of Widespread Beliefs 11 Gairns, R & Redman (1986) Working with Words—A Guide to Teaching and Learning Vocabulary Cambridge: Cambridge University Press 12 Gu, Y & Johnson, R.K (1996) Vocabulary Learning Strategies and Language Learning Outcomes Language Learning, 46/4, pp 643-679 13 Horwitz, E K (1987) Surveying Student Beliefs about Language Learning In A Wenden & J.Rubin (Eds.) Learner Strategies in Language Learning New 44 York, London, Toronto, Sydney, Tokyo, Singapore: Prentice Hall pp 119-132 14 Ji, F (1984) Compliment Paying Patterns in a Radio-English Coursebook Forum USA 1, p 33 15 Jung, C.G (1971) Psychological Types, Collected Works, Volume 6, Princeton, NJ: Princeton University Press ISBN 0-691-01813-8 16 Kuntz, P (1996) Beliefs about Language Learning: The Horwitz Model ED 397 649 17 Lewis, M (1999) How to Study Foreign Languages Houndmills, Basingstoke, Hampshire & London: Macmillan Press Ltd 18 Lawson, M & Hogben, D (1996) The vocabulary - learning strategies foreign language students Language learning, 46 (1), 101 - 135 19 Moore, J P (2000) NM Tech MST Program Expands Horizons to China (OnLine).Available:http://infohost.nmt.edu/mainpage/news/2000/09aug03.html 20 Nation, I S P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 21 Nelson, S S (2001) Egyptians’ Obsession with Grades Fails to Nature Creative Thinkers (On-line) Available: http://www.teachers.ab.ca/peac/factsheets.cfm? 22 Oxford, R (1990) Language Learning Strategies: What Every Teacher Should Know Boston, Massachusetts: Heinle 30 Rao, Z (1996) Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods Research in the Teaching of English, 30/4, pp 458-471 31 Robinson, E (2000) Leaders-net Asian Learners (On-line) Available: http://list.waikato.ac.nz/archives/leaders-net/2000/09/msg00068.html 32 Rubin, J & Thompson, I (1994: 79) How to be a Successful Language Learner Boston, Massachusetts: Heinle & Heinle 23 Sakui, K & Gaies, S J (1999) Investigating Japanese Learners’ Beliefs about Language Learning System, 27/4, pp 473-492 24 Schmitt, N (1997) Vocabulary Learning Strategies In: N Schmitt & M McCarthy (Eds.),Vocabulary: description, acquisition and pedagogy Cambridge: Cambridge University Press pp 199-277 25 Stoffer, I (1995) University foreign language students’ choice of vocabulary 45 learning strategies as related to individual difference variables Unpublished doctoral dissertation, University of Alabama, Alabama 26 Tinkham, T (1989) Rote Learning, Attitude, and Abilities: a comparison of Japanese and American students TESOL Quarterly, 23, pp 695-698 27 Watkins, D.A & Biggs, J B (Eds.) (1996) The Chinese Learner: Cultural, Psychological and Contextual Influences (On-line) Available: http://www.hk/cerc/CERCular/two/1.htm 28 Wenden, A (1987) How to be a Successful Language Learner: Insights and Prescriptions from L2 Learners In A Wenden & J Rubin (Eds.), New York, London, Toronto, Sydney, Tokyo, Singapore: Prentice Hall pp 103-118 29 Wilkins, D.A (1972) Linguistics in Language Teaching London: Edward Arnold 30 Xiuping li (April 2004) An analysis of Chinese EFL learners’ beliefs about the Role of Rote learning in vocabulary learning strategies (On-line) Available:, http://www.asian-efl-journal.com/xiuping_11-05_thesis.pdf 31 Yang, N (1999) The Relationship between EFL Learners’ Beliefs and Learning Strategy Use (2001) System, 27/4, pp 515-535 32 Zoltan Dornyei (2003) Questionnaires in Second Language Research London Lawrence Erlbaum Associates, Inc., Publishers 33 http://en.wikipedia.org/wiki/Attitude_(psychology) 34 http://www.businessdictionary.com/definition/attitude.html 35 http://www.answers.com/topic/attitude I APPENDICES APPENDIX VOCABULARY LEARNING STRATEGIES QUESTIONNAIRE (For Nguyen Sieu upper secondary students) The questionnaire is designed to gather information about how you, as a Vietnamese students of English, go about learning and memorising vocabulary The following pages are statements related to the acquisition of vocabulary items You are required to rate each statement on a 5-point scale by circling one of the responses (1, 2, or 4) to indicate your attitude about the statement and what you actually when you learn English words strongly agree agree disagree strongly disagree - Strongly agree means that you almost always behave as described in the statement - Agree means that you behave as described in the statement more than half of the time - Disagree means that you behave as described less than half the time, but more than in very rare instances - Strongly disagree means that you behave as described in the statement only in very rare instances Please complete the questionnaire as seriously as possible There are no right or wrong responses to these statements The researcher is simply interested in your opinion Attitude about vocabulary learning 1.strongly agree 2.agree 3.disagree 4.strongly disagree II Please tick () your answer Part I Statements 1.Vocabulary should be learnt through repetition Rote learning is an effective way to memorise words Word lists, charts or cards are very helpful The translation equivalents of Vietnamese and English are helpful English words have fixed meanings I make vocabulary lists of new words that I meet I write the new words on two sides of a card I keep the vocabulary lists of new words that I make I go through my vocabulary list several times until I understand 10 I make vocabulary cards and take them with me wherever I go 11 When I try to memorise a word, I repeat it aloud to myself 12 When I try to remember a word, I write it repeatedly 13 I write new words and their Vietnamese equivalents repeatedly 14 I focus on completing vocabulary exercises repeatedly for exam 15 I oral practice with a person whose English level is similar 16 I can use words correctly and efficiently after memorising them 17 I remember one dictionary definition for the meaning of a word 18 I memorise examples in some context when using the words 19 I pay attention to set phrases and collocations that go with a word 20 I use the rote learning strategies (e.g repetition) all the time III Part II This section offers you opportunity to give your opinions on Vocabulary learning strategies (Please express yourself in your own words either in English or Vietnamese Your views will be very valuable to the research 21 In your opinion, what are the most effective strategies when you use to learn vocabulary? -22 What you think of rote learning for Vietnamese learners in Vocabulary learning strategies? -23 Do you have any other strategies for either learning or memorising vocabulary? (Please specify) -Thank you very much for your co-operation! IV APPENDIX Teacher interview Your name:………………………………… Teaching experience:…………………(years) This is a minor M.A thesis on the role of rote learning in EFL vocabulary learning Strategies of Nguyen Sieu upper secondary students And I wish to get your comments/critical ideas, so that I might generalise and confirm the study Your comments will be of great value and assistance to the completion of the present study Thank you for your help (Would you please put you name at the top the sheet) Would you please fill in the blanks with your comments on the presented results? Questions Nguyen Sieu upper secondary students use more rote learning than any other memory strategies Is it true? Why? Rote learning is considered as the best way of Nguyen Sieu upper secondary students to memorise vocabulary What you think? Rote learning works better than other memory strategies at Nguyen Sieu school in particular and in Vietnam in general Do you agree? Rote learning is effective in vocabulary learning and it is helpful for all the learners at all stages from beginners to the advanced learners Please comment on it Do you think it’s necessary to teach vocabulary rote learning strategies to students at Nguyen Sieu School?