A study on english vocabulary learning strategies used by the first year students at hai phong community college

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE STUDIES ĐỖ THỊ KIM OANH A STUDY ON ENGLISH VOCABULARY LEARNING STRATEGIES USED BY THE FIRST YEAR STUDENTS AT HAI PHONG COMMUNITY COLLEGE NGHIÊN CỨU VỀ CÁC CHIẾN LƯỢC HỌC TỪ VỰNG TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT TRƯỜNG CAO ĐẲNG CỘNG ĐỒNG HẢI PHÒNG MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60.14.10 SUPERVISOR: NGUYỄN THỊ MINH TRÂM, M.A HANOI – 2012 TABLE OF CONTENT TABLE OF CONTENT iv LIST OF TABLES AND FIGURES vii ABBREVIATIONS viii PART A: INTRODUCTION 1 Nationale Aim of the study Research questions Scope of the study Significance of the study Methods of the study Structure of the study PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Language learning strategies 1.1.1 Background of language learning strategies 1.1.2 Definition of language learning strategies 1.1.3 Classification of learning strategies 1.1.4 The importance of language learning strategies in language learning and teaching 1.2 Vocabulary learning strategies 10 1.2.1 Definition of vocabulary learning strategies 10 1.2.2 Classification of vocabulary learning strategies 11 1.2.2.1 Classification of Gu and Johnson (1996) 12 1.2.2.2 Classification of Schmitt (1997) 13 1.2.2.3 Classification of Nation (2001) 15 1.2.3 Summary 16 Chapter 2: METHODOLOGY 18 2.1 The context of the study 18 i 2.2 Research questions 20 2.3 Pilot study 20 2.4 Main study 23 2.4.1 Participants 23 2.4.2 Data collection instruments 24 2.4.2.1 Semi-structured interview 25 2.4.2.1 Survey questionnaire 26 2.4.3 Procedures 27 2.4.4 Data analysis 28 2.4.4.1 Student‟s awareness of vocabulary learning strategies 28 2.4.4.2 Strategies used for discovery a new word‟s meaning 30 (1) Determination strategies 30 (2) Social strategies 31 2.4.4.3 Strategies used for consolidation a word in memory 33 (1) Social strategies 33 (2) Memory strategies 33 (3) Cognitive strategies 35 (4) Metacognitive strategies 36 2.4.4.4 Overall strategies use of the six categories of strategies 37 2.5 Implications 39 2.5.1 The need of vocabulary learning strategy training 39 2.5.2 Learner responsibility 40 2.5.3 Dictionary strategies 40 2.5.4 Teaching and learning in context 41 2.5.5 Memory strategies 41 2.5.6 Analysis of word features 42 2.5.7 Use of vocabulary 42 PART C: CONCLUSION 43 ii Recapitulation 43 Limitations and suggestions for further study 44 REFERENCES 45 APPENDIXES I LIST OF TABLES AND FIGURES List of tables: iii Table 1: Gu and Johnson‟s (1996) taxonomy of vocabulary learning strategies 13 Table 2: Norbert Schmitt‟s (1997) taxonomy of vocabulary learning strategies 15 Table 3: Nation‟s (2001) taxonomy of vocabulary learning strategies 16 Table 4: Table of test specifications 20 Table 5: Vocabulary learning strategies for discovery a new word‟s meaning used by the Pilot study participants 22 Table 6: Vocabulary learning strategies for consolidation a word in memory used by the Pilot study participants 23 Table 7: Vocabulary learning strategies in survey questionnaire 27 Table 8: Descriptive statistics of students‟ use of Determination strategies 30 Table 9: Descriptive statistics of students‟ use of Social strategies 31 Table 10: Descriptive statistics of students‟ use of Social strategies (Consolidation) 33 Table 11: Descriptive statistics of students‟ use of Memory strategies 34 Table 12: Descriptive statistics of students‟ use of Cognitive strategies 35 Table 13: Descriptive statistics of students‟ use of Metacognitive strategies 36 Table 14: Strategies use according to descending order of mean 38 Table 15: Mean of six categories 39 List of figures: Figure 1: Chart of the design of the study 25 Figure 2: Student's awareness of the importance of vocabulary learning 29 ABBREVIATIONS COG Cognitive strategy iv DET Determination strategy HPCC Hai Phong Community College L1 First Language L2 Second Language LLS Language Learning Strategies MEM Memory strategy MET Metacognitive strategy N Number of students SLA Second Language Acquisition SOC Social strategy VLS Vocabulary Learning Strategies X Mean of frequency of use v PART A: INTRODUCTION Rationale for the study Vocabulary is very important for people‟s communication and language learning, which plays an important role in the process of second language acquisition Wilkins (Wilkins, 1972: 111) stated that “without grammar little can be conveyed, without vocabulary nothing can be conveyed” Hence, we cannot deny that skills of language learning including listening, speaking, reading and writing cannot be successfully achieved without vocabulary So the study of vocabulary learning strategies is as an important step in second language acquisition During the 1950s and 1960s, the study on vocabulary learning received little attention Fortunately, vocabulary learning has been studied more widely since the 1980s It has attracted more and more interest from researchers, educationalists as well as teachers Many of them, both at home and abroad, have pointed out their view on the vocabulary learning‟s significance As Decarrico (2001: 285) stated that “Although vocabulary has not always been recognized as a priority in language teaching, interest in its role in second language learning has grown rapidly in recent years and specialists now emphasize the need for a systematic and principled approach to vocabulary by both the teacher and the learner” Or Nguyen Huyen (2004: 1) compared “If a language could be considered as a house, then its grammar could be considered as cement and its vocabulary could be figuratively compared to bricks To build a complete house, not only cement but also bricks are needed Without bricks, no house can be built, even when plenty of high quality cement is available.” This means that to be a competent English communicator, one must acquire a good knowledge of English grammar and have a rich amount of English vocabulary as well In Vietnam in general and in my college, Hai Phong Community College in particular, English is the compulsory course for students However, there is a large gap between the students‟ English ability and requirements settled in the syllabus As vocabulary becomes a big obstacle in English learning and their speed of vocabulary improvement is quite slow Besides that, many English teachers think that their students can achieve vocabulary themselves Every new word can be looked up in English – Vietnamese dictionary which is marked with phonetic symbol and its Vietnamese meaning, so it is unnecessary to make great effort to teaching vocabulary In addition, there are some teachers still adopt the traditional teaching methods which are proved to be inefficient by many researchers On the other hand, as a teacher of English, I have dealt with many questions relating to vocabulary learning which are raised by my students Even some of them have worked hard on learning new words but the result is so disappointing Personally, I found it necessary to provide with them successful learning strategies to learn English words Those reasons above encourage me to conduct a study on English vocabulary learning strategies used by the first year students at Hai Phong Community College Aims of the study The ultimate goal of the study is to help improve teaching and learning English in general, and teaching and learning English vocabulary in particular at Hai Phong Community College Therefore, the specific aims of this study are to find out the students‟ awareness of the important of vocabulary learning and what strategies are commonly used in learning vocabulary Research questions The research questions that the present study seeks to answer are: What is the students‟ awareness of the importance of vocabulary learning? What vocabulary learning strategies the first year students at Hai Phong Community College commonly use? Scope of the study The study focused on the investigation of vocabulary learning strategies which are employed by the first year students at Hai Phong Community College during the second term of school year 2011-2012 Significance of the study Schmitt and McCarthy (1997) points out that vocabulary learning has been regarded as one of the most important parts in a second or foreign language acquisition On the basis of the idea above, this study helps raise the students' awareness of the importance of vocabulary learning and that there are many other vocabulary learning strategies and therefore the strategy training is necessary to be done by the teachers Further, it reveals the most and least frequently used vocabulary learning strategies adopted by the students, which can be implemented to support both teachers and students in teaching and learning vocabulary at Hai Phong Community College Methods of the study In order to achieve the aims of the study mentioned above, the study was carried out on the basis of semi-structured interview and survey questionnaire The English teachers at Hai Phong Community College were interviewed about the strategies their students use in learning vocabulary to support information for the survey questionnaire Then, vocabulary learning strategies listed in the survey questionnaire were compiled from a review of the literature on vocabulary learning strategies and the interviews‟ data After the results were analyzed, the findings were reported and discussed then some suggestions were raised in the study Structure of the study The study is divided into four chapters Each chapter deals with an important aspect of the study Chapter is the introduction of the study, which includes the rationale, aim, research questions, scope, significance the study as well as the methods and structure of the study Chapter presents the information about some basis concepts related to language learning strategies and vocabulary learning strategies In addition, the classifications of language learning strategies and vocabulary learning strategies are reviewed to set up the theoretical framework for the investigation in the next chapter Chapter covers the pilot study and main study They include the context of the study, research questions, participants, data collection instruments, procedures, data analysis and implications Chapter summarizes the main issues of the whole study and gives the future directions for further research and limitations of the study Of course, no one knows everything about how to learn languages But as teachers of English, there is strong support for sharing with students what they know through strategy training 2.5.2 Learner responsibility First and foremost, students should be made aware of their own responsibility in vocabulary learning Recent research has demonstrated that learner initiative and independence are crucial factors to attain higher levels of achievement (Gu, 1997) Their willingness to put extra effort into the learning process and to practice the learned vocabulary outside the classroom is an important factor for them to get higher achievement With this in mind, teachers should discuss the reasons for different vocabulary activities and straining strategy so that students would be more motivated 2.5.3 Dictionary strategies From the study‟s results, bilingual dictionary (English – Vietnamese dictionary) was the most frequently used strategy Consulting the dictionary is an important strategy for accessing or confirming word meanings (Fraser, 1999) especially when students can confirm their guessing with it Most of the students were found to try to obtain the Vietnamese equivalents of the target words rather than negotiate the appropriate meaning for the word in context Moreover, students should learn to derive the information from the context in order to choose the appropriate meaning from the sub-entries Besides word meanings, the dictionary also provides grammatical vocabulary knowledge or word collocation, which is usually exemplified in sentences Students at least have to note the basic syntactic properties of the word such as the part of speech and its usage from example sentences Other useful resources include the phonemic transcription, which has certain effects on word pronunciation Recent development of technology has allowed students to listen to the „real sound‟ pronunciation of a word with the electronic or the on-line dictionary 40 2.5.4 Teaching and learning in context Heavy reliance on L1 equivalents seems to be a common phenomenon among students regarding vocabulary learning This is reflected in their prominent preference for bilingual dictionaries However, sometimes it is also difficult to find a Vietnamese equivalent with the exact meaning for some English words Thus students may settle on words with similar meanings or relevant meanings This easily leads to the use of words in wrong contexts or wrong collocations as they usually ignore the context or the words that go with the vocabulary That is why the result showed that only 5.1% of the students asked always used the strategy of Guess meaning of words from textual context In order to help students transit from relying on L1 translation to other stages with the awareness of context and grammatical features, vocabulary should be taught in discourse rather than individual discrete items (Gu and Johnson, 1996) There should be more contextembedded lexical learning for example, the use of context sentences, conversations and stories The importance of the semantic meaning of vocabulary can be highlighted from varied contexts so that students can understand that word meanings are context sensitive 2.5.5 Memory strategies To consolidate a word in memory, written repetition and verbal repetition were the most frequently used strategies by the students In fact, inferencing skills and memory strategies work in complementary ways to ensure success in vocabulary acquisition A number of students, especially the low proficiency ones, relied heavily on learning the meaning and the form of a word by rote Thus, they found vocabulary learning difficult and boring with lots of repetition In order to improve their spelling and word retention, the phonemic transcription, the phonological processing of a word and semantic processing strategies should be introduced to them 41 2.5.6 Analysis of word features Word features such as prefixes, suffixes and stems are useful clues for lexical inferencing Actually, teaching of word features helps both to discover a new word‟s meaning and to consolidate it in memory However, the result from this study showed that the least frequently used strategy to discover a new word‟s meaning was Analyze prefixes, suffixes and roots (76.4% never used) Similarity, the least frequently used strategy to consolidate a word in memory was Memorize the prefix, suffix and root of the word (73.2% never used) Of course, students should not pass, overuse or rely solely on morphological analysis to infer word meaning The morphemic and syntactic information of a word should be considered together to figure out what the unknown word might mean Students also need to discriminate that some suffixes, for example, „un-‟, carry a clear lexical meaning while others, for example, „-tion‟, clearly indicate a part of speech Students also have to learn that some words, for example, „superficial‟, cannot be divided into a stem and an affix 2.5.7 Use of vocabulary The research data clearly show that the students lack use and practice vocabulary They need the opportunity to practice their vocabulary or else they are likely to forget If students‟ lexical competence is to develop, they need numerous opportunities to interact in substantive, meaningful ways with others Hence, although there is not a natural, English-speaking environment for students to practice, there should be more group work or pair work activities with focus on applying the newly learned vocabulary to help students internalize the vocabulary as well as the language 42 PART C: CONCLUSION Recapitulation With the hope to help improve teaching and learning English in general, and teaching and learning English vocabulary in particular at Hai Phong Community College, the study has concentrated on the following aims The first is finding out the students‟ awareness of the important of vocabulary learning The second one is studying what strategies are commonly used in learning vocabulary Then, proposing some suggestions on the enhancement of teaching and learning English at HPCC Thanks to the effective data collection instruments, the students‟ awareness of the important of vocabulary learning and strategies commonly used in learning vocabulary were realized Most students asked highly evaluate role of vocabulary learning in learning English However, not many of them had ever heard of vocabulary learning strategies and all of them agreed that vocabulary learning strategies should be taught in class Besides, the survey also indicated that strategies which frequently used by the major students Reasons for these problems can be comprehended basing on results of the study Firstly, although vocabulary learning is a crucial part in learning English, there are still some of the students underrating the role of it Besides, many students have no idea what vocabulary learning strategies are Secondly, bilingual dictionary (English – Vietnamese dictionary) was the most frequently used strategy to discover a new word‟s meaning However, most of the students were found to try to obtain the Vietnamese equivalents of the target words rather than negotiate the appropriate meaning for the word in context Thirdly, to consolidate a word in memory, written repetition and verbal repetition were the most frequently used strategies by the students In fact, a number of students, especially the low proficiency ones, relied heavily on learning the meaning and the form of a word by rote Next, word features such as prefixes, suffixes and stems are useful clues for lexical inferencing 43 However, analyzing prefixes, suffixes and roots and memorizing the prefix, suffix and root of the word were the least frequently used strategies in this study Then, the result clearly showed that the students lack of use and practice vocabulary They need the opportunity to practice their vocabulary or else they are likely to forget Words in the passive vocabulary need to be used regularly in order for them to move naturally into the active vocabulary Finally, the study has introduced some suggestions for improving vocabulary learning The first one is about raising students‟ awareness of the significance of vocabulary learning strategies and the need of vocabulary learning strategy training The second one is learner responsibility They should be made aware of their own responsibility in vocabulary learning The third one is about dictionary strategies The fourth one is in term of teaching and learning in context The next one is about memory strategies Another suggestion is in term of analysis of word features The last one is in connection with use of vocabulary Limitations and suggestions for further study Due to the shortage of time and knowledge, there are some limitations First, the data collection is not taken place on a larger scale for better generalization Second, within the scope of a minor thesis, the subject of the study mainly aims at the first year English majors only This is also the suggestion for further study with other subjects such as second year or third year students Third, although Schmitt‟s taxonomy is the most comprehensive available, it cannot embrace all the existing vocabulary strategies These limitations, therefore, can be done in future research studies Further studies need using other techniques such as stimulated recall or think-aloud techniques and investigating other variables such as learners‟ gender or major field of study 44 REFERENCES Aaron Carton (1966), The Method of Inference in Foreign Language Study, New York: The City University of New York Carter, R., & McCarthy, M (Eds.) (1988), Vocabulary and language teaching, London: Longman Chamot, A.U (1987), Learner strategies in language learning (pp 71-84), The learning strategies of ESL students, In A Wenden and J Rubin (Eds.), Cambridge: Cambridge University Press Cohen, A.D (1998), Strategies in Learning and Using a Second Language, New York: Longman Conti, G J., & Kolsody, R C (1998), Guidelines for selecting methods and techniques, In M W Galbraith (Ed.), Adult learning methods (pp 129-142) Malabar, FL: Krieger Cook, V (1983), Linguistic and Second Language Acquisition, London: The Macmillan Press Ltd DeCarrico, J S (2001), Teaching English as a second or foreign language, Vocabulary learning and teaching, Boston: Heinle Ellis, R.(1997), Second Language Acquisition, Oxford: OUP Fraser, C A (1999), Lexical Processing Strategy Use and Vocabulary Learning through Reading, In Wesche & Paribakht Gairns, R & Redman, S (1986), Working with words, Cambridge: Cambridge University Press Gu, Y (1997), Vocabulary learning strategies and English language outcomes: A study of non-English majors at tertiary level in China Unpublished doctoral dissertation, the University of Hong Kong, Hong Kong Gu, Y., & Johnson, R.K (1996), Vocabulary Learning Strategies and Language Learning Outcomes, Language Learning, 46, 643-679 Nguyen Huyen (2004), Vocabulary learning strategies employed by students at Quy Nhon University (MA Thesis) Krashen, S (1892), Principles and Practice in Second Language Acquisition, New York: Prentice Hall 45 Krejcie & Morgan (1970), “Determining Sample Size for Research Activities” Educational and Psychological Measurement, 30, pp.607-610 Laufer, B (1986), The concept of "synforms" (similar lexical forms) in vocabulary acquisition, Language and Education, 2, pp.275 Lessard-Clouston, M (1997), Language learning strategies: An overview for L2 teachers, Retrieved February 24, 2008, from http://iteslj.org/Articles/LessardCloustonStrategy.html McCarthy, M (1990), Vocabulary, Oxford: Oxford University Press Ming Wei (2006 ), An Examination of Vocabulary Learning of College-level Learners of English in China, The Asian EFL Journal, Vol 9, N2, 93-114 Naiman, N., Frohlich, M., Stern, H., & Todesco, A (1996), The Good Language Learner, Cleverdon, Avon: Multilingual Matters Nation, P (1990), Teaching and learning vocabulary, Boston: MAHeinle and Heinle Nation, P (ed.), (1994), New Ways in Teaching Vocabulary, Alexandra: TESOL, Inc Nation, P (2001), Learning vocabulary in another language Cambridge: Cambridge University Press Nunan, D (1991), Language Teaching Methodology: A Textbook for Teachers, New York: Prentice Hall O‟Malley, J M., & Charmot, A.U (1990), Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press Oxford, R (1990), Language Learning Strategies: What every teachers should know, Boston: Heinle and Heinle Publishers Patton, M Q (2002), Qualitative research & evaluation methods (3rd ed.), Thousand Oaks, CA: Sage Publications Politzer, R., & McGroarty, M (1985), An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence, TESOL Quarterly, 19, 103-123 Richard, J.C., Platt, J., and Platt, H (1992), Longman Dictionary of Language Teaching and Applied Linguistic, Hallow: Longman 46 Rubin, J (1975), What “good language learner” can teach us, TESOL Quarterly, (1) 41-51 Rubin, J (1987), Learner strategies: Theoretical assumptions, research history and typology, In A Weden & J Rubin (Eds.), Learner strategies in language learning (pp 15-30), Englewood Cliffs, NJ: Prentice Hall Rubin, J and Thompson, I (1994), How to be a more successful language learner: Toward Learner Autonomy (2nd edition), Boston: Heinle and Heinle Publishers Seal, B (1991), Vocabulary learning and teaching, In M Celce-Murcia (Ed.) Teaching English as a Second or Foreign Language, Boston, MA: Heinle & Heinle Publishers Schmitt, N & McCarthy, M (Eds.) (1997), Vocabulary: Description, Acquisition, and Pedagogy, Cambridge: Cambridge University Press Schmitt, N (2000), Vocabulary in language teaching, Cambridge: Cambridge University Press Stern, H.H (1992), Issues and Options in Language Teaching, Oxford: Oxford University Press Tarone, E (1980), Communication strategies, foreigner talk, and repair in interlanguage, Language Learning, 30(2), 417-429 Taylor, L (1990), Teaching and Learning Vocabulary, New York: Prentice Hall Weinstein, C., & Mayer, R (1986), The teaching of learning strategies, In M.C Wittrock (Ed.), Handbook of Research on Teaching, 3rd Edition pp.315-327, New York: Macmillan Wenden, A L (1982), Learner strategies, TESOL Newsletter, 19(5), 1-7 Wilkins, D (1972:111), Linguistics in language teaching, London: Edward Arnold Wharton, G (2000), Language Learning Strategy use of bilingual foreign language learners in Singapore, Language Learning, 50 (2), 203-243 Wong Fillmore, L (1976), The second time around: Cognitive and social strategies in second language acquisition, Stanford University, Stanford, CA 47 APPENDIX The table for determining sample size from a given population Krejcie & Morgan (1970), “Determining Sample Size for Research Activities” Educational and Psychological Measurement, 30, pp 607-610 I APPENDIX INTERVIEW GUIDELINE How important you think vocabulary learning strategies is in learning English? Do you give your students training in using strategies for learning vocabulary? What strategies your students usually use to learn a new word? Describe them? Among those strategies, which are applied most and least? What aspects of words they pay most attention when learning a new word? APPENDIX SURVEY QUESTIONNAIRE (for students) CÂU HỎI KHẢO SÁT Bản câu hỏi khảo sát thiết kế để điều tra chiến lược học từ vựng sinh viên năm thứ trường Cao đẳng Cộng đồng Hải Phịng Các em đánh dấu tích  vào trống mà em chọn Sẽ khơng có đánh giá câu trả lời hay sai cho chiến lược câu hỏi khảo sát nên em trả lời cách trung thực Đó cách góp phần giúp cho việc dạy học từ vựng Tiếng Anh trường tốt Cảm ơn hợp tác em! PART I: GENERAL INFORMATION How long have you been studying English? (Em học Tiếng Anh rồi?) II  Less than years  to years  More than years (Ít năm) (Từ đến năm) (Hơn năm) How important you think vocabulary learning is in learning English? (Em nghĩ học từ vựng quan trọng việc học tiếng Anh?)  Very important  Important (Rất quan trọng) (Quan trọng)  Not very important (Không quan trọng lắm) Have you ever heard of vocabulary learning strategies (in other words, ways to learn English vocabulary effectively)? (Em nghe đến chiến lược học từ vựng chưa (nói cách khác cách học từ vựng Tiếng Anh hiệu quả?)  Yes (Có)  No (Không) Have you been taught vocabulary learning strategies in class? (Trên lớp em có dạy chiến lược học từ vựng khơng?)  Yes (Có)  No (Không) Do you think that vocabulary learning strategies should be taught in class? Why? (Em có nghĩ chiến lược học từ vựng nên giảng dạy lớp? Tại sao)  Yes (Có)  No (Không) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… PART II: VOCABULARY LEARNING STRATEGIES When you learn English vocabulary, have you ever used these strategies: I Strategies for discovery a new word’s meaning (Các phương pháp học từ mới) III Degree of Frequency No Mức độ sử dụng Strategies Các chiến lược 12 Analyze the part of speech (e.g noun, verb or adjective, etc) Phân tích từ loại từ (ví dụ: danh từ, động từ, tính từ,… 13 Analyze prefixes, suffixes and roots (e.g overtime, station, impress) Phân tích tiền tố, hậu tố gốc từ (ví dụ: overtime, station, impress 14 Guess meaning of words from textual context Đoán nghĩa từ dựa vào văn cảnh 15 Analyze any available pictures or gestures Đoán nghĩa từ dựa vào tranh ảnh minh họa 16 Use an English - Vietnamese dictionary Tra từ điển Anh – Việt 17 Use an English - English dictionary Tra từ điển Anh – Anh 18 Ask the teacher for the meaning Nhờ giáo viên dịch từ sang tiếng Việt 19 Ask classmates for the meaning Hỏi bạn lớp nghĩa tiếng Việt từ 20 Ask teacher for paraphrase or synonym of new word Nhờ giáo viên diễn giải lại cách đơn giản IV Always Often Luôn Thường xuyên Sometim es Thỉnh thoảng Seldom Never Hiếm Không cho biết từ đồng nghĩa từ 21 Ask teacher for a sentence including the new word Nhờ giáo viên cho câu ví dụ với từ 22 Discover new meaning through group work activity Học từ thơng qua hoạt động theo nhóm lớp 23 Others (Các cách khác): …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… II Strategies for consolidation a word once it has been encountered (Các phương pháp ghi nhớ từ) Degree of Frequency No Mức độ sử dụng Strategies Các chiến lược Teacher checks student‟s flash cards or word list for accuracy Nhờ giáo viên kiểm tra xem danh mục từ có tả nghĩa khơng Interact with native speakers Tìm cách nói chuyện với người nước Memorize the prefix, suffix and root of the word Ghi nhớ tiền tố, hậu tố gốc từ Memorize the part of speech (noun, verb, adjective etc) Ghi nhớ từ loại từ Associate a new word with the words have already V Always Often Luôn Thường xuyên Sometim es Thỉnh thoảng Seldom Never Hiếm Không known Liên tưởng từ với từ học Connect word to a personal experience Gắn từ với kinh nghiệm thân Connect the word with its synonyms & antonyms Gắn từ với từ đồng nghĩa từ trái nghĩa Use new word in sentences Dùng từ để đặt câu Group words together to study Nhóm từ để học (ví dụ nhóm từ theo chủ đề hay từ loại nó) 10 Verbal repetition Học từ cách đọc nhiều lần 11 Written repetition Học từ cách viết viết lại nhiều lần 12 Write new words on a flash card to remember Viết từ vào thẻ nhỏ để tiện học 13 Keep a vocabulary notebook Làm sổ ghi chép từ 14 Use the vocabulary section in the textbook Học từ phần từ vựng giáo trình 15 Take notes in class Ghi chép từ xuất học lớp Degree of Frequency No Mức độ sử dụng Strategies Các chiến lược VI Always Often Luôn Thường Sometim es Seldom Never Hiếm Không 16 Put English labels on physical objects Dán tên Tiếng Anh lên đồ vật xung quanh 17 Use English-language media e.g newspapers, magazines, radio/TV programs, Internet, ect Học từ qua phương tiện truyền thông Tiếng Anh báo, tạp chí, chương trình đài, tivi, Internet,… 18 Test oneself with word test Làm tập liên quan đến từ vựng để tự kiểm tra trình độ từ vựng 19 Continue to study the word over time Dành thời gian học từ ngày 20 Others (Các cách khác): …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… VII xuyên Thỉnh thoảng ... seeks to answer are: What is the students? ?? awareness of the importance of vocabulary learning? What vocabulary learning strategies the first year students at Hai Phong Community College commonly... to the taxonomy‟s proven research value that it has been chosen as the basic for data analysis procedure of the study on vocabulary learning strategies of the first year students at Hai Phong Community. .. taxonomy of vocabulary learning strategies 1.2.2.3 Classification of Nation (2001) In a more recent attempt, Nation (2001) proposes taxonomy of various vocabulary learning strategies The strategies