Strategies in learning vocabulary of non english majors at quy nhon university m a 60 14 10

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE STRATEGIES IN LEARNING VOCABULARY OF NON-ENGLISH MAJORS AT QUY NHON UNIVERSITY Submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By Võ Thị Thu Thảo SUPERVISOR Nguyễn Tiến Hùng, Ph.D HO CHI MINH CITY, AUGUST 2011 i STATEMENT OF AUTHORITY I hereby certify my authorship of the thesis submitted today entitled STRATEGIES IN LEARNING VOCABULARY OF NONENGLISH MAJORED STUDENTS AT QUY NHON UNIVERSITY in terms of the Statements of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee This thesis has not previously been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, August 18 VÕ THỊ THU THẢO th , 2011 ii RETENTION AND USE OF THE THESIS I hereby state that I, Võ Thị Thu Thảo, 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 care, loan or reproduction of theses Ho Chi Minh City, August 18 VÕ THỊ THU THẢO th , 2011 iii ACKNOWLEDGEMENTS This M.A thesis was written in the hope that non-English majored students can find out effective ways for themselves to enforce their English vocabulary learning I, therefore, would like to express my sincere appreciation to all of the people who have helped to complete this thesis First and foremost, I would like to express my deepest gratitude to my thesis supervisor, Dr Nguyễn Tiến Hùng, for his constructive criticisms, valuable comments, great encouragement and careful comments on my writing Without his help, this M.A thesis would still be far from submitted After that, I am greatly thankful to all the lecturers of the TESOL graduate program at the University of Social Science and Humanities for their dedication and helpful instruction during the course from the year 2008 to 2011 I also would like to thank the teaching staff of Foreign Language Faculty at Quy Nhon University, and especially Ms Nguyễn Thị Ngọc Trân – my classmate in the class TESOL08 as well as a teacher of English at QNU, who enthusiastically offered me an advantageous chance to implement questionnaires and carry out the experimental teaching at her classes at Quy Nhon University - without their assistance this thesis would not have been possible Further, I would like to extend my thanks to the first-year students of two classes of Primary Pedagogy major at QNU, who have responded to much of this material and who have taught me much about the problems encountered in the first stage of carrying my project Last but not least, my deepest gratitude and special thanks are sent to my parents, my younger sister and additionally my boyfriend, who cared, encouraged, supported, and motivated me greatly during the time of completing this study iv ABSTRACT This thesis solved the concern related to vocabulary learning of non-English majored students at Quy Nhon University The first goal was to investigate the strategy using to learn vocabulary of English non-major students in general, then to look at the strategies used by male and female students in particular Another aim was to find out the effectiveness of the application of training in vocabulary learning strategies in teaching and learning vocabulary Finally, the motivation of the instruction on vocabulary learning strategies was explored in the study To implement the study, the researcher utilized both quantitative and qualitative methods The researcher was started with a survey in which the 10 teachers and 150 students from two classes of the Faculty of Primary Pedagogy at Quy Nhon University were requested to respond to the questionnaires at the beginning of the third term of General English Course To the next step, the experimental teaching was conducted for two months to investigate the comparative effectiveness of the instruction on vocabulary learning strategies through two sets of tests – the pre-test and the post-test Moreover, data were also obtained from class observations and interviews to inspect the attitude of the experimental participants towards being trained in vocabulary learning strategy as well as to confirm the results from a different angle The Statistical Package for the Social Sciences (SPSS) of version 11.5 for Windows was employed to analyze the data Findings from the research showed that both teachers and students emphasized the role of vocabulary learning and teaching However, they ignored vocabulary learning strategies in the classrooms and the students seldom employed strategies to support their learning Additionally, the females seemed to use strategies more often than the males And the instruction on vocabulary learning strategies proved to be a useful tool to motivate the students’ vocabulary learning To conclude, it has been strongly suggested from the thesis that the use of the instruction on vocabulary learning strategies is a must in the course of teaching and learning vocabulary v TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables ix List of charts x List of abbreviations xi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Background to the study 1.2.1 Problems concerning vocabulary learning 1.2.2 Overview of syllabus of General English course 1.3 Aims of the study 1.4 Significance of the study 1.5 Delimitations and limitations 1.6 Overview of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 The mental lexicon 2.1.1 Form and meaning 2.1.2 Vocabulary acquisition 2.1.3 Knowing a word 2.1.4 High-frequency words 11 2.1.5 Low-frequency words 12 2.1.6 Teaching, learning and testing vocabulary 13 vi 2.2 Vocabulary learning strategies 16 2.2.1 Importance of vocabulary learning strategies 16 2.2.2 Classification of vocabulary learning strategies 18 2.2.3 The research on gender differences in language learning strategies 22 2.2.4 Training in the use of learning strategies and vocabulary learning strategies 23 2.3 Summary 26 CHAPTER 3: METHODOLOGY 27 3.1 Research questions 27 3.2 Methodology 27 3.3 Research design 29 3.3.1 Teachers’ survey questionnaire 29 3.3.2 Students’ survey questionnaire 29 3.3.3 The experimental project 30 3.3.3.1 Time and setting 30 3.3.3.2 Sample population 31 3.3.3.3 Pre-test and post-test 31 3.3.3.4 Application of training VLS 32 3.3.4 The class observations 33 3.3.5 The interviews 34 3.4 Method of data analysis 34 3.5 Summary 35 CHAPTER 4: RESULTS AND DISCUSSIONS 36 4.1 Data collected from the two sets of survey questionnaires 36 4.1.1 Data on the study’s participants 36 4.1.1.1 Teachers 36 4.1.1.2 Students 37 vii 4.1.2 Data on participants’ viewpoints on vocabulary 39 4.1.2.1 Role of vocabulary in language acquisition 39 4.1.2.2 Role of vocabulary in curriculum for non-major English 40 4.1.2.3 Teachers’ opinions on teaching vocabulary 41 4.1.2.4 Students’ opinions on learning and using vocabulary 42 4.1.3 Data on participants’ viewpoints on vocabulary learning strategies 43 4.1.3.1 Training VLS to English non-major students 43 4.1.3.2 Students’ VLS using 44 4.1.3.3 Students’ VLS using in terms of gender 51 4.2 Results collected from the experimental project 53 4.2.1 The two groups’ pre-test and post-test 54 4.2.1.1 Pre-test scores 54 4.2.1.2 Post-test scores 56 4.2.1.3 Difference in the two groups’ pre-test and post-test scores 57 4.2.1.4 Classification of pre-test and post-test scores 58 4.3 Classroom observations 61 4.3.1 Problems noticed and suggestions for improving vocabulary teaching and learning 61 4.3.2 Strengths of teaching VLS in teaching and learning vocabulary 62 4.3.3 Results of class observations 63 4.4 Interviews 63 4.5 Summary of the findings 64 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 67 5.1 Conclusions 67 5.1.1 The current situation of vocabulary teaching and learning for English non-major students at QNU 68 5.1.2 Strengths of VLS training application in vocabulary teaching and learning 69 5.2 Recommendations 69 viii REFERENCES: 71 APPENDICES 73 Appendix A: Questionnaire for teachers 74 Appendix B: Questionnaire for students 78 Appendix C: The pre-test 84 Appendix D: The post-test 87 Appendix E: The control group’s scores of the pre-test and the post-test 90 Appendix F: The experimental group’s scores of the pre-test and the post-test 92 ix LIST OF TABLES Chapter Table 2.1: What is involved in knowing a word (Nation, 2001: 27) Table 2.2: Ways of learning and teaching high-frequency words (Nation 2001: 16) Table 2.3: Dimensions of vocabulary assessment (Read, 2000: 8) Table 2.4: Taxonomy of Vocabulary Learning Strategies (Oxford, 1990) Table 2.5: Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997) Table 2.6: Taxonomy of Vocabulary Learning Strategies (Nation, 2001) Table 2.7: Steps in the strategy training model Chapter Table 3.1: Procedures of the experimental project Table 3.2: The student subjects Chapter Table 4.1: Teachers’ characteristics Table 4.2: Teacher’s age Table 4.3: Teacher’s numbers of years of teaching experience Table 4.4: Students’ characteristics Table 4.5: Teachers’ opinions on the importance of vocabulary, grammar and four basic language skills in General English curriculum Table 4.6: Teachers’ opinions on how difficult teaching vocabulary, grammar and four basic language skills is Table 4.7: The frequency of English non- major students’ overall VLS use Table 4.8: The frequency of using strategies numbered 28, 12, and 14 Table 4.9: The frequency of using eight second-most-used strategies Table 4.10: The frequency of using nineteen least-used strategies Table 4.11: The frequency of VLS use in the relationship with gender Table 4.12: The frequency mean of medium-use strategies in terms of gender Table 4.13: The control group and the experimental group’s pre-test scores Table 4.14: Independent Samples T-Test Table 4.15: The control group and the experimental group’s post-test scores Table 4.16: Independent Samples T-Test Table 4.17: Comparison of the two groups’ pre-test and post-test scores Table 4.18: Comparison of the pre-test and post-test scores within each of the two groups Table 4.19: Pre- and post-test score analysis for each group Table 4.20: Classification of the two groups’ pre-test and post-test scores 79 c fairly difficult d not difficult 10 Have you ever had any instructions (either by book or instructor) on different strategies to learn English vocabulary? Please circle your answer a YES b NO Part II: Stick the degree of the frequency of your strategy using to learn vocabulary No Oxford's Strategy Inventory for Language Never Sometimes Often Learning (SILL) 1990 I think of relationship between what I already know and new things I learn in English I use new English in a sentence so I can remember them I remember a new English word by making a mental picture of a situation in which the word might be used I use rhymes to remember new English words I use flashcards to remember new English words I physically act out new English words I review English lessons often I remember new English words or phrases by remembering their location on the page I keep a vocabulary notebook to jot down new words I want to learn 10 I try to make use of prefixes and suffixes when learning a word 11 I try to learn the new word by repeating it out loud several times 12 I make a list of new words with Vietnamese Always 80 No Oxford's Strategy Inventory for Language Learning (SILL) 1990 translation and memorize them 13 I think of cognate words to understand the meaning of a word 14 I write new English words several times 15 I start conversation in English 16 I watch English language TV shows spoken in English or go to movies spoken in English 17 I read for pleasure in English 18 I write notes, messages, letters, or reports in English 19 I look for words in my own language that are similar to new words in English 20 I find the meaning of an English word by dividing it into parts that I understand 21 I try not to translate word-by-word 22 To understand unfamiliar English words, I make guesses 23 I read English without looking up every new word 24 I translate passages from English to native language and vice versa 25 I study new words later in order to remember them 26 I use monolingual dictionary to discover the meaning of a new word 27 I use bilingual dictionary to discover the meaning of a new word Never Sometimes Often Always 81 No Oxford's Strategy Inventory for Language Never Sometimes Often Learning (SILL) 1990 28 I use online dictionary to discover the meaning Always of a new word 29 I ask my teacher for a meaning of a new word Phụ lục B BẢNG CÂU HỎI KHẢO SÁT SINH VIÊN Phần I: Họ tên: _ Tuổi: _ Giới tính: Bạn học Tiếng Anh bao lâu? Bạn có thích học Tiếng Anh khơng? Vui lịng khoanh trịn câu trả lời bạn a CĨ b KHƠNG Bạn đánh giá vốn từ vựng Tiếng Anh bạn nào? Vui lòng khoanh tròn câu trả lời bạn a yếu b trung bình d tốt c tốt Bạn nghĩ việc học từ vựng quan trọng việc học Tiếng Anh? Vui lòng khoanh tròn câu trả lời bạn a quan trọng b quan trọng c quan trọng d không quan trọng Bạn nghĩ việc học từ vựng khó nào? Vui lòng khoanh tròn câu trả lời bạn a khó b khó c khó d khơng khó Bạn nghĩ việc vận dụng từ vựng vào thực hành kỹ khác nghe, nói, đọc viết khó nào? Vui lịng khoanh trịn câu trả lời bạn a khó b khó c khó d khơng khó 82 10 Bạn hướng dẫn chiến lược khác (bởi sách giáo viên) để học từ vựng Tiếng Anh chưa? Vui lòng khoanh tròn câu trả lời bạn a CĨ b KHƠNG Phần II: Đánh dấu vào ô mức độ thường xuyên sử dụng chiến lược học để học từ vựng bạn STT Các chiến lược học Oxford (1990) Nghĩ đến mối quan hệ biết học Tiếng Anh Nhớ từ cách sử dụng từ câu Nhớ từ cách hình dung tranh ngữ cảnh mà từ sử dụng Nhớ từ cách sử dụng vần điệu Sử dụng mẫu giấy nhỏ có tranh, ảnh, nghĩa từ, v.v để nhớ từ Nhớ từ cách diễn tả từ hành động cụ thể Ôn tập học tiếng Anh thường xuyên Nhớ từ cụm từ cách nhớ vị trí chúng trang học Mang theo sổ tay để ghi chép từ mà muốn học 10 Cố gắng vận dụng tiền tố hậu tố học từ 11 Học từ cách lập lại từ nhiều lần 12 Liệt kê danh sách từ với nghĩa tiếng Việt cố gắng ghi nhớ 13 Nghĩ đến từ có nguồn gốc để hiểu nghĩa từ 14 Viết từ nhiều lần 15 Bắt đầu hội thoại Tiếng Anh Không Thỉnh thoảng Thường xuyên Luôn 83 STT 16 Các chiến lược học Oxford (1990) Xem chương trình TV phim ảnh nói tiếng Anh 17 Đọc báo, tạp chí, sách, truyện, v.v tiếng Anh để giải trí 18 Viết ghi chú, tin nhắn, thư từ báo cáo tiếng Anh 19 Tìm từ tiếng Việt mà giống từ tiếng Anh 20 Tìm nghĩa từ cách chia từ thành phần nhỏ 21 Cố gắng khơng dịch từ 22 Hiểu từ cách đốn nghĩa 23 Đọc sách tiếng Anh không tra từ điển 24 Dịch đoạn văn từ tiếng Anh sang tiếng Việt ngược lại 25 Sử dụng từ sau học để nhớ dễ 26 Sử dụng từ điển đơn ngữ để tìm nghĩa từ 27 Sử dụng từ điển song ngữ để tìm nghĩa từ 28 Sử dụng từ điển mạng để tìm nghĩa từ 29 Hỏi giáo viên nghĩa từ Không Thỉnh thoảng Thường xuyên Luôn 84 APPENDIX C Name: …………………………… Class: ……… PRE-TEST (45 minutes) I Choose the correct choice: I love eating chicken soup Can you give me the recipe to cook it? A form B procedure C instructions D way Of the six people injured in the car crash, only two survived A died B were burn C alive D lived She didn’t want to say goodbye to her mother, so she left home in tears A sadly B slowly C immediately D hopefully She is facing financial problems because she has lost her job A troubles B difficulties C worries D all are correct Peter is such an intelligent student in my class that he can answer correctly the teacher’s questions A brilliant B confident C fast D handsome I studied hard, and finally I learned a new language A slowly B quickly C fast D lastly She looks very fashionable in her new dress A stylish B pretty C ugly D new The World Cup is being transmitted live on TV at o’clock tonight A received B broadcast C produced D watched We have just visited London, Paris, and London this year It was fantastic A brilliant B great C wonderful D All are correct 10 Unfortunately for him, he became an orphan when his parents died in a car accident last year A Unluckily B Unsuccessfully C Unbelievably D Uncertainly 85 11 My brother likes to …… stamps in free time Now he has a large …… of stamps A collecting/ collector B collect/ collection C collective/ collecting D collection/ collective 12 Mrs Brown has been a(n) …… since her husband died of broken heart 10 years ago A woman B artist C widow D grocer 13 ……… technologies were very important in the development of all the great ancient societies A communicative B communicator C communication D communicate 14 I and my ……… sister are as like as two peas A twin B younger C other D lovely 15 They live a lot of their lives outdoors and …… sports, swimming, and barbecues A take B play C enjoy D entertain 16 Canada is the second big country in the world It is so big that there is a(n) ……… of climates A variety B kind C amount D few 17 In the game reserves you can see a lot of wildlife, including lions, elephants, ………, and giraffes A zebras B pet C pears D sheep 18 It was a good job with high promotion, so he immediately decided to get it A made a decision B wanted C agreed D made effort C find D set up 19 They run a soccer store in New Brunswick A jog B build 20 He said without hesitation that he wanted to work hard and be successful A straightly B hesitantly C carefully D happily 86 II Match the words in the column A with the right line in the column B to make right phrases: A watch B a make-up Answer Eg: 1-d get b the mess have c a bath clear up d film on TV farm e engaged put on f the land III Match the word in the column A with its suitable meaning in the column B: A B Answer transport (v) a to convince export (v) b a choice or judgment that you make after thinking and talking a about what is the best thing to c very special and unusual d to sell and send goods to another country e a person who has come to live permanently in a country that is not their own persuade (v) immigrant (n) decision (n) unique (adj) Eg: 1-f f to take sth/sb from one place to another in a vehicle IV Find the opposites of these following adjectives, and then choose the right word to complete sentences: A shy ≠ ………… ugly ≠ …………… wet ≠ ………… correct ≠ ………… cheap ≠ …………… B This trip is so ………… that we cannot afford to take it My younger sister is a ………… student She can speak in front of the class without any nervousness It is raining so heavily outside Take your umbrella, or you can get ……… The flower city, Da Lat, is so ……… that many of us hope to visit it one day The teacher is correcting the boy’s mistake because he gave a(n) ……… answer 87 APPENDIX D Name: …………………………… Class: ……… POST-TEST (45 minutes) I Choose the correct choice: He said that his ………… was a result of the poverty of his early years A generous B generously C generosity D ungenerous At the age of six, she started reading the daily … newspapers and she opened her own bank account A finance B financial C financially D financier I am an …… man I have two ……… in life I want to be rich, and I want to be famous A ambitiously/ ambitions B ambitious/ ambitions C ambition/ ambitious D ambitious/ ambitiously They quickly jumped into the lifeboat while their boat was sinking, and watched it disappear under the sea A occur B vanish C survive D hide Mary’s mother employed a personal trainer, a nutritionist, and a chauffeur to look after all her 15-year-old daughter’s needs A bought B engaged C brought out D look after Here is the ……… news Share prices on the Dow Jones Index have fallen dramatically A depress B depressed C depressing D depression We had views of the mountains when we were having a nice trip in Scotland A nice B spectacular C lovely D terrible We are hoping to go for a …… walk by the lake A good B long C nice D excited The manager asked his accountant to contact the partner company in person A directly B immediately C possibly D accidentally 88 10 I try to lead a ……… lifestyle – lot of exercise, fruit, and no junk food A wealthy B successful C healthy D happy 11 The guide book is full …… useful information A for B of C in D with 12 She has had the good fortune to work with some brilliant directors A chance B luck C opportunity D All are correct 13 Suddenly, water started flooding in, and they realized that they were in trouble A in danger B in a difficult situation C at stake D All are correct 14 Her parents didn’t give her enough attention because they were always busy with their newly opened company A care B education C look D attendance 15 Just as they were beginning to lose hope, a fishing boat rescued them A found B saved C looked for D realized 16 She had a care crash, but she was ……… to escape with no injures at all A unlucky B lucky C fortune D Both B and C are correct 17 His father entered politics ten years ago, and now he becomes a famous ……… A lecturer B scientist C expert D politician 18 When hearing the news, they returned home immediately A quickly B at once C suddenly D late 19 She went to the ………… to buy some envelopes and postcards A grocery B drug store C stationery D market 20 After a heart attack, he needed major surgery, but fortunately the ……… was successful A punishment B operation C amputation D disease II Match the words in the column A with the right line in the column B to make right phrases: 89 A order B a the washing-up Answer Eg: 1-f amputate b a cheque open c stocks and shares d a bank account buy e a leg cash f a meal III Match the word in the column A with its suitable meaning in the column B: A adore (v) inherit (v) manufacture (v) B Answer a to make goods large quantities, using Eg: 1-f machinery b a type of product made by a particular company c spending a lot more money or using a lot burglary (n) more money than you can afford or than is necessary brand (n) d to receive money, property, etc from sb extravagant (adj) when they die e the crime of entering a building illegally and stealing things from it f to love someone very much IV Find the opposites of these following words, and then choose the right word to complete sentences: A polite ≠ …… legal ≠ ………… wealthy ≠ ………… real ≠ ……… 5.incredible ≠ ……… B It was such a(n) ………… story that nobody believed it It is very ……… to ask someone how much they earn Hollywood has been always the city of dreams The kids live …… lives where money, beauty, and pleasure are the only gods It is ……… to drive through the red light This country is more and more ……… thanks to coffee export 90 APPENDIX E THE TESTS’ SCORES OF THE CONTROL GROUP No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Students A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 A22 A23 A24 A25 A26 A27 A28 A29 A30 A31 A32 A33 A34 A35 A36 A37 Pre-test's Scores 4 3.5 2.75 3.75 5.5 5.5 6.5 6.25 5.75 5.5 5.25 3.5 4.5 4.5 6.5 6.75 6.25 5.5 5.25 5.25 5 Post-test's Scores 5 5.5 4 5.25 6.25 8.5 7 5.5 5.75 5.5 4.5 3.5 5.5 6.5 5 5.5 5.25 5.5 91 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 A38 A39 A40 A41 A42 A43 A44 A45 A46 A47 A48 A49 A50 A51 A52 A53 A54 A55 A56 A57 A58 A59 A60 A61 A62 A63 A64 A65 A66 A67 A68 A69 A70 A71 A72 A73 A74 A75 5 4.5 3.75 2.75 4.75 4.5 4 4.5 4.25 3.5 3.5 4.5 4.5 4.25 4.25 4 4 3.75 3.75 3.5 3.3 3 2.75 2.5 2.5 5.5 4.5 5.25 4.5 5.25 6.5 6.75 3.75 4.5 6.5 5.25 6.5 4.5 5.75 5 6.25 4.5 4.5 3.5 3.75 92 APPENDIX F THE TESTS’ SCORES OF THE EXPERIMENTAL GROUP No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Students B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20 B21 B22 B23 B24 B25 B26 B27 B28 B29 B30 B31 B32 B33 B34 B35 B36 B37 Pre-test's Scores 3.5 2.5 3.75 3.5 4.25 4.5 4.75 3.75 4.5 3.5 2.5 3.5 4.25 4.5 4.5 4.75 4.75 4 3.5 4.5 3.5 4.25 3.5 3.25 Post-test's Scores 5.25 7.5 4.5 6 6.5 5.5 7 6.25 5.25 5.5 5.75 3.5 6.5 6.25 6.25 7 7.75 7.5 7.5 4.5 5.5 6.25 7.5 4.75 93 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 B38 B39 B40 B41 B42 B43 B44 B45 B46 B47 B48 B49 B50 B51 B52 B53 B54 B55 B56 B57 B58 B59 B60 B61 B62 B63 B64 B65 B66 B67 B68 B69 B70 B71 B72 B73 B74 B75 2.75 3.75 4.5 4.75 4.5 5.5 5.25 5.5 5 5.25 5.25 5.25 5.5 5.5 5.25 6.5 6.5 5.5 5.75 5.75 5.5 4.5 2.75 3.5 3.75 4 7.5 7.75 7.5 7.75 8 6.75 7 8.75 7.5 7.5 6.75 5.5 7.5 7.5 6.75 5.5 6.75 6.5 5.5 6.5 7 4.75 7.75 ... effectiveness of the application of training in vocabulary learning strategies in teaching and learning vocabulary Finally, the motivation of the instruction on vocabulary learning strategies was explored... According to Nation (2001: 217), vocabulary learning strategies (abbreviated as VLS) are a part of language learning strategies which in turn are a part of general learning strategies In other words,... strategies and this affair should be investigated thoroughly 2.2.4 Training in the use of learning strategies and vocabulary learning strategies Many researchers appreciate the role of training