This study was conducted in an attempt to explore the correlation between direct and indirect vocabulary learning strategies with the depth and breadth of vocabulary knowledge of Englishspecialized students at Le Hong Phong Gifted High School in Nam Dinh City. A total of 186 students completed a questionnaire concerning vocabulary learning strategy use. Subsequently, Vocabulary Levels Test (Schmitt et al., 2001) and Word Associates Test (Read, 1993; Read, 2004) were administered to measure the breadth and depth of lexical repertoire respectively. The results indicated that direct strategies were more frequently used by the students. Moreover, it was found that participants’ scores in strategy use correlated significantly and positively with breadth and depth of vocabulary knowledge. Indirect strategy use had a quite high correlation with two dimensions of vocabulary knowledge, implying that the students that had a large vocabulary size and a deep understanding of lexical repertoire tended to combine both direct and indirect strategies instead of using only one kind. Also, this highlights the importance of direct and indirect cognitive strategies, e.g., selfplanning, selfmonitoring, and selfevaluating. Relevant pedagogical implications were also discussed in the last chapter of this paper.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE CORRELATION BETWEEN VOCABULARY LEARNING STRATEGIES AND VOCABULARY KNOWLEDGE OF ENGLISH-SPECIALIZED STUDENTS AT LE HONG PHONG GIFTED HIGH SCHOOL Supervisor: Nguyen Huy Hoang, MA Student: Tran Thi Bao Ngoc Course: QH2015.F1.E4 HÀ NỘI – 2019 i ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỐI TƯƠNG QUAN GIỮA PHƯƠNG PHÁP HỌC TỪ VỰNG VÀ KIẾN THỨC TỪ VỰNG CỦA HỌC SINH CHUYÊN ANH TRƯỜNG THPT CHUYÊN LÊ HỒNG PHONG Giáo viên hướng dẫn: Th.S Nguyễn Huy Hoàng Sinh viên: Trần Thị Bảo Ngọc Khóa: QH2015.F1.E4 HÀ NỘI – 2019 Declaration I hereby state that I: Trần Thị Bảo Ngọc, class QH2015.F1.E4, being a candidate for the degree of Bachelor of Arts (mainstream program) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Trần Thị Bảo Ngọc May 9, 2019 Supervisor’s signature of approval Acknowledgements Firstly, I would like to express my sincere thanks to my dear supervisor Mr Nguyen Huy Hoang, who is currently teaching in the Fast-track Division, Faculty of English Language Teacher Education, ULIS, VNU I am extremely thankful and indebted to him for his relentless support, constructive feedbacks and invaluable suggestions that have helped me in the completion of this paper His devoted consultancy definitely assisted us throughout the duration of my research Furthermore, I take this opportunity to express my humble gratitude to the assistance of not only all of the English teachers at Le Hong Phong Gifted High School, who helped me distribute the questionnaires and tests, but also the English-specialized students who took part in completing my survey questionnaire and taking tests Their participation has played a crucial role in my research Last but not least, my sincere thanks go to my best friend, namely Tran Quang Dao, for his sensible advice and continuously considerable encouragement Without his support, I could not have this research fully accomplished Most significantly, I am really grateful for my parents as well as my fiancé, whose love and care fueled me with motivation to fulfill the research i Abstract This study was conducted in an attempt to explore the correlation between direct and indirect vocabulary learning strategies with the depth and breadth of vocabulary knowledge of English-specialized students at Le Hong Phong Gifted High School in Nam Dinh City A total of 186 students completed a questionnaire concerning vocabulary learning strategy use Subsequently, Vocabulary Levels Test (Schmitt et al., 2001) and Word Associates Test (Read, 1993; Read, 2004) were administered to measure the breadth and depth of lexical repertoire respectively The results indicated that direct strategies were more frequently used by the students Moreover, it was found that participants’ scores in strategy use correlated significantly and positively with breadth and depth of vocabulary knowledge Indirect strategy use had a quite high correlation with two dimensions of vocabulary knowledge, implying that the students that had a large vocabulary size and a deep understanding of lexical repertoire tended to combine both direct and indirect strategies instead of using only one kind Also, this highlights the importance of direct and indirect cognitive strategies, e.g., self-planning, self-monitoring, and selfevaluating Relevant pedagogical implications were also discussed in the last chapter of this paper Table of Contents Acknowledgements i Abstract ii List of figures .vi List of tables vii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Aims of the study and research questions 1.3 Research design 1.4 Scope of the study 1.5 Significance of the study 1.6 Thesis outline CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary knowledge 2.2 Vocabulary learning strategies .9 2.2.1 Direct strategies .10 2.2.2 Indirect strategies 10 2.3 Previous research on vocabulary learning strategies 11 2.4 Previous research on vocabulary size 12 2.5 Previous research on vocabulary depth 14 2.6 Previous research on the correlation between vocabulary learning strategies and vocabulary knowledge .15 CHAPTER 3: METHODOLOGY 17 3.1 Research questions .17 3.2 Research methods 17 3.3 Participants 18 3.4.1 Questionnaire 18 3.4.2 Vocabulary tests 19 3.4.2.1 Vocabulary Levels Test .19 3.4.2.2 Word Associates Test 20 3.5 Data analysis 21 3.6 Data collection procedure .22 3.7 Data analysis procedure 23 3.8 Research ethics .23 CHAPTER 4: FINDINGS 24 4.1 The vocabulary learning strategies commonly used by English-specialized students at Le Hong Phong Gifted High School 24 4.1.1 Direct Learning Strategies .24 4.1.2 Indirect Learning Strategies 25 4.2 The correlation between vocabulary learning strategies and the breadth and depth of vocabulary knowledge 26 4.2.1 Vocabulary Levels Test score .26 4.2.2 Word Associates Test score 27 4.2.3 The correlation between strategies and vocabulary knowledge .28 4.2.3.1 The correlation between Direct learning strategies and vocabulary knowledge 29 4.2.3.1.1 Direct learning strategies and the breadth of vocabulary knowledge 29 4.2.3.1.2 Direct learning strategies and the depth of vocabulary knowledge 29 4.2.3.2 The correlation between Indirect learning strategies and vocabulary knowledge 30 4.2.3.2.1 Indirect learning strategies and the breadth of vocabulary knowledge .30 4.2.3.2.2 Indirect learning strategies and the depth of vocabulary knowledge 31 4.3 Discussion .32 CHAPTER 5: CONCLUSION 35 5.1 Summary of findings 35 5.2 Pedagogical implications 35 5.3 Limitations and suggestions for future research 37 5.4 Conclusion 37 References 39 Appendices 42 Appendix A 42 Appendix B 46 Appendix C 54 List of figures Figure 2.1 The Lexical Space (Daller et al., 2007, p.8) List of tables Table 2.1 “What Is Involved in Knowing a Word” (Nation, 2009, p.27) Table 3.1 Items in the Questionnaire 19 Table 4.1 Average DLS Usage of English-specialized Classes 25 Table 4.2 Average ILS Usage of English-specialized Classes 26 Table 4.3 VLT Score among Classes 26 Table 4.4 WAT Score of Students 27 Table 4.5 Spearman’s Rank Correlation Test between DLS and the Breadth of Vocabulary Knowledge 29 Table 4.6 Spearman’s Rank Correlation Test between DLS and the Depth of Vocabulary Knowledge 29 Table 4.7 Spearman’s Rank Correlation Test between ILS and the Breadth of Vocabulary Knowledge 30 Table 4.8 Spearman’s Rank Correlation Test Between ILS and the Depth of Vocabulary Knowledge 31 21 I communicate in English with classmates who have a better command of English 22 I ask teachers or peers the meaning of unknown words 23 I relate the words that I am learning during class to my experiences 24 Each time when a teacher asks questions, I try to answer the question in my mind 25 I set a goal or plan and stick to it for learning new vocabulary 26 When guessing the meaning of a new word, I try to find examples that help me find out the meaning of that word 27 I know the words that are important for learning 28 I find my mistakes in learning new words and correct them 29 I try to read many reading materials to enlarge my vocabulary out of class 30 I always encourage myself to speak the newly-learned word in English 31 I take part in many English activities to practice my English 32 I learn vocabulary because I think it is the core skill of learning English 33 I learn vocabulary for pleasure or interests in knowing more about English 34 I learn vocabulary because it can help me understand more reading materials 44 35 I learn vocabulary because it can show that I am more proficient in English 36 I learn vocabulary to help in passing the exam 37 I learn vocabulary because I want to get a better grade in my studies 38 I learn vocabulary because I want to achieve academic success 39 I learn vocabulary because I want to have a wide English vocabulary 40 I learn vocabulary for the satisfaction in learning a new word 45 Appendix B Vocabulary Levels Test (VLT) Instruction: There are columns: words given on the left, definitions given on the right You must choose the right words that go with the definitions Write the number of that word next to its meaning Here is an example: copy a end or highest point event b this moves a car motor c thing made to be like pity another profit tip For each correct answer, you get one point, so the maximum possible score is 120 points 2000 level copy event a end or highest point accident debt a loud deep sound motor b this moves a car fortune pity c thing made to be pride you must like another roar pay profit tip thread b something c having a high opinion of yourself coffee a money for work clerk a a drink disease b a piece of clothing frame b office justice c using the law in noise skirt stage the right way worker respect c unwanted theatre sound 46 wage wine dozen a chance admire empire b twelve complain gift c money paid to the fix b bring in for hire the first relief introduce time tax stretch opportunity government a make wider or longer c have a high opinion of someone arrange a grow blame a make develop b put in order elect b choose by lean c like more than jump voting owe something else manufacture prefer melt seize threaten c become like water ancient a not easy bitter a beautiful curious b very old independent b small difficult c related to god lovely c liked by entire merry many holy popular people social slight 3000 level bull champion dignity hell a formal and serious manner blanket a holiday contest b good quality b winner of a sporting generation event c wool merit covering museum plot used on solution vacation beds 47 c building where valuable objects are shown comment a long formal dress gown b goods from a import nerve foreign country administratio a group of n animals angel b spirit who c part of the body frost pasture which carries herd tradition feeling fort business and pond affairs atmosphere a advice counsel b a place covered with dwell factor c managing a live in a place oblige b follow in pursue order to lawn quote catch muscle resolve hen grass abandon serves god c female chicken c leave something permanently assemble a look closely drift attach b stop doing endure peer quit scream something c cry out loudly in fear toss grasp a suffer patiently b join wool knit threads register together tumble c hold firmly with your hands brilliant a thin aware a usual distinct b steady blank b best or most magic c without clothes desperate naked important normal 48 slender striking c knowing stable supreme what is happening 5000 level analysis a eagerness cavalry a small hill curb b loan to buy a eve b day or gravel mortgage scar house c small stones mixed with sand zeal ham night mound before a steak holiday switch c soldiers who fight from horses circus jungle nomination sermon stool trumpet a musical instrument b seat without a back or arms c speech given by a priest in a church artillery creed hydrogen maple pork streak a a kind of tree b system of belief c large gun on wheels chart a map contemplate forge b large beautiful extract about gamble deeply launch b bring back mansion outfit house c place where sample metals are made provoke volunteer and shaped revive a think to health c make someone angry 49 demonstrate a have a rest correspond a exchange embarrass b break suddenly embroider letters heave obscure into small pieces lurk b hide and c make someone penetrate wait for relax feel shy or prescribe someone shatter nervous resent c feel angry about something decent a weak adequate a enough frail b concerning a city internal b fully harsh c difficult to believe mature grown incredible profound c alone municipal solitary away from specific tragic other things Academic word list area a written agreement debate a plan contract b way of doing exposure b choice integration c joining definition evidence something c reason for option somethin believing scheme g into a something is or is stability whole not true access a male or female accumulation gender b study of the mind edition implementatio c entrance or way in guarantee n license media motivation a collecting things over time b promise to repair 50 orientation phenomenon psychology a broken product c feeling a strong reason or need to somethin g adult a end alter a change exploitation b machine used to coincide b say infrastructure move people or deny somethin schedule goods devote g is not termination vehicle c list of things to release at certain time specify true c describe clearly and exactly correspond a keep bond diminish b match or be in channel emerge highlight agreement with estimate a make smaller b guess the c give special identify number invoke attention to mediate or size of retain something minimize somethin g c recognizi ng and naming a person or thing 51 explicit a last abstract a next to final b stiff adjacent b added to negative c meaning “no” or controversial c concernin professional “not” global g the rigid neutral whole sole supplementar world y 10000 level alabaster a small barrel chandelier b soft white stone convoy dogma c tool for shaping lien keg wood benevolence octave rasp stint tentacle throttle a kindness b set of musical notes c speed control for an engine bourgeois brocade consonant prelude stupor tier a middle class alcove a priest impetus b release b row or level of maggot from something parole prison salve early vicar c medicine people c cloth with a pattern or gold or silver threads to put on wounds alkali a light joking talk dissipate a steal banter b a rank of b scatter or coop mosaic British nobility flaunt impede vanish loot 52 stealth viscount c picture made of squirm small pieces of vie glass or stone c twist the body about uncomfor tably contaminate a write carelessly blurt cringe b move back immerse because of fear peek c put something relay under water scrawl a walk in a dabble proud dent way pacify b kill by strangle squeezing swagger someone’ s throat c say suddenly without thinking illicit a immense a indolent a lazy lewd b against the law b nocturnal b no longer mammoth c wanting c obsolete used slick revenge d torrid temporal e translucent vindictive f wily c clever and tricky 53 Appendix C Word Associates Test (WAT) Instruction: The purpose of this test is to find out how well you know the meaning of the lexical items For each given adjective, you need to find OPTIONS including correct synonym(s) and collocation(s) of that word on either the left or right side For example: sudden beautiful quick surprising thirsty change doctor noise school The words here on the left side may The words here on the right side help to explain the meaning of are nouns that may come after “sudden” “sudden” in a phrase or a sentence There are words in the box, but only FOUR of them are correct You have to choose which the four correct words are “sudden” means “happening quickly We not normally say “a sudden and unexpectedly”, so the correct doctor” or “a sudden school”, but answers on the left side are “quick” we often say “a sudden change” and “surprising” and “a sudden noise”, so “change” and “noise” are the correct answers on this side You should mark the answers like this: sudden beautiful quick surprising thirsty change doctor noise school 54 The test involves 40 items You will receive one point for each correct option The maximum point is 160 beautiful enjoyable expensive free loud education face music weather poem taste bright clever famous happy shining color hand calm open quiet smooth tired cloth real short foods smooth tired cloth whole country day light person natural expected helpful neighbors parents songs fresh open quiet day light person general closed different usual idea reader street bare empty heavy uncovered useful often rich cupboard feet school tool acute hidden sharp angle hearing illness stones common complete light ordinary shared boundary circle name party 10 complex angry difficult necessary sudden argument passengers patterns problem 11 broad full moving quiet wide night river shoulders smile 55 12 conscious awake healthy knowing laughing face decision effort student smoke weather smoke weather 13 convenient easy fresh near suitable experience sound 14 dense crowded hot noisy thick forest handle 15 curious helpful interested missing strange accident child computer steel 16 distinct clear famous separate loud nice main straight true advantage meanings news parents 17 dull cloudy secret color knife place rock wide fence flight heat river 18 direct honest 19 favorable helpful legal possible positive habit response teacher weather 20 secure confident enjoyable fixed safe game job meal visitor pants surface wood rubbish storm 21 tight close rough uncomfortable wet bend 22 violent expected smelly strong unlucky anger death 23 chronic continuing local serious unplanned accident examination illness shortage 24 compact 56 effective small solid useful group kitchen medicine string rough valuable behavior drawing regular smooth animal movement policy deep exact great effect machine growing private 25 crude clever fair oil trade 26 domestic home national speed 27 profound bright taste thought 28 fertile dark special business egg mind soil 29 formal fast loud organized serious bomb education growth statement 30 independent changed equal important separate child country ideas prices plan sister 31 original careful closed first proud condition mind 32 sensitive feeling interesting sharp thick clothes instrument skin topic 33 professional paid public regular religious advice manner musician transport 34 critical clear dangerous important rough festival illness time water meal radio sound 35 synthetic artificial electronic expensive simple drug 36 liberal free moderate plenty valuable crops furniture parents transport 57 37 dramatic exciting official surprising worried adventure change patient salary 38 conservative cautious hopeful traditional warm clothes estimate meeting signal 39 coherent clear normal recent together large plentiful windy crime health speech amount climate feelings theory 40 ample heavy time 58 ... HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỐI TƯƠNG QUAN GIỮA PHƯƠNG PHÁP HỌC TỪ VỰNG VÀ KIẾN THỨC TỪ VỰNG CỦA HỌC SINH CHUYÊN ANH TRƯỜNG THPT CHUYÊN... VỰNG VÀ KIẾN THỨC TỪ VỰNG CỦA HỌC SINH CHUYÊN ANH TRƯỜNG THPT CHUYÊN LÊ HỒNG PHONG Giáo viên hướng dẫn: Th.S Nguyễn Huy Hồng Sinh viên: Trần Thị Bảo Ngọc Khóa: QH2015.F1.E4 HÀ NỘI – 2019 Declaration... Test (WAT) (Read, 1998) The quantitative methods including questionnaires and vocabulary tests were utilized for the three main reasons First, the typical feature of a quantitative study is a great