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Vocabulary acquisition has been a main concern of English as a Foreign Language (EFL) teachers and learners. It becomes (why becomes? Has been?) one of the challenges that learners face during language learning process. The present study will examine the type of vocabulary strategies used by first year students majoring in Teaching English as a Foreign Language (TEFL) at Hochiminh City Open University (OU) in Vietnam. Based on this, the study will apply both quantitative and qualitative approaches. To begin with, a vocabulary learning strategy questionnaire will be distributed to 150 students in three classes to investigate common vocabulary strategies used the most by these students. Finally, an openended interview will be conducted individually with volunteered students and all teachers teaching in these three classes to examine whether teachers have introduced those strategies to students during teaching process ot not.
Le Truong Phuong Tram Research Proposal Contents I.Abstract: II.Introduction: 1.Background information: 2.Problem statement: 3.Significance and purpose of the study: .4 III Literature review: .5 1.Learning strategies: 2.Vocabulary learning strategies: 3.Classification of vocabulary learning strategies: 4.Research on vocabulary strategies: IV Research design: 1.Participants: .9 2.Methods of data collection and analysis: 3.Time table: .10 4.Proposed thesis structure: 10 The thesis study will consist five chapters: 10 Le Truong Phuong Tram Research Proposal EFFECTIVE VOCABULARY LEARNING STRATEGIES OF TEFL STUDENTS AT HOCHIMINH CITY OPEN UNIVERSITY IN VIETNAM I Abstract: Vocabulary acquisition has been a main concern of English as a Foreign Language (EFL) English teachers and learners It becomes (why becomes? Has been?) one of the challenges that learners will face during language learning process The present study will examine the type of vocabulary strategies used by first year students majoring in Teaching English as a Foreign Language (TEFL) at Hochiminh City Open University (OU) in Vietnam Based on the aim of this studythis, the best data collection methodthe study will apply that will be used are both quantitative and qualitative approaches To begin with, a vocabulary learning strategiy questionnaire will be passed outdistributed to in all three classes with 150 students in three classes to investigate common vocabiulary strategies used the most by these students Finally, an open-ended interview will be conducted individually with volunteered students and all teachers who teaching in these three classes to understand examine more whether teachers have introduced those strategies to students during teaching process ot not It is expected that Tthis study is expected willto investigate the common effectively vocabulary learning strategies used by TEFL students at OU so that it will encourage students to apply appropriate strategies into learning vocabulary as well as encourage teachers to use motivated teaching methods to help students become more independent and effective autonomy (better if an adj is used here) Le Truong Phuong Tram II Research Proposal Introduction: Background information: Vocabulary is the most essential and important element within a language because we cannot express our own ideas as well as cannotand appreciate others expressions without knowing vocabulary Although learners not know much about grammar, they can express their opinions with appropriate vocabularies(pl?) Wilkins (1972) stated, “… while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp 111112) For that reason, learning vocabulary becomes a challenge that learners will face during the process of second language learning In order to facilitate students’ learning process, teachers will play an important role to help learners to be aware of and use vocabulary learning strategies so that they can apply new English words independently of teacher and classroom According to Gu (1994), vocabulary learning strategies are particular strategies used by second language learners for the acquisition of new words There are several prior studies researched and developed vocabulary learning strategies taxonomies such as Fan (2003), Gu (2003), Nation (2001), Schmitt (1997), Schmitt and Schmitt (1993), and Oxford (1990) To begin with, Schmitt and Schmitt (1993) divided learning vocabulary into remembering a word and learning a new word After that, Schmitt (1997) improved vocabulary learning strategies based on Oxford (1990) ‘’s classification of language learning strategies He categorized categorised vocabulary learning strategies into two main groups of strategies that were discovery strategies (used by learners to discover learning of words) and consolidation strategies (a word is consolidated once it has been encountered) Finally, Fan (2003) categorized categorised vocabulary learning strategies into a primary first category (dictionary strategies and guessing strategies) and remembering strategies (repetition, association, grouping, analysis and known words strategies) Le Truong Phuong Tram Research Proposal Problem statement: Vocabulary learning has been one of the most difficulties that most learners facing face during their learning process Accordingly, vocabulary acquisition has currently received attention from both teachers and learners However, vocabulary is still generally given little emphasis in the curriculum in an Asian country (what is the country?) (Fan, 2033) The situation is the same in Vietnam, where four language skills are paid attention the most Most of students learning English not know that there are many different strategies These whichstrategies might be helpful for them in learning vocabulary are existing, or tAnother possibility is that they might apply some strategies but can not recall the names (and why they need to know the name?) On the other hand, English teachers generally focus on teaching skills, and they usually forget to introduce learners strategies that they can apply to learn English independently of teachers and classrooms Significance and purpose of the study: This study will (1) investigate the application of vocabulary learning strategies by first-year TEFL students at Hochiminh city Open University in Vietnam, and (2) as well as to identify which what strategies teachers at OU have introduced to students to facilitate their learning process For this these reasons, this study also helps to increase the awareness of vocabulary learning strategies by encouraging learners to use appropriate and effective vocabulary learning strategies as well as encouraging teachers to use different teaching methods to create a motivated learning atmosphere Research question: Since the purpose of this study is to investigating investigate the type of vocabulary strategies used by TEFL students (first -year students) at OU and which what learning strategies teachers have introduced to facilitate their learning process, the research study will Le Truong Phuong Tram Research Proposal be designed to firstfirst to determine the vocabulary learning strategies and then examine the facilitations from teachers The reasearch questions of the study will be posed accordingly: What vocabulary learning strategies have undergraduate TEFL students (first year) at OU used to learn vocabulary? What vocabulary learning strategies have teachers at OU introduced to TEFL students during their teaching process? III Literature review: Learning strategies: Learning strategies have been used for thousand of years as Oxford (1990) mentioned that memory tools used in ancient time to facilitate narrators remember their lines However, studies on learning stratagies started in the mid 1960s and have been increasing rapidly in the past twenty years such as Oxford (2003), Nation (2001), Oxford (1990), Ellis (1985) In ordinary language, the term “learning strategies” is often used to convey the simple notion of ways used to learn new things Within the research community, this term is defined as “specific actions, behaviours, steps, or techniques, such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task used by students to enhance their own learning” (Scarcella & Oxford, 1992, p 63) Moreover, vocabulary learning strategies are considered as a part of general language learning strategies (Nation, 2001) Vocabulary learning strategies: Vocabulary learning strategies are steps taken by the language learners to acquire new English words (Asgari and & Mustapha, 2011) Similarly, Cameron (2001) defines vocabulary learning strategies as “actions that learners take to help themselves understand Le Truong Phuong Tram Research Proposal and remember vocabulary” (p 92) However, language learners may or may not be aware of the fact that appropriate vocabulary learning strategies might help them to learn vocabulary successfully Although many previous ior studies about vocabulary learning strategies were proposed by different researchers such as Schmitt (1997), Nation (2001) and Gu (2003), there is no evidence to say which what strategies are better and more suitable for learners The most important and effective way to learn vocabulary is using learners’ independent strategies, and teacher should introduce a variety of vocabulary learning strategies to students so that they can decide for themselves on the ones they prefer (Nation, 1990, as cited in Kalajahi and & Pourshahian, 2012) Classification of vocabulary learning strategies: There are many and various classicfications classification of vocabulary learning strategies that have developed by language researchers such as Schmitt (1997), Kudo (1999), Hedge (2000) who developed a taxonomy of vocabulary learning strategies based on the language learning strategies created by Oxford (1990) For the research purpose, this study has adopted Schmitt (1997) ‘s taxonomy because because his taxonomy in this study is adapted as a theoretical basis for many research in the field Moreover, its setting was the same as the seting of this study Schmitt (1997) established his taxonomy using Japanese ESL learners Similarly, the present study will use Vietnamese learners as samples of study These two Asian countries have the same cultural and learning environments which can affect to vocabulary learning strategies used by learners Schmitt (1997) categorized vocabulary learning strategies into five sub-categories: (1) Determination strategies is the ones are used by an individual when faced with discovering a new word’s meaning without recourse to another person’s expertise For Le Truong Phuong Tram Research Proposal example, analysing any available pictures or gestures, guessing meaning from textual context and using dictionary are considered as determination strategies (2) Social strategies is the ones which involve interaction with other people to improve language learning Asking teacher for a synonym, paraphrase, or L1 translation of new word, learning and practicing new words with a group or interacting with native speakers are considered as social strategies (3) Memory strategies which are traditionally known as mnemonics involve relating new words to previously learned knowledge, using some form of imagery or grouping To apply memory strategies, students can use semantic maps, the keyword method or associate a new word with its already known synonyms and antonyms (4) Cognitive strategies can be written repetition, keep a vocabulary notebook or put English labels on physical objects (5) Metacognitive strategies are ones involve a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study To apply metacognitive, students can use spaced word practice, test oneself with word test or continue to study word over time Research on vocabulary strategies: There are have been many different studies research to examine what ich vocabulary learning strategies have used by language learners effectively and how they have applied them in an EFL context Schmitt (1997) examined which vocabulary learning strategies are actually used by 600 Japanese participants and how helpful they are The results showed that the most used strategy of all is using dictionary, followed by guessing meaning from context, asking classmates, written repetition of a word Second, the author found that Japanese students not Le Truong Phuong Tram Research Proposal only use dictionary, but 95% of them also feel they are helpful In addition, written repetition, verbal repetition, say a new word out loud, and take notes in class are helpful for them to learn new words Asgari and Mustapha (2011) examined the type of vocabulary learning strategies used by Malaysian ESL students majoring at Teaching English as a Second Language (TESL) at Faculty of Education Studies in University Putra Malaysia (UPM) The authors concluded that ESL learners in UPM are not aware of most of the vocabulary strategies On the other hand, they are usually using some vocabulary learning strategies in either medium or low frequency such as determination strategies (learning new words through reading, using of dictionaries), social strategies (applying new English words in their daily speaking, asking for help from teachers and friends), and metacognitive strategies (using media like songs, movies, internet, TV …) Faraj (2015) examined effective strategies that students at School of Basic Education – English Language Department at Sulaimani University, Iraq are using for turning receptive vocabulary into productive vocabulary in EFL context The author concluded that the learners’ scores are increased 28% after they apply Kramsch’s procedure and some vocabulary learning strategies to turn the passive vocabulary into the active vocabulary This finding shows us the affection of vocabulary learning strategies to learners’ levels Kalajahi and Pourshahian (2012) examined the relationship between vocabulary learning strategies (VLS) and vocabulary size of undergraduate English Language Teaching (ELT) students at Easter Mediterranean University in North Cyrus The study discovers that ELT students use variety of strategies to learn vocabulary and the average vocabulary size of ELT undergraduate students is about 2000-3000 words which is enough for their basic usage in learning English and reading comprehension Finally, the authors conclude that there is no relationship between psycholinguistic strategies and the vocabulary size of students Le Truong Phuong Tram Research Proposal However, they find found a weak and inverse relationship between metacognitive strategies and the vocabulary size, as well as between the VLS questionnaire and the vocabulary size This finding is slightly consistent with the findings of the previous related studies IV Research design: Participants: The data collection will take place at Hochiminh city Open University, particularly at the Foreign Language Department The study will be conducted with 80 first year students who are majoring at in Teaching English as Foreign Language at Foreign Language the Department The age range of the participants will be between 18 and 43 Moreover, 10 teachers who teaching in these two classes will be taken part in an open-ended interview with the researcher Methods of data collection and analysis: In order to collect data for the research, researcher will use two kinds of instruments which are a vocabulary strategies questionnaire and an open-ended interview To begin with, the study will apply a 5-point Likert Sscale vocabulary learning strategies questionnaire which consisted of two parts was adopted from Schmitt (1997) The first part of the questionnaire is collecting background information such as demographic variables of the participants In the second part of the questionnaire, the participants will be asked to report on the frequency of the vocabulary learning strategies used by participants 25 (?) statements of vocabulary learning strategies need to be assessed in this part At the end of this questionnaire, one more question will be raised to find volunteered students who are willing to take part in the interview individually with the researcher Le Truong Phuong Tram Research Proposal Another instrument will be used to collect data for the study is an open-ended interview The researcher will visit OU at convenient time of participants to interview volunteered students as well as 10 teachers who are teaching at the Foreign Language Department The interview will be conducted individually and open-mindedly (?) and might last several days if needed Upon data collection, the completed vocabulary learning strategies questionnaire will be checked for identification prior to entering the data onto Statistical Package for the Social software (SPSS) To answer the research questions, descriptive data will be identified in order to find the mode which is the common vocabulary learning strategies used the most by TEFL students at OU The data collected from the open-ended interview will help clarify the finding from SPSS as well as may help to increase reliability and validity of the results Time table: Time 7/2017 Expected Work Discussing with supervisors Duration and month 8/2017 8/2017 9/2017 10/2017 11/2017 1/ 2018 2/2018 preparing research proposal Submitting research proposal Literature research Data collecting Data analysis Writing drafts Writing final draft and finalizing all work Submitting the thesis month month month month month Proposed thesis structure: The thesis study will consist five chapters: • Chapter 1: Introduction – this chapter will include background information, significance of the study as well as the aims of the study 10 Le Truong Phuong Tram • Research Proposal Chapter 2: Literature review – this chapter will identify the theoretical framework including definitions and classification of vocabulary learning strategies as well as review the prior relevant research in the field • Chapter 3: Methodology – this chapter will describe the researching method used to collect data for the study including information about participants, context of study, data collection and analysis methods • Chapter 4: Results and Discussion – this chapter will show the findings of the study as well as will discuss its limitation and implication for future study • Chapter 5: Conclusion – this chapter will discuss what the researcher will with draw from this study academically and professionally 11 Le Truong Phuong Tram Research Proposal References Asgari, A., & Mustaphan, G B (2011) The type of vocabulary learning strategies used by ESL students in University Putra Malaysia English Language Teaching, 4(2), 84-90 Faraj, A K F (2015) Effective strategies for turning receptive vocabulary into productive vocabulary in EFL context Journal of Education and Practice, 6(27), 10-19 Kalajahi, S A R & Pourshahian, B (2012) Vocabulary learning strategies and vocabulary size of ELT students at EMU in Northern Cyprus English Language Teaching, 5(4), 138-149 Oxford, R L (1990) Language Learning Strategies: What Every Teacher Should Know Boston, MA: Heinle & Heinle Scarcella, R C., & Oxford, R L (1992) The tapestry of language learning: The individual in the communicative classroom Boston, MA: Heinle & Heinle Schmitt, N (1997) Vocabulary learning strategies In Schmitt, N., and McCarthy, M Vocabulary: Description, Acquisition and Pedagogy Cambridge: Cambridge University Press Schmitt, N (2007) Current perspectives on vocabulary teaching and learning In J Cummins & C Davison (Eds.), International handbook of English language teaching (pp 745759) New York, NY: Springer US After this, if you have time, pls add an appendix for questionnaire and another appendix for interview questions 12 ... 1/ 2018 2/2018 preparing research proposal Submitting research proposal Literature research Data collecting Data analysis Writing drafts Writing final draft and finalizing all work Submitting the... comprehension Finally, the authors conclude that there is no relationship between psycholinguistic strategies and the vocabulary size of students Le Truong Phuong Tram Research Proposal However,... will discuss what the researcher will with draw from this study academically and professionally 11 Le Truong Phuong Tram Research Proposal References Asgari, A., & Mustaphan, G B (2011) The type