Contextualization problems encountered by information technology students at the hochiminh city university of industry in their learning technical jargon m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE CONTEXTUALIZATION PROBLEMS ENCOUNTERED BY INFORMATION TECHNOLOGY STUDENTS AT THE HOCHIMINH CITY UNIVERSITY OF INDUSTRY IN THEIR LEARNING TECHNICAL JARGON Submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI BICH Supervised by LE HOANG DUNG, PHD HO CHI MINH CITY, OCTOBER 2011 i ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude to my thesis supervisor, Le Hoang Dung, Ph.D., who spent a lot of time and great patience correcting my thesis and gave me helpful guidance, valuable comments for my thesis I owe my thesis supervisor a debt of gratitude forever and I never forget his deserts My great thanks go to my previous instructors, Nguyen Thanh Tung, Ph.D., and Peter Leonard, M., who helped me a lot when I started my thesis Especially, Mr Nguyen Thanh Tung suggested the topic of the thesis - vocabulary contextualization Many thanks also go to lovely IT students who participate in this research They were not only the subject of the thesis, but also a source of inspiration for my research I would like to express my deep gratitude to all my teachers and my family members who always support me during the time of conducting this thesis ii STATEMENT OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: CONTEXTUALIZATION PROBLEMS ENCOUNTERED BY INFORMATION TECHNOLOGY STUDENTS AT THE HOCHIMINH CITY UNIVERSITY OF INDUSTRY IN THEIR LEARNING TECHNICAL JARGON in terms of the statement of Requirement for Theses in Master’s Programs issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, October 11, 2011 NGUYEN THI BICH iii RETENTION AND USE OF THE THESIS I hereby state that, I- Nguyen Thi Bich, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City, October 11, 2011 NGUYEN THI BICH iv TABLE OF CONTENT ACKNOWLEDGEMENTS I STATEMENT OF ORIGINALITY II RETENTION AND USE OF THE THESIS III TABLE OF CONTENT V ABSTRACT……………………………………………………………………….IX CHAPTER INTRODUCTION 1.1 Background to the study 1.1.1 The importance of learning English in Vietnam today 1.1.2 Learning English at Hochiminh City University of Industry…… 1.1.3 The importance of contextualization in learning IT jargon 1.1.4 IT English in Vietnam and at HUI 1.2 Purpose of the Study and the research question 1.3 Delimitation and limitation 1.4 Significance of the study 1.5 Organization of the thesis CHAPTER 2- REVIEW OF RELATED LITERATURE 2.1 What is context………………………………………………… 2.1.1 What does context refer to in language use…………………… 2.1.2 Elements of Context………………………………………………… 2.1.2.1 The Linguistic Context 11 2.1.2.2 The Situational Context 12 2.1.3 Context and communicative competence 14 2.1.4 Context in retaining vocabulary 16 2.2 Vocabulary knowledge 18 2.2.1 The meaning(s) of the word 19 2.2.2 The written forms 20 2.2.3 The spoken form 21 2.2.4 The grammatical behavior of the word 22 2.2.5 Register 24 v 2.2.6 Frequency and Collocation 24 2.2.7 Word associations 25 2.2.8 Conclusion of word knowledge 26 2.3 Vocabulary learning strategies (VLS) 26 2.3.1 Determination strategies 27 2.3.2 Social strategies (SOC 29 2.3.3 Memory strategies (MEM) 30 2.3.4 Cognitive strategies (COG) 31 2.3.5 Metacognitive strategies (MET) 31 2.3.6 The conclusion of VLS 32 2.4 Conceptual Framework of the Study 32 CHAPTER METHODOLOGY 38 3.1 Research site 38 3.2 Research respondents 38 3.3 Research instrument 38 3.4 Collection of data 41 3.5 Treatment of data 42 CHAPTER 4- DATA ANALYSIS AND DISCUSSION OF RESULTS 43 4.1 Analysis of data 43 4.1.1 Part I -Vocabulary learning strategies 44 4.1.1.1 - Group 1: Students’ activities 44 a The students’ activities to acquire word knowledge aspects 44 b The students’ activities to use context’s elements in learning vocabulary 52 c The activities the students perform most 55 d Summary of group – Students’ activities 58 4.1.1.2 - Group 2: Students’ awareness 58 a Students’ awareness of word knowledge aspects 59 b Students’ awareness of context elements 63 c Summary of Group 2: Students’ awareness 66 4.1.1.3Conclusion of part I 68 4.1.2 Part II : Students’ guessing strategies 68 vi 4.1.2.1 Finding the definitions of new words 69 4.1.2.2 Finding synonyms and antonyms of the new words 72 4.1.2.3 Finding examples illustrating the meanings of new words 75 4.1.2.4 Using logic to get word meaning from context 79 4.1.2.5 Summary of Students’ guessing strategies 81 4.1.3 Conclusion 84 4.2 Discussion of the results 85 4.2.1 Problems of using situational context 85 4.2.2 Problems of using linguistic context 87 4.2.3 Word knowledge problems 88 4.2.4 Summary 91 CHAPTER – CONCLUSION AND SUGGESTIONS 92 5.1 Summary of the major findings 92 5.1.1 Word knowledge problems 92 5.1.2 Linguistic contexts problems 93 5.1.3 Situational context problems 93 5.1.4 Summary 94 5.2 Suggestions 94 5.2.1 Suggestions of using word knowledge 94 5.2.2 Suggestions of using context (contextualization 95 5.3 Conclusion 95 REFERENCES 98 Appendix 1-Survey questionnaire to it students 99 Phụ lục tiếng Việt – Bảng bút vấn dành cho sinh viên 106 vii LIST OF TABLES Table 1a Summary of Contextualization Strategies 35 Table 1b Summary of strategies of guessing word meaning in context 36 Table 2a Summary of the part A of questionnaire 40 Table 2b Summary of the part B of questionnaire 41 Table 3a Students’ activities of using word knowledge 44 Table 3b Students’s activities to use context’s elements 52 Table 3c The activities students perform most 56 Table 4a Students’ awareness of word knowledge 59 Table 4b Students’ awareness of context elements 63 Table 5a Strategies to guess word meanings in context 81 Table 5b Contextual signs students use to guess word meanings 82 Table 5c The answers of exercises 83 LIST OF FIGURES Figure The map of Situational context 13 Figure Context Elements 33 Figure 3a Student’s activities to acquire word knowledge 51 Figure 3b Activities of using context’s elements 55 Figure 3c Item 3: The activities students most 57 Figure 4a Students’ awareness of word knowledge aspects 63 Figure 4b Students’ awareness of context’s elements 66 Figure Students’ awareness 67 Figure 5a Finding definition of new words 70 Figure 5b Item 12 -Using definition structures 70 Figure 5c Item 14 - Using ‘that is’ 71 Figure 5d Item 16 - Using phrase ‘in other words’ 71 Figure 5e The right answers to exercises of finding definitions 72 Figure 6a Finding synonyms of new words 73 Figure 6b Finding antonyms of new words 73 Figure 6c Item 11 - Using dashes 74 viii Figure 6d Item - Using comma 74 Figure 6e The right answers to exercise of synonyms and antonyms 75 Figure 7a Finding examples 76 Figure 7b Using parentheses 76 Figure 7c Using quotes 77 Figure 7d Using phrase ‘such as’ 77 Figure 7e Using ‘for example’ 78 Figure 7f The right answers to exercises about finding examples 78 Figure 8a Finding logic of new words and the whole paragraph 80 Figure 8b Finding logic of new words and the whole sentence 80 Figure 8c Using literal meaning 80 Figure 8d The right responses to exercises about logic 81 ix ABSTRACT This study aims to find out the contextualization problems encountered by IT students at Ho Chi Minh City University of Industry (hereinafter called HUI) in their learning information technology jargon Context is a useful factor for students in their learning vocabulary It helps students guess words’ meanings and some other aspects of word knowledge However, contextualization is their difficult process In order to find out the contextualization difficulties that IT students at HUI encounter in their learning IT jargon, the study listed some elements of context, aspects of word knowledge, vocabulary learning strategies, and some strategies of guessing word meaning in context in the Questionnaire The findings showed the strength and the weakness of students in learning IT jargon, especially in guessing word meaning in context The results also expressed students’ contextualization problems in their learning IT jargon The survey was carried out among 45 IT students at HUI The students were asked questions of part I and 38 questions of part II regarding how much they used vocabulary learning strategies and strategies of guessing word meaning in context, word knowledge aspects, and context’s elements in their learning vocabulary The study found that not many students use contextualization in their learning vocabulary Some of the major reasons include (1) their lack of vocabulary that caused difficulties in understanding and reading texts; (2) and their lack of awareness of some aspects of word knowledge which inhibited them in using vocabulary and using linguistic contexts; (3) It also found that students’ weakness of using linguistic context certainly leads to the weakness of employing or guessing words in situational contexts The thesis suggests that IT students at HUI should pay more attention to different aspects of word knowledge and word usage in order to achieve their own skills of using words in contexts and produce utterances that can communicate their ideas in the technical context 106 , f Hỏi thầy cơ, bạn bè giải thích nghĩa từ g Hỏi thầy cơ, bạn bè nghĩa tiếng Việt từ h Đốn nghĩa từ dựa vào tình Câu 2: Bạn sử dụng cách để củng cố từ vựng? (bạn chọn nhiều lựa chọn) a Học thuộc b Dùng sổ tay ghi từ vựng c Sử dụng sơ đồ ngữ nghĩa (ví dụ : cây: lá, cành, gốc, rễ, ) d Liên hệ từ với kinh nghiệm thân e Liên hệ từ với từ đồng nghĩa trái nghĩa f Kết hợp từ với từ khác g Học luyện tập sủ dụng nghĩa từ theo nhóm h Giao tiếp với người nước ngồi i Làm tập từ vựng Item 3: Những hoạt động bạn thường hay làm lớp học tiếng Anh CNTT nhẤt? (Bạn chọn câu trả lời.) a Trình bày trước bạn lớp b Thảo luận đề tài CNTT tiếng Anh theo nhóm c Làm tập thầy cô giao cho tập sách d Đọc khoá e Viết luận f Lặp lặp lại từ cách đọc lớn nhiều lần viết nhiều lần từ g Hỏi giáo viên Câu : Bạn ý điều bạn nói viết IT tiếng Anh (Bạn chọn nhiều câu trả lời.) a Tình phát ngôn ( trang trọng, hay không trang trọng; lĩnh vực xã hội hay lĩnh vực kỹ thuật) b Mục đích phát ngơn c Đặc điểm người tham gia phát ngơn (văn hóa, kiến thức, sở thích họ) d Cách kết hợp từ câu e Kiến thức ngữ pháp khác f Chữ viết từ 107 g Nghĩa từ Câu 5: Điều giúp bạn đốn nghĩa từ chun ngành cơng nghệ thơng tin ngữ cảnh? (Bạn chọn nhiều câu trả lời) a Kiến thức CNTT bạn b Đề tài mà bạn đề cập tới c Từ loại từ (danh từ, động từ, tính từ ) d Thì từ (hiện tại, khứ, ) e Phụ tố từ (hậu tố, hay tiền tố) f Những từ xung quanh từ (mối quan hệ từ từ xung quanh) Câu 6: Điều gây khó khăn cho bạn đốn nghĩa từ tình bài? (bạn chọn nhiều câu trả lời) a Tình khóa không cung cấp đủ thơng tin để đốn b Có nhiều từ khóa c Nội dung khoá xa lạ với bạn (xa lạ với kiến thức bạn, văn hóa bạn) d Bạn khơng đủ kiến thức ngữ pháp tiếng Anh để xác định từ loại (danh từ, động từ ) (thì tại, khứ ) từ e Tình đưa nhiều lựa chọn cho việc xác định nghĩa từ f Tình mập mờ, khơng rõ , khó hiểu PART B- PHƯƠNG PHÁP ĐỐN TỪ THEO NGỮ CẢNH Nhóm I- Khi đốn nghĩa từ đó, bạn : (Bạn đánh X vào thích hợp : 1- ln ln; 2- thường xun; 3- thỉnh thoảng; 4- khi; 5khơng ) Câu Nội dung Tìm định nghĩa từ đoạn văn để đốn Tìm từ đồng nghĩa với từ để đốn nghĩa Tìm từ phản nghĩa với từ để đốn nghĩa Tìm ví dụ minh họa cho từ để đốn nghĩa Tìm mối quan hệ logic nghĩa từ nghĩa đoạn văn Tìm mối quan hệ logic nghĩa từ nghĩa câu Ví dụ: The educational system is a mirror that reflects the culture Hệ thống giáo dục 108 gương reflects văn hóa Bạn đốn từ reflects mối quan hệ nghĩa với từ cịn lại câu Tìm hiểu từ loại từ (xem từ danh từ, động từ, tính từ, hay trạng từ…) Nhóm II- Khi muốn đốn nghĩa từ mới, bạn có vào : (Bạn đánh dấu X vào ô số 1- luôn; 2- thường xuyên; 3- thỉnh thoảng; 4- khi; 5không ) Câu 10 11 12 13 14 15 16 17 18 Nội dung dấu phẩy (,) Ví dụ : There is a drawback, a disadvantage Nghĩa từ drawback giải thích từ sau dấu phẩy Dấu ngoặc đơn () Ví dụ : A network is a group of devices (PCs, printers, etc.) Những từ in nghiêng nói rõ cho từ gạch chân dấu ngoặc kép “” để định nghĩa từ đứng trước ngoặc kép Dấu gạch ngang (-)dùng để giải thích rõ nghĩa từ đứng trước Ví dụ : It is a magical typewriter that allows you to type and print any kind of document – letters, memos,or legal documents động từ to be, to mean (cấu trúc định nghĩa từ mới) Ví dụ : Computer graphics are pictures and drawings produced by computer cụm từ such as (như , ví du) để liệt kê ví dụ nói rõ từ đứng trước Ví dụ : Teachers use multimedia programs to make video projects or to teach subjects such as music and languages (“music” “languages” ví dụ minh họa “subjects”) cụm từ giải thích that is (tức là) cụm từ liệt kê ví dụ (for example, for instance).Ví dụ : PCs are also used for administrative purposes: for example, schools use database and word processors to keep records of students, teachers and materials (những ví dụ cho từ administrative purposes.) Cụm từ in other words (nói cách khác), or (hoặc là) dùng cách nói khác thể ý từ câu trước Ví dụ : Đối với nhiều người gần khơng có escape khỏi nghèo đói; Nói cách khác, họ nghèo, họ khơng có hy vọng thay đổi từ thể đối lập nghĩa từ với hay nhiều từ khác : instead of, but nghĩa đen từ để đốn nghĩa bóng từ cho phù hợp với nghĩa câu (Ví dụ : They faced famine and poverty Face (danh từ ) : nghĩa đen khuôn mặt Face (động từ ): đối mặt với khó khăn, đương đầu với…) 109 Nhóm III- Yếu tố câu sau giúp bạn đoán nghĩa từ gạch (Đánh dấu x vào lựa chọn bạn): Câu Nội dung 19 When the stylus – which is essentially a voltmeter- touches the screen, it informs the computer of the voltage at that point The economy is based on agriculture (especially the sale of tea leaves and coffee beans) The most definition of the noun diet is “a person’s or a group’s usual food choices and habits” At home, we experience a variety of media through our television: fullmotion video, still images, graphics, sound, and animation One alternative technology is ActiveX, the Microsoft product for including multimedia effects on web pages Java is an object oriented language similar to C++ 20 21 22 23 24 Câu Nội dung 25 A school system in one country is not identical to the system in any other country It cannot be exactly the same because each culture is different Laws are rules for people in communities The clock speed is measured in MHz (megahertz) or GHz (gigahertz) Computers are electronic machines which can accept data in a certain form, process the data and give the results The arithmetic logic unit performs mathematical calculations (+, - etc.) and logical operations (and, or, etc) Office workers use many computer applications such as word processing, spreadsheets, and databases These packages are coded in machine language (0s and 1s) A computer virus – an unwanted program that has entered your system without you knowing about it- has two parts, which I’ll call the 26 27 28 29 30 31 32 Dấu gạch ngang Dấu phẩy Từ đồng nghĩa Từ trái nghĩa Dấu hai chấm Dấu ngoặc đơn Dấu ngoặc kép Động từ to be, to mean Ví dụ minh họa Quan hệ logic từ đoạn văn Quan hệ logic từ câu Từ loại từ 110 33 infector and the detonator Also, far from cities, in rural areas, children need to quit school to work on their families’ farms Câu Nội dung 34 The woman with the sad face is worried about how to face the future In some cities, instead of worsening, urban life is actually getting much better People spend hours in gridlock – that is, traffic so horrible that it simply doesn’t move… They went to doctors for treatment of a number of symptoms such as tiredness, headache, sore throats , and respiratory problems The downtown shopping area is now a pedestrial zone- in other words, an area for walkers only, no cars 35 36 37 38 Từ But, instead of Từ such as, I would like to express my great thanks to all of you Từ for instance Từ in other words Từ That is Nghĩa đen từ ... today entitled: CONTEXTUALIZATION PROBLEMS ENCOUNTERED BY INFORMATION TECHNOLOGY STUDENTS AT THE HOCHIMINH CITY UNIVERSITY OF INDUSTRY IN THEIR LEARNING TECHNICAL JARGON in terms of the statement... elements in their learning vocabulary The study found that not many students use contextualization in their learning vocabulary Some of the major reasons include (1) their lack of vocabulary that... What contextualization problems IT students at HUI encounter in their learning IT jargon? 1.3-Delimitation and limitation Research on contextualization is an enormous matter that exceeds the ability