Out of class english vocabulary learning strategies insights from high school students

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRẦN THỊ HẢI OUT-OF-CLASS ENGLISH VOCABULARY LEARNING STRATEGIES: INSIGHTS FROM HIGH SCHOOL STUDENTS Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Nguyễn Gia Việt, Ph.D Nghe An, 2017 i ABSTRACT This study was motivated by an interest in the process of acquisition of English vocabulary by a previously unstudied group of learners, high school students The study identified the vocabulary learning strategies of 70 students in high school It also examined relationships between reported strategies and their insights over the period of the studying English out-of-class The data were collected with a self-report online questionnaire administered at the beginning of the 2017 semester, as well as with interviews with the participants Descriptive analysis of students’ importance indicated that the participants highly valued the role of vocabulary in studying a foreign language, understood the complexity of the process of vocabulary acquisition, and believed that words and phrases should be carefully studied and then practiced in context The participants reported high motivation and high expectations of their success as learners of English Descriptive analysis of vocabulary learning strategies demonstrated that besides active use of a dictionary, guessing, and note-taking strategies, virtually all participants reported frequent use of rehearsal strategies, especially repetition Analysis of the responses to open-ended questions and interview prompts confirmed that the participants frequently used repetition and rehearsal strategies and considered them most effective for establishing form–meaning connections for new words The respondents also reported frequent use of contextual encoding, activation, and affective strategies Comparison of the results of the two questionnaires revealed several vocabulary learning strategies that underwent changes as a result of one semester of studying English At the end of the semester students reported even more agreement with value of repetition, practice, good memory, and cultural knowledge for learning vocabulary Interviewed students explained this shift by noting the difficulty of English vocabulary and cognitive overload while trying to acquire new words in context These findings once again argue against the claim that contextual acquisition of foreign language vocabulary is always effective in instructed foreign language learning Using correlation and cluster analyses, the study identified multiple relationships between groups of vocabulary learning strategies, as well as between the importance and strategies From detailed findings, some implications for teaching reading skill were proposed Limitations of the study were pointed out and further research was suggested ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest thanks to my beloved supervisor, Nguyen Gia Viet, who directly supported and encouraged me during the preparation of this study I am truly grateful to him for his professional advice, invaluable support and guidance he offered to help me carry out the study I would also like to express my gratitude to all lecturers and staff of the Department of Foreign Languages, Vinh University who supply me with the good conditions to conduct this thesis I wish to express my sincere thanks to the students of the two classes I worked with in order to gather data for my study Last but not least, I owe special heartfelt appreciation to my parents, my friends without whose unceasing support, patience and understanding I could not have been able to complete my study iii TABLE OF CONTENTS ABSTRACT…………………………… ………………………………… ii ACKNOWLEDGEMENT…………………… …………….…………………………… iii TABLE OF CONTENTS ……………………………….……………………………… iv LIST OF TABLES ……………………………………………………………………… vii CHAPTER ONE INTRODUCTION ……… ……………………………………… 1.1 Rationale …………………………………………………………………… 1.2 Purpose of the study ……………………………………………… ……………… 1.3 Scope of the Study …………………………………………………………………… 1.4 Research questions…………………………………………………………………… 1.5.Design of the thesis ………………………………………………………………… CHAPTER TWO LITERATURE REVIEW 2.1 What is vocabulary ? …………………………………………………………………… 2.2 Kind of vocabulary …………………………………………………………………… 2.3 Categories of vocabulary…………………………………………… …………… 2.4 Vocabulary acquisition ………………………………………………… … 2.5 Importance of the vocabulary……………………………………………… 2.6 Remembering vocabulary ………………… ……………………………… 2.6.1 Short-term and long-term memory…………………………………………… 2.7 The meaning of ‘knowing a word’…………………………………………………… 2.8 Language learning strategies …………………………………………… 2.9 Vocabulary learning strategies.……………………………………………………… 2.9.1 Definition of vocabulary learning strategies………………………………………… 2.9.2 Classification of vocabulary learning strategies……………………………………… 10 2.10 Studies on vocabulary learning strategies…………………………………………… 15 2.10.1 Memory-based vocabulary learning strategies……………………………………… 15 2.10.2 Learning from word lists and flashcards…………………………………………… 15 2.10.3 Mnemonics………………………………………………………………………… 16 2.10.3.1 Vocabulary inferencing strategies………………………………………………… 17 2.10.3.1.1 Word part analysis……………………………………………………………… 17 2.10.3.1.2 Using context for lexical inferencing…………………………………………… 17 2.10.3.2 Consulting a reference source monolingual and bilingual ……………………… 20 2.11 The challenges that students face in learning vocabulary out-of class ……………… iv 22 3.1 Research questions……………………………………………………………………… 24 3.2 Research participants…………………………………………………………………… 24 3.3 Materials……………………………… …………………………………… 25 3.4 Procedure ………………………… …………………… ……… ………………… 25 3.4.1 Data collection and instruments…………………………………….………………… 25 3.4.2Questionnaire survey………………………………………………… 25 3.5.3 The follow-up interview……………………………………………………………… 26 3.5.4 Pilot study…………………………………………………… …………… 26 3.5.5 Data analysis………………………………………………………………………… 26 CHAPTER FOUR FINDINGS AND DISCUSSION…………………………………… 27 4.1 Importance of learning vocabulary in general………………………………………… 27 4.2 Importance of learning vocabulary out-of the class…………………………………… 28 4.3 Students’ Vocabulary Learning Strategies …… ……………………………………… 30 4.3.1 Memory Strategies…………………………………………………………………… 30 4.3.2 Cognitive and Affective Strategies ………………………………………………… 33 4.3.3 Categories of strategies: Summary……………………………………… ………… 37 4.4 The most frequently used and the least frequently used individual strategies… 37 4.5 Comparisons of mean scores of all strategy groups ………………….……………… 40 4.6 The challenges that students face in learning vocabulary out of class…… ………… 41 4.7 Activities found to be most helpful for improving English…………… …………… 45 CHAPTER FIVE CONCLUSION… ……………………………………………………… 52 5.1 Limitations of the study……………………………………………………………… 52 5.2 Implications……………………………………………………………… …… 52 5.3 Insights, challenges and solution……………………………………………… 53 5.4 Conclusion………… ………………………………………………………………… 54 5.5 Suggestions for further research………………………….…………………………… 55 REFERENCES………………………….………………………………………………… 57 APPENDICES……………………………………………………………………………… 63 Appendix: A The average scores of level (1+2+3) and the average score of level(4+5+6) of the tests on using wordlists by the two groups… ……….….………………………… 63 Appendix: B The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using associations by the two groups………… ………………………… 64 Appendix: C The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using imagery by the two groups…………………………… 65 v Appendix: D The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using repetition the two group…………… 67 Appendix: E The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using analysis of word structure by the two groups 68 Appendix: F The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using dictionary by the two groups……… ……………………………… 68 APPENDIX: H The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using visual by the two groups…………………………… 70 APPENDIX: L The average scores of level (1+2+3) and the average scores of level 71 (4+5+6)of the tests on using note-taking by the two groups………… 72 vi LIST OF TABLES Table: 1.1 Vocabulary learning strategies listed by Gu& Johnson (1996)…………………… 11 Table 1.2 Vocabulary learning strategies listed by Ma (2009) 12 Table 1.3 Self-Regulating Capacity in Vocabulary Learning scale (Tseng et al., 2006) 13 Table 4.1.The importance of learning English vocabulary…………………………………… 28 Table 4.2 The importance to use vocabulary ……………………………………………… …29 Table 4.3 Means and standard deviation of participants’ vocabulary learning strategies by using wordlists measured level (1+2+3) and level (4+5+6) ………………………………………….30 Table 4.4 Means and standard deviations of participants’ vocabulary learning strategies by repetition measured by levels for two groups………………………………………………… 31 Table 4.5: Means and standard deviations of participants’ vocabulary learning strategies by associations measured by levels for two groups……………………………………………… 31 Table 4.6 Means and standard deviations of participants’ vocabulary learning strategies by encoding: Imagery measured by levels for two groups……………………………………… 32 Table 4.7 Means and standard deviations of participants’ vocabulary learning strategies by contextual encoding measured by levels for two groups………………………………………32 Table 4.8 Means and standard deviations of participants’ vocabulary learning strategies by visual encoding of word structure measured by levels for two groups…………………………33 Table 4.9 Means and standard deviations of participants’ vocabulary learning strategies by analysis of word structure measured by levels for two groups…………………… 33 Table 4.10 Result of score on using dictionary on cognitive and affective strategies by participants from the two groups……………………………………………………….34 Table 4.11 Result of score on using note-taking on cognitive and affective strategies by participants from the two groups……………………………………………………….………34 Table 4.12 Result of score on using guessing on cognitive and affective strategies by participants from the two groups……………………………………………… ……… 35 Table 4.13 Result of score on using technology on cognitive and affective strategies by participants from two groups………………………………… ……………………………….35 Table 4.14 Result of score on using semantic encoding affective strategies on cognitive and affective strategies by participants from the two groups……………………………………….36 Table 4.15.The rank of strategy categories in descending order………………………… … 37 Table 4.16 The most frequently used vocabulary learning strategies (mean ≥4.50)………… 38 Table 4.17 the least frequently used vocabulary learning strategies (mean ≤ 3.50)……………39 vii Table 4.18: Students’ difficulties learning vocabulary (N=70)……………………………… 41 Table 4.19.The relationship between learning vocabulary and learning strategies……… … 42 Table 4.20 Relationship between S21 and learning strategies………………………………….43 Table 4.21 The most frequently used vocabulary learning strategies at time and time 2…….44 Table 4.22 Perceived helpfulness of activities………………………………………………….46 Table 4.23: Support activities for learning vocabulary out-of –class………………………… 48 Table 4.24 Means and standard deviations of level (1+2+3) and level (4+5+6) on vocabulary learning strategies for the treatment and control groups (Time 1)…………………………… 49 Table 4.25 Means and standard deviations of level (1+2+3) and level (4+5+6) on vocabulary learning strategies for the treatment and control groups (Time 2)……………………….……50 viii CHAPTER ONE INTRODUCTION This chapter consists of the following five parts which offer a general outline of the study: rationale, the aims and objectives, research questions, scope and design of the study 1.1 Rationale English has been used more and more widely It also becomes a compulsory subject in education curriculum Especially, nowadays, vocabulary learning plays an important role in language teaching in the context where English is taught as a foreign language McCarthy (1990) stated that “No matter how well the students learn grammar, no matter successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication an L2 just can not happen in any meaningful way” This is because lexical competence is now seen as the heart of language learning and the ultimate goal of language teaching is to improve the language competence of learners Moreover, vocabulary has been recognized as an important factor for language learning because insufficient vocabulary knowledge leads the learners to encounter difficulties in language learning Learners can significantly improve their language competence by developing their ability to use vocabulary learning strategies (VLSs) High students generally encounter problems in English learning, except those who attend international programs where English is used as the medium of instruction (Somsai & Intaraprasert, 2011) Despite a regular use of the English language both inside and outside the classroom settings, the students still encounter problems in their out-of-class learning and they are difficult to communicate because of lacking vocabulary The reason may be because vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners led to difficulties in second language learning (Asgari& Mustapha, 2011) Mastering vocabulary is one of the most challenging tasks that any learner faces while acquiring another language (Nyikos& Fan, 2007) Thus, in the case of language learning, students need to be educated with the strategies Silpakorn University Journal of Social Sciences, Humanities, and Arts149 which can help the learners acquiring the meaning of words The particular strategies which are used by learners for the acquisition of new words in the second language are called ‘vocabulary learning strategies’ (Gu, 1994) Michael Shelby manifested that other difficulties in learning and using English vocabulary include fixed word collocations, phrasal verbs, idioms, proverbs and regional differences in vocabulary usage There are differences in English usage in English-speaking countries in terms of spelling, pronunciation, vocabulary and grammar This problems can be mentioned by any language learners, any age bracket Real situations for some difficulties which students usually encounter in the out-of- class vocabulary learning is attaining the vocabulary in mind, misunderstanding some words, forgetting promptly the words Moreover, communication will become more difficult with the reason lacking vocabulary In addition, the high school must learn many subject, so, they are limited the time, the problem dividing suitable time in house to study is necessary to be noticeable in this study To face with challenges about out-of-class vocabulary learning problems, these strategies should have been brought to the language classroom to enhance language learners’ effectiveness in language learning According to Dóczi (2011) It can be said that through the use of vocabulary learning strategies, learners may be able to maximize the effectiveness of their English language learning On this basis, it is crucial to be aware of the basics of vocabulary learning strategies and how students adopt the strategies effectively by doing insights from high school students That is to say, it is vital to gain more insights into helping learners perceive the use of out-of -class vocabulary learning strategies 1.2 Purpose of the study The aim of this study is: - to establish the students’ attitude towards the out-of-class vocabulary learning - to explore the challenges which high students usually encounter in out-of-class vocabulary learning - to promote positive attitudes to help students learn vocabulary more effectively - to find strategies for students in the out-of-class vocabulary learning - to increase opportunities to other activities, concurrently save the time , lessen the stress for students in learning vocabulary 1.3 Scope of the study This study was carried out with three groups of high school students: 30 students in the 10th grade, 20 students in the 11th grade , 20 students in the 12th grade The topic of the study is limited in high school students’ attitudes, and thus not applicable to extend generalization to other subjects and contexts 1.4 Research questions 1) How important is it to learn vocabulary out of class from students’ perspectives? 2) What strategies students employ in learning vocabulary out of class? 3) What are the challenges that students face in learning vocabulary out of class? 1.5 Design of the thesis Kalaja, P (1995) Students beliefs (or metacognitive knowledge) about SLA reconsidered International Journal of Applied Linguistics, 5, 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(1987) Learner Strategies in Language Learning Englewood Cliffs, NJ: Prentice Hall Wesche, M., & Paribakht, T (1996) Assessing second language vocabulary knowledge: Depth versus breadth Canadian Modern Language Review, 53, 13- 40 62 APPENDICES APPENDIX A The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using wordlists by the two groups Treatment group Control Level(1+2+3) Level(4+5+6) group Level(1+2+3) Level(4+5+6) S1 8 B1 S2 B2 6 S3 B3 S4 10 B4 S5 B5 6 S6 B6 S7 10 B7 8 S8 B8 S9 10 B9 6 S10 10 B10 S11 B11 6 S12 B12 6 S13 B13 S14 10 B14 S15 10 10 B15 10 10 S16 B16 S17 B17 6 S18 6 B18 6 S19 B19 6 S20 B20 S21 8 B21 6 S22 B22 S23 B23 S24 10 B24 S25 B25 6 S26 B26 S27 10 B27 8 63 S28 8 B28 S29 B29 6 S30 B30 S31 B31 S32 B32 6 S33 B33 S34 B34 6 S35 10 B35 APPENDIX B The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using associations by the two groups Treatment Level(1+2+3) Level(4+5+6) S1 S2 S3 Control Level(1+2+3) Level(4+5+6) B1 B2 6 B3 S4 B4 7 S5 B5 7 S6 B6 S7 10 B7 7 S8 7 B8 7 S9 B9 S10 B10 6 S11 B11 S12 B12 S13 B13 S14 B14 7 S15 10 B15 S16 B16 S17 B17 S18 7 B18 6 S19 B19 6 S20 B20 group group 64 S21 B21 S22 B22 S23 B23 S24 B24 S25 B25 S26 B26 S27 B27 7 S28 7 B28 S29 B29 S30 B30 S31 B31 S32 B32 S33 B33 S34 B34 7 S35 B35 APPENDIX C The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using imagery by the two groups Treatment Level(1+2+3) Level(4+5+6) S1 6,5 6,5 S2 S3 Control Level(1+2+3) Level(4+5+6) B1 6,5 7,5 B2 6,5 7,5 B3 6,5 S4 7,5 B4 6,5 S5 B5 6,5 6,5 S6 5,5 7,5 B6 6,5 S7 7,5 9,5 B7 6,5 S8 7,5 B8 6,5 6,5 S9 7,5 B9 6,5 6,5 S10 8,5 B10 5,5 S11 8,5 B11 6 S12 5,5 7,5 B12 5,5 6,5 S13 6,5 B13 6,5 group group 65 S14 8,5 B14 7 S15 8,5 B15 7,5 S16 8,5 B16 5,5 5,5 S17 5,5 7,5 B17 5,5 S18 7,5 B18 6 S19 8,5 B19 6,5 6,5 S20 5,5 7,5 B20 5,5 6,5 S21 7,5 6,5 B21 6,5 S22 7,5 B22 6,5 7,5 S23 B23 6,5 S24 5,5 8,5 B24 5,5 5,5 S25 5,5 B25 5,5 6,5 S26 6,5 8,5 B26 6,5 S27 B27 6,5 7,5 S28 B28 5,5 6,5 S29 7 B29 5,5 6,5 S30 5,5 8,5 B30 6,5 S31 6,5 B31 5,5 6,5 S32 6,5 B32 5,5 5,5 S33 7,5 B33 5,5 5,5 S34 6,5 7,5 B34 6,5 S35 7,5 B35 5,5 66 APPENDIX D The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using repetition the two groups Treatment group Level(1+2+3) Level(4+5+6) Control group Level(1+2+3) Level(4+5+6) S1 B1 4 S2 B2 6 S3 B3 S4 B4 S5 B5 6 S6 B6 6 S7 B7 S8 B8 S9 8 B9 6 S10 B10 4 S11 B11 6 S12 B12 6 S13 B13 S14 8 B14 6 S15 10 B15 S16 B16 S17 B17 6 S18 6 B18 6 S19 B19 S20 B20 S21 10 B21 6 S22 B22 6 S23 B23 6 S24 B24 S25 B25 6 S26 B26 S27 B27 6 S28 10 B28 67 S29 B29 6 S30 B30 S31 B31 S32 B32 6 S33 B33 S34 B34 6 S35 B35 APPENDIX E The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using analysis of word structure by the two groups Treatment Control Level(1+2+3) Level(4+5+6) S1 B1 5 S2 B2 6 S3 B3 S4 B4 6 S5 B5 6 S6 B6 6 S7 B7 S8 B8 S9 B9 S10 B10 5 S11 B11 S12 B12 6 S13 B13 S14 B14 6 S15 10 B15 S16 B16 5 S17 B17 S18 B18 S19 B19 S20 B20 S21 B21 6 group group 68 Level(1+2+3) Level(4+5+6) S22 B22 S23 B23 S24 B24 S25 B25 5 S26 B26 S27 B27 6 S28 B28 S29 B29 6 S30 B30 5 S31 B31 S32 B32 A33 B33 S34 B34 6 35 B35 APPENDIX F The average scores of level (1+2+3) and the average scores of level (4+5+6) of the tests on using dictionary by the two groups Treatment group Level(1+2+3) Level(4+5+6) Control group Level(1+2+3) Level(4+5+6) S1 B1 S2 B2 6 S3 B3 S4 4 B4 S5 4 B5 S6 B6 S7 B7 S8 4 B8 S9 6 B9 S10 B10 S11 B11 6 S12 6 B12 S13 B13 S14 6 B14 6 69 S15 6 B15 S16 B16 S17 B17 6 S18 6 B18 6 S19 6 B19 S20 B20 S21 6 B21 6 S22 6 B22 6 S23 B23 6 S24 B24 S25 6 B25 S26 6 B26 S27 4 B27 6 S28 6 B28 S29 6 B29 6 S30 B30 6 S31 4 B31 S32 6 B32 S33 B33 S34 B34 S35 4 B35 70 APPENDIX H The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using visual by the two groups Treatment group Level(1+2+3) Level(4+5+6) Control group Level(1+2+3) Level(4+5+6) S1 B1 S2 B2 6 S3 B3 S4 B4 S5 B5 S6 B6 S7 B7 S8 B8 S9 6 B9 S10 B10 S11 5 B11 6 S12 B12 S13 B13 S14 B14 S15 5 B15 S16 B16 S17 B17 6 S18 6 B18 S19 B19 S20 B20 S21 B21 S22 B22 S23 B23 S24 B24 S25 6 B25 S26 B26 S27 5 B27 6 S28 B28 71 S29 6 B29 6 S30 B30 S31 5 B31 S32 6 B32 S33 B33 S34 B34 S35 B35 APPENDIX L The average scores of level (1+2+3) and the average scores of level(4+5+6) of the tests on using note-taking by the two groups Treatment group Level(1+2+3) Level(4+5+6) Control group Level(1+2+3) Level(4+5+6) A1 3,5 B1 6,5 A2 3,5 4,5 B2 6 A3 5,5 B3 5,5 A4 3,5 4,5 B4 5,5 A5 3,5 5,5 B5 5,5 A6 4,5 5,5 B6 5,5 A7 4,5 6,5 B7 A8 3,5 5,5 B8 6,5 A9 B9 5,5 6,5 A10 4,5 B10 6,5 A11 5,5 B11 6 A12 5,5 B12 5,5 6,5 A13 2,5 5,5 B13 6,5 A14 B14 5,5 A15 5,5 B15 A16 4,5 5,5 B16 A17 4,5 6,5 B17 6,5 A18 5,5 B18 5,5 A19 B19 A20 5,5 B20 5,5 6,5 A21 5,5 B21 5,5 72 A22 4,5 B22 6,5 A23 5,5 B23 5,5 6,5 A24 4,5 B24 5,5 A25 B25 A26 5,5 B26 A27 5,5 B27 6,5 A28 4,5 B28 6,5 A29 5,5 6,5 B29 5,5 A30 6,5 B30 5,5 A31 4,5 B31 6,5 A32 5,5 5,5 B32 6,5 6,5 A33 B33 5,5 A34 4,5 5,5 B34 5,5 7,5 A35 4,5 B35 6,5 73 ... learn vocabulary out of class from students? ?? perspectives? What strategies students employ in learning vocabulary out of class? What are the challenges that students face in learning vocabulary out. .. learn vocabulary out of class from students? ?? perspectives? 2) What strategies students employ in learning vocabulary out of class? 3) What are the challenges that students face in learning vocabulary. .. process of acquisition of English vocabulary by a previously unstudied group of learners, high school students The study identified the vocabulary learning strategies of 70 students in high school