Những yếu tố bên ngoài ảnh hưởng đến việc học từ vựng của học sinh lớp 10 tại một trường phổ thông ở hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ HỒNG NHUNG EXTERNAL FACTORS THAT AFFECT VOCABULARY LEARNING OF GRADE 10 STUDENTS AT A HIGH SCHOOL IN HANOI (Những yếu tố bên ảnh hưởng đến việc học từ vựng học sinh lớp 10 trường phổ thông Hà Nội) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ HỒNG NHUNG EXTERNAL FACTORS THAT AFFECT VOCABULARY LEARNING OF GRADE 10 STUDENTS AT A HIGH SCHOOL IN HANOI (Những yếu tố bên ảnh hưởng đến việc học từ vựng học sinh lớp 10 trường phổ thông Hà Nội) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr VŨ THỊ THANH NHÃ Hanoi – 2018 DECLARATION I hereby certify that the thesis entitled “External factors that affect vocabulary learning of grade 10 students at a high school in Hanoi” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of PostGraduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi Nguyễn Thị Hồng Nhung Hanoi, 2018 i ACKNOWLEDGEMENT On completing this thesis, I would like to express my thanks to all those who contributed their parts to the work of this research First and foremost, I would like to express my deepest thanks to my respectable supervisor, Dr Vũ Thị Thanh Nhã, for her restless and sympathetic encouragement, constructive advice and patient guidance from the beginning up to the end of the study Had it not been for her valuable and timely feedback, I would have never been able to complete this research paper My sincere thanks also go to my dear students at Ngoc Hoi high school for helping me to collect data for this study and for all their support and encouragement Finally, I would also like to give my special thanks to my family and friends who have been interminably encouraging and facilitating me to fulfill this thesis ii ABSTRACT Vocabulary learning is a crucial part of learning a second language There have been a number of researchers studying roles of vocabulary learning, approaches to vocabulary and factors that affect vocabulary teaching and learning Despite these valuable sources of reference, there is still a lack of insight into external factors affecting students‟ vocabulary learning in the context of Ngoc Hoi high school Besides, vocabulary learning of grade 10 students at this school is not very effective in spite of both teachers‟ and students‟ efforts Therefore, this study was conducted to find out what external factors have the most and least influences on grade 10 students‟ vocabulary learning, and thus suggest some ways of improving the effectiveness of vocabulary teaching and learning at this high school This thesis is a survey study Questionnaire was used as the instrument to collect data for this research A Likert Scale questionnaire was developed on the basis of items which refer to external factors affecting students‟ vocabulary learning; and SPSS program was used to analyze the data collected The study revealed that “teachers” is the most influential factor, which is followed by English curriculum, Access to native speakers, Number of exposures to the new words, and Peers There is not enough evidence to prove that Lexical factors have strong influences on students‟ vocabulary learning It is expected that the findings of this study will not only benefit teachers and students at this high school but also evoke further study iii TABLE OF CONTENTS PART I: INTRODUCTION 1 RATIONALE FOR THE STUDY AIMS OF THE STUDY RESEARCH QUESTIONS SCOPE AND SIGNIFICANCE OF THE STUDY ORGANIZATION OF THE THESIS PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW VOCABULARY IN SECOND LANGUAGE LEARNING AND TEACHING 1.1 Definitions of vocabulary 1.2 The importance of vocabulary in language teaching and learning 1.3 Aspects of knowing a word 1.4 Types of words and vocabulary learning 10 1.5 Approaches to vocabulary 11 FACTORS AFFECTING VOCABULARY ACQUISITION 13 2.1 Internal factors that affect vocabulary acquisition 13 2.2 External factors that affect vocabulary acquisition 17 VOCABULARY TEACHING TECHNIQUES 23 3.1 Deliberately teaching vocabulary 23 3.2 Some vocabulary teaching techniques 24 SUMMARY 26 CHAPTER 2: METHODOLOGY 27 OVERVIEW OF THE METHOD USED IN THE STUDY 27 1.1 DEFINITION OF SURVEY RESEARCH 27 1.2 Rationale for using survey research 27 1.3 Strengths and limitations of survey research 28 SUBJECTS 28 DATA COLLECTION INSTRUMENTS 28 3.1 Preparation 28 3.2 Data collection 29 3.3 Techniques of data analysis 30 CHAPTER 3: RESULTS AND DISCUSSION 31 QUESTIONNAIRE RESULTS 31 1.1 General information about the participants of the study 31 1.2 Reliability Statistics 34 1.3 Exploratory Factor Analysis (EFA)\ 41 1.4 Correlation analysis 45 1.5 Regression analysis 45 1.6 Descriptive statistics 48 DISCUSSION 53 PART III: RECOMMENDATION AND CONCLUSION 55 SUMMARY OF MAJOR FINDINGS 55 PEDAGOGICAL IMPLICATIONS 57 2.1 Educational administrators 57 2.2 Teachers 57 2.3 Changing students’ learning attitudes 58 iv LIMITATIONS OF THE STUDY 58 RECOMMENDATIONS FOR FURTHER RESEARCH 58 REFERENCES 60 APPENDICES 64 APPENDIX 1: QUESTIONNAIRE WRITTEN IN ENGLISH 64 APPENDIX 2: QUESTIONNAIRE WRITTEN IN VIETNAMESE 68 v LIST OF ABBREVIATIONS L2 Second Language EFL English as Foreign Language EFA Exploratory Factor Analysis KMO Test Kaiser-Meyer-Olkin Test vi LIST OF TABLES Table/ Chart Page Table Gender 31 Chart Gender 31 Table Age 31 Chart Age 32 Table Number of years of learning English 32 Chart Number of years of learning English 32 Table Score of English subject 33 Chart Score of English subject 33 Table Reliability Statistics – Factor C 34 Table Item-Total Statistics – Factor C 34 Table Reliability Statistics – Factor T (1st test) 34 Table Item-Total Statistics – Factor T (1st test) 35 Table Item-Total Statistics – Factor T (2nd test) 35 Table 10 Item-Total Statistics – Factor T (2nd test) 35 Table 11 Reliability Statistics – Factor E (1st test) 36 Table 12 Item-Total Statistics – Factor E (1st test) 36 Table 13 Reliability Statistics – Factor E (2nd test) 37 Table 14 Item-Total Statistics – Factor E (2nd test) 37 Table 15 Reliability Statistics – Factor P 37 Table 16 Item-Total Statistics – Factor P 38 Table 17 Reliability Statistics – Factor N 38 Table 18 Item-Total Statistics – factor N 38 Table 19 Reliability Statistics – Factor L 39 Table 20 Item-Total Statistics – Factor L 39 Table 21 Reliability Statistics – Factor V (1st test) 39 Table 22 Item-Total Statistics – Factor V (1st test) 40 vii Table 23 Reliability Statistics – Factor V (2nd test) 40 Table 24 Item-Total Statistics – Factor V (2nd test) 40 Table 25 KMO and Bartlett's Test 41 Table 26 Results of EFA (independent variables) 42 Table 27 KMO and Bartlett's Test 43 Table 28 Results of EFA (dependent variables) 44 Table 29 Correlation coefficients 45 Table 30 Regression analysis 46 Table 31 Descriptive statistics – Factor C 48 Table 32 Descriptive statistics – Factor T 49 Table 33 Descriptive statistics – Factor E 50 Table 34 Descriptive statistics – Factor P 51 Table 35 Descriptive statistics – Factor N 51 Table 36 Descriptive statistics – Factor L 52 viii can make observation on classes with native teachers to gain more experience for their teaching Apart from the ideas above, students‟ responses from the open question at the end of the questionnaire suggest that teachers should use games, short videos or films in teaching English in general and in vocabulary in particular Pedagogical implications 2.1 Educational administrators First, educational administrators have to be responsible for organizing conferences, seminars, workshops about vocabulary teaching so that teachers can take part in these activities Besides, school administrators should create chance for students to speak to native speakers For example, if a high school cooperates with an English center to give students lessons with native speakers, the administrators of this school can increase the number of lessons per week or organize extracurricular activities with native teachers Furthermore, school administrators should pay attention to the facilities equipped in the classrooms so that students can learn in the most comfortable and advantageous learning environment 2.2 Teachers First, teachers should take part in training programs or training courses of language teaching in general and vocabulary teaching in particular Teachers have to be aware of the needs to be trained in vocabulary teaching That is because if they not have needs, they will not anything to change their current teaching method Moreover, the number of exposures to the new words also affects students‟ vocabulary learning Therefore, teachers should design different activities or exercises so that students have chance to revise their vocabulary For instance, teachers can create more post reading activities to repeat the new words as much as possible Besides, it would be more effective if new vocabulary is recycled and connected lesson to lesson by different ways such as homework checking through writing or speaking activities, summary or role play Besides, teachers should learn how to attract students, how to get students involved in the lesson, how to make students have 57 motivation to learn To this, teachers should try to improve their English proficiency, use different techniques to teach vocabulary, let students watch films or listen to music if possible, and be helpful for students when they are in need In summary, teachers should increase their English proficiency and improve their methodology to enhance the effectiveness of their teaching 2.3 Changing students’ learning attitudes It is of much importance to help students have positive learning behaviors and attitudes To this, teachers should be conscious of the place of motivation in their classroom, not only to talk to encourage students to acquire large vocabulary but provide opportunities for students to know how important vocabulary learning is Besides, teachers should let students join enjoyable activities such as playing games, or singing songs in English It can be sure that students will not resist taking part in such activities; accordingly they may feel more interested in learning English Limitations of the study In most research projects, limitations are inevitable The study presented in this thesis is of no exception The first limitation is related to the context of the study The study was conducted at only one high school, so the findings which are significant to this school may not apply to other high schools In other words, it is hard for the findings of this study to be generalized Second, in terms of scope, the study limits itself to the investigation of some external factors affecting vocabulary learning of students, which means that other factors have not been examined Therefore, the solutions to students‟ problems concerning vocabulary learning may not be worked out completely Last but not least, the questionnaire used to collect data in this study was developed by the author and there were not enough participants for the author to pilot it carefully before use Recommendations for further research 58 There are certainly still some relative problems that need to be solved out of the author‟s limited knowledge and materials More detailed and deep research is expected to be done in the future Within the scope of this thesis with a limited time, there was no chance for the investigator to deal with other important factors affecting the students‟ vocabulary learning process such as the students‟ intelligence, culture background, and personality These call for further research with better validity and reliability Moreover, in this study, there is not enough evidence to prove that lexical factors had strong influences on students‟ vocabulary learning Therefore, further research on lexical factors is recommended In addition, teachers‟ beliefs and actual practices in class concerning vocabulary teaching and learning can be an interesting topic to study further In conclusion, the author sincerely hopes this humble thesis will evoke more attention and comprehensive study 59 REFERENCES Babbie, E R (1973) Survey research methods Wadsworth Barlett, J E., Kotrlik, J W., & Higgins, C C (2001) Organizational research: Determining appropriate sample size in survey research Information technology, learning, and performance journal, 19(1), 43 Beglar, D (2010) A Rasch-based validation of the Vocabulary Size Test Language Testing, 27(1), 101-118 Bell, S (2013) Learning with information systems: Learning cycles in information systems development Routledge Bogdan, R., & Biklen, S K (1992) Qualitative research for education Bradburn, N M., Sudman, S., Blair, E., Locander, W., 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of this study is to obtain information about external factors that affect your vocabulary learning Please answer the questions as accurately and honestly as possible All the information provided by you is solely for the study’s purpose, and your personal information is kept confidential Part I: Please mark X in the suitable box Gender: Male Age: 15 Female 16 Number of years of learning English: Less than years More than years Score of English subject in the first semester: < 5.0 5.1 – 6.4 6.5 – 7.9 8.0 – 10.0 Part II: Please indicate how much you agree or disagree with each of the following statements by marking X in the suitable box = Strongly Disagree = Disagree = No Idea = Agree = Strongly Agree Code No C1 C2 Statements concerning vocabulary learning Degree of agreement/ disagreement Strongly Disagree No Agree Strongly Disagree Idea Agree I think three 45-minute lessons with a Vietnamese teacher and a 45-minute lesson with a native teacher per week are enough for me to improve my vocabulary I think all the five parts (Reading, Speaking, Listening, Writing, and 64 C3 C4 T1 T2 T3 T4 T5 T6 10 T7 11 T8 12 T9 13 Language Focus) of each unit in the old textbook – Tieng Anh 10 – provide me with a lot of vocabulary concerning the topic of the unit I think the form of written tests at school requires much knowledge of vocabulary I think different topics in the textbook provide me with a lot of vocabulary I learn vocabulary effectively when teachers use different techniques to teach vocabulary (e.g: pictures, explanation, examples, games…) I learn vocabulary effectively when teachers usually let me guess the meaning of a new word in a text I feel well when my teacher has good pronunciation My teacher has a dynamic and interesting style in teaching vocabulary I learn vocabulary effectively when my teacher has good knowledge of vocabulary so he/she is a good supporter of my vocabulary questions I like my teacher to patiently check the pronunciation of new words I prefer my teacher to point out my mistakes in using new words I want my teacher to give me different vocabulary exercises so that I can remember words Teachers often check my vocabulary and give marks 65 T10 14 E1 15 E2 16 E3 17 E4 18 E5 19 P1 20 P2 21 P3 22 P4 23 N1 24 N2 25 so I learn vocabulary harder I learn vocabulary effectively when teachers use only English while teaching new words Repeating a word aloud helps me remember it quickly I can remember a new word if it appears in different parts of the lesson I can remember a new word if my teacher uses the word frequently I can remember a new word if my friends and I speak together using the word I can remember a new word if it appears many times in a film, TV programs or on the Internet… I can remember a word more easily if teachers have us work in pairs or in small groups in vocabulary learning activities I think practicing pronouncing new words with my friends is effective I think checking the meaning of new words in pairs or in groups is effective I think practicing speaking with my friends in pairs or in groups helps me remember words better Talking to native speakers helps me practice using my vocabulary and learn vocabulary better Attending classes with my native teacher every week helps me learn vocabulary 66 N3 26 N4 27 L1 28 L2 29 L3 30 L4 31 V1 32 V2 33 V3 34 V4 35 V5 36 V6 37 V7 38 V8 39 effectively Attending classes with native teachers helps me have good pronunciation Watching films in English helps to improve my vocabulary I find it easier to learn words that are frequently used in everyday life Analyzing words in terms of prefixes, stems, and suffixes helps me remember the words better Learning collocations helps me learn a new word more quickly I can learn a word with different meanings through specific examples I can different types of reading exercises (filling in, answer questions…) easily and correctly I pronounce the words that were taught correctly I have correct spelling of the words that were taught I can remember the meaning(s) of the words that were taught I know synonym and antonym of the words that were taught I can use the words that were taught in speaking and writing I can hear the words that were taught when my teacher or friends speak them I have good score of English subject Do you have any suggestions to help improve the effectiveness of vocabulary teaching and learning? ………………………………………………………………………………………… ………………………………………………………………………………………… Thanks for your cooperation! 67 APPENDIX 2: QUESTIONNAIRE WRITTEN IN VIETNAMESE PHIẾU CÂU HỎI KHẢO SÁT Mục đích phiếu câu hỏi khảo sát để thu thập thông tin yếu tố ảnh hưởng đến việc học từ vựng em Các em vui lịng hồn thành câu hỏi cách trung thực nghiêm túc Những thông tin thu thập phục vụ mục đích nghiên cứu Thơng tin cá nhân em đảm bảo hồn tồn bí mật Phần I: Em đánh dấu X vào trống thích hợp: Giới tính: Nam Nữ Tuổi: 15 16 Đã học tiếng Anh: Dưới năm Điểm trung bình mơn Anh kì 1: < 5.0 Trên năm 5.1 – 6.4 6.5 – 7.9 8.0 – 10.0 Phần II: Em mức độ đồng ý không đồng ý em với câu hỏi bên cách đánh dấu X vào ô phù hợp Mã STT C1 C2 C3 Các vấn đề liên quan đến việc học từ vựng Mức độ đồng ý/ không đồng ý Hồn Khơng Khơng Đồng Hồn tồn đồng ý có ý ý tồn khơng kiến đồng đồng ý ý Em nghĩ tiết học (mỗi tiết 45 phút) với giáo viên người Việt tiết học (mỗi tiết 45 phút) với giáo viên nước đủ để em nâng cao vốn từ vựng Em nghĩ tất phần học (Đọc, Nói, Nghe, Viết, Ngữ Pháp) sách TA10 cung cấp cho em nhiều từ vựng liên quan đến chủ đề học Em nghĩ kiểm tra viết trường đòi hỏi nhiều kiến thức từ vựng 68 C4 T1 T2 T3 T4 T5 T6 10 T7 11 T8 12 T9 13 T10 14 E1 15 Em nghĩ chủ đề khác học sách TA10 cung cấp cho em nhiều từ vựng chủ đề Em học từ vựng có hiệu giáo viên dùng nhiều cách khác để dạy từ như: tranh ảnh, giải thích, cho ví dụ, trị chơi… Em thấy việc học từ vựng có hiệu giáo viên thường xuyên để chúng em đoán nghĩa từ dựa vào ngữ cảnh Em thấy việc học từ vựng có hiệu giáo viên phát âm chuẩn Em thấy việc học từ vựng có hiệu giáo viên có phong cách dạy hấp dẫn động Em thấy học từ vựng có hiệu giáo viên có vốn từ vựng tốt hỗ trợ cho em em có câu hỏi từ vựng Em muốn giáo viên kiên nhẫn sửa lỗi phát âm từ cho học sinh Em muốn giáo viên lỗi cho em em sử dụng sai từ Em thích giáo viên cho nhiều tập từ vựng khác để em nhớ từ vựng Giáo viên thường kiểm tra từ vựng cho điểm nên em học từ chăm Em học từ vựng có hiệu giáo viên sử dụng Tiếng Anh dạy từ Việc đọc to từ nhiều lần giúp em nhớ từ nhanh 69 E2 16 E3 17 E4 18 E5 19 P1 20 P2 21 P3 22 P4 23 N1 24 N2 25 N3 26 N4 27 Khi từ xuất phần khác học (Đọc, Nói, Nghe, Viết, Ngữ pháp), em nhớ từ cách dễ dàng Em nhớ từ mà giáo viên thường xuyên sử dụng Em nhớ từ mà bạn sử dụng thường xuyên nói Em nhớ từ từ xuất nhiều lần phim chương trình TV, internet… Khi giáo viên cho chúng em làm việc theo cặp nhóm học từ vựng (nối từ với nghĩa, điền từ…), em nhớ từ nhanh Em thấy việc tập phát âm từ với bạn giúp em học từ nhanh Em thấy việc kiểm tra nghĩa từ bạn (theo cặp, nhóm) giúp em nhớ từ nhanh Em thấy việc tập nói với bạn theo cặp nhóm theo chủ đề học giúp em ghi nhớ từ vựng tốt Nói chuyện với người ngữ giúp em thực hành sử dụng từ vựng học từ nhanh Việc học với giáo viên nước tuần giúp em học từ vựng hiệu Việc học giáo viên nước giúp em phát âm chuẩn Xem phim nước giúp vốn từ em cải thiện 70 L1 28 L2 29 L3 30 L4 31 V1 32 V2 33 V3 34 V4 35 V5 36 V6 37 V7 38 V8 39 Em thấy dễ dàng học từ quen thuộc sống, giao tiếp hàng ngày Em thấy việc phân tích gốc từ, tiền tố, hậu tố giúp em nhớ từ tốt Được học kết hợp từ giúp em học từ nhanh Em học từ có nhiều nghĩa khác thơng qua ví dụ cụ thể Em làm tập đọc điền từ, trả lời câu hỏi cách dễ dàng, xác Em phát âm xác từ học Em viết tả từ học Em nhớ nghĩa từ học Em biết từ đồng nghĩa, trái nghĩa từ học Em vận dụng từ học nói viết Em nghe từ học giáo viên/bạn bè nói từ Em đạt kết cao mơn Anh Em có gợi ý để việc dạy học từ vựng lớp có hiệu khơng? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………………… Chân thành cảm ơn hợp tác em! 71 ... AFFECT VOCABULARY LEARNING OF GRADE 10 STUDENTS AT A HIGH SCHOOL IN HANOI (Những yếu tố bên ảnh hưởng đến việc học từ vựng học sinh lớp 10 trường phổ thông Hà Nội) M.A MINOR THESIS Field: English... Alpha if Item Deleted Item Deleted Correlation Deleted E2 10. 76 10. 567 597 786 E3 10. 52 10. 238 624 773 E4 10. 58 10. 339 693 742 E5 10. 75 10. 411 630 770 The reliability statistics of the second test... Cumulative Percent 308 96.9 96.9 96.9 >= years 10 3.1 3.1 100 .0 Total 100 .0 100 .0 Valid < years 318 Chart 3: Number of years of learning English 3 ,10% < years >= years 96,90% 32 Students’ score