Suggestions for further study - (LUẬN văn THẠC sĩ)- 123docz.net

To aid memory, there are memory strategies. In the scope of this study, the researcher has not investigated deeply how each strategy works with students and when to take advantages of these strategies. In the researcher‟s future study, she will carry out an experimental research on how memory strategies aid ESP students in memorizing ESP vocabulary.

(LUAN.van.THAC.si).dificulties.in.memorizing.ESP.vocabulary.in.the.couse.book.english.for.finance.faced.by.the.second.year.non.english.major.students.at.the.academy.of.finance.and.some.suggested.solutions(LUAN.van.THAC.si).dificulties.in.memorizing.ESP.vocabulary.in.the.couse.book.english.for.finance.faced.by.the.second.year.non.english.major.students.at.the.academy.of.finance.and.some.suggested.solutions(LUAN.van.THAC.si).dificulties.in.memorizing.ESP.vocabulary.in.the.couse.book.english.for.finance.faced.by.the.second.year.non.english.major.students.at.the.academy.of.finance.and.some.suggested.solutions(LUAN.van.THAC.si).dificulties.in.memorizing.ESP.vocabulary.in.the.couse.book.english.for.finance.faced.by.the.second.year.non.english.major.students.at.the.academy.of.finance.and.some.suggested.solutions

REFERENCES

1. Alan Baddeley and Graham J. Hitch (2010). Working Memory. Scholarpedia.

2. Bowker, L. & Pearson, J. (2002). Working with Specialized Language: a Practical Guide to Using Corpora. Routledge.

3. Close, R.A. (1975). A Reference Grammar for Sudents of English, Longmam Group, Ltd.

4. Coady, J. and Huckin, T. (1997). Second Language Vocabulary Acquisition: A rational for pedagogy. USA: CUP.

5. Cohen, A. D., Weaver, S. F., & Li, T. (1998). The Impact of Strategic-based Instruction on Speaking a Foreign Language. London:Longman.

6. Cao, Xuan Thieu. (2008). English for Finance. Financial publishing house.

7. Daller, H., Milton, J., & Treffers-Daller, J. (2007). Modelling and Assessing Vocabulary Knowledge. Cambridge: CUP.

8. Ellis, R. (1985). Sources of Variability in Interlanguage. Applied Linguistics.

9. Ellis, R. (1994). The Study of Second Language Acquisition. Hong Kong: OUP.

10. Ellis, R.(1995). Modified Oral Input and the Acquisition of Word Meaning. OUP.

11. Ellis, R. (1997). Second Language Acquisition. OUP.

12. Gairns, R. and Redman, S. (2004). Working with Words: A Guide to Teaching and Learning Vocabulary. UK: CUP.

13. Grant, D & McLarty, R. (2002). Business Basics. OUP.

14. Hutchinson, T & Waters, A. (1987). English for Specific Purpose. CUP.

15. Hulstjin, J. (1997). „Mnemonic Methods in Foreign Language Vocabulary Learning: Theoretical Considerations and Pedagogical Implications.‟

Cambridge: CUP.

16. Jenkins, J.G., & Dallenbach, K.M., (1924). Observance during Sleep and Waking. American Journal of Psychology.

17. Kinsella, K. 2005. Teaching Academic Vocabulary. A SCOE Publication.

18. Krashen, S. D. (1985). The Natural Approach: Language Acquisition in the Classroom. Great Britain: Alemany Press/ Pergamon Press.

19. Klimesch, W. (1994). The Structure of Long-Term Memory: A Connectivity Model of Semantic Processing. Lawrence Erlbaum Associates Publishers.

20. MacKenzie, I . (2007). Financial English. CUP.

21. Macaro, E. (2005). Fourteen Features of a Language Learner Strategy.

Retrieved from

http://www.crie.org.nz/research_paper/2Ernesto_Macaro_WP4.2.pdf.

22. McCarthy, M. (1990). Vocabulary. Hongkong: OUP.

23. Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.

24. Nation, P. and Chung, T.M. (2004). Identifying Technical Vocabulary.

Cambridge: CUP.

25. Nguyen, Phuoc Vinh Co & Ton, Nu Thanh Thao. (2010). Mot Cach Hoc Thuat Ngu Tieng Anh Tai Chinh, Ke Toan va Ngan Hang. Retrieved from the library of Vietnam OpenCourseware Web site: http://voer edu.vn/Content/m32298/1.1/

26. Nguyen, Phuoc Vinh. (2011). Lexical and Semantic Features of Financial, Accounting, and Banking English.

Retrieved from http://nguyenphuocvinhco.wordpress.com/2011/07/21/lexical- and-semantic-features-of-a-financial-accounting-and-banking-english-text/

27. Nguyen, Thu Huong. (2008). Factors Affecting ESP Vocabulary Learning at Hanoi Community College. LIC.

28. O‟ Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: CUP.

29. Oxford, R. (1990). Language Learning Strategies: What every Teacher should Know. New York: Newbury House.

30. Penny Ur, (1996). A Course in Language Teaching. Cambridge: CUP.

31. Quach, Thi Mai. (2008). Increasing Students’ Retention of Vocabulary through Meaningful Practice. LIC.

32. Read, J. (2000). Assessing Vocabulary. UK: Cambridge University Press.

33. Richards, J.C., Platt, J., & Platt, H. (1992). Dictionary of Language Teaching and Applied Linguistics. Harlow, England: Longman Group U.K. Limited.

34. Schmitt, N. (1997) Vocabulary Learning Strategies. Cambridge: CUP.

35. Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: CUP.

36. Sun, S. (2010). Connecting Words in the Mind to Help Memorization.

Cambridge: CUP.

37. Steele. V. (2005). Multi-word Verbs: Methods and Approaches. Retrieved from http://www.teachingenglish.org.uk/think/vocabulary/mwverb2.shtml.

38. Steven, S and Barbara, K. (2001). What every Educator Needs to Know about Teaching Vocabulary. Longman.

39. Thornbury, Scott. (2002). How to Teach Vocabulary. Longman.

Dictionaries:

1. Longman Business English Dictionary (2007), Longman.

2. Longman Dictionary of Language Teaching & Applied Linguistics, (1999), Longman.

3. Oxford Business English Dictioary (2005), Oxford University Press.

4. Tu Dien Kinh Te – Kinh Doanh Anh – Viet (2000), Nguyen Duc Dy & et al, Science and Technics Publishing House

APPENDIX 1

QUESTIONNAIRE FOR STUDENTS

This survey questionnaire is designed for my study on Difficulties in memorizing at the Academy of Finance and some suggested solutions”. I hope you will take into consideration and answer all questions seriously. Your opinion will be helpful for my study and then help students memorize ESP vocabulary better. Thank you very much for your help.

Please, answer the following questions by circling suitable answers or writing if necessary.

I. Personal information

Sex: …………. Age: …..………… Major: ……….

Residence: A. Countryside B. City Did you learn English before entering at AOF? A. Yes B. No If no, which language did you learn? ………

II. Students’ opinion on ESP vocabulary in the course book

1. Topics of reading texts are… to your own knowledge.

A. unfamiliar B. familiar C. very familiar

2. According to you, reading texts contain… new vocabulary items.

A. many B. average C. few

3. There are….phrases, compounds in each unit.

A. many B. average C. few

4. New vocabulary items are…repeated in the next units.

A. usually B. sometimes C. rarely

5. Meanings of vocabulary items are…

A. very familiar B. familiar C. unfamiliar

6. There are….vocabulary practice exercises in each unit.

A. many B. average C. few

7. Vocabulary practice exercises in each unit are…

A. interesting B. neutral C. boring III. Students’ opinion on their teachers’ vocabulary teaching

8. Your teacher spends………..time presenting new vocabulary items.

A. much B. sufficient C. little

9. Your teacher………teaches you to pronounce new vocabulary items.

A. often B. sometimes C. rarely

10. Your teacher… tests your learned vocabulary items.

A. often B. sometimes C. rarely

11. Your teacher trains you in memorizing new Vocabulary items?

A. Yes B. No

12. Your teacher‟s vocabulary presenting ways are……

A. very interesting B. interesting C. boring

13. What techniques for presenting new words does your teacher often use?

(you can choose more than one option) A. using visual aids

B. saying the words clearly and writing them on the board C. translating all the words into Vietnamese

D. using mimes, gestures, and facial expressions E. using target language to define the new words F. other ways (please specify)………

IV. Students’ opinion on their own vocabulary learning

14. You feel it……….to study ESP vocabulary

A. interesting B. neutral C. boring

15. You are…in learning vocabulary during class lessons.

A. passive B. active

16. You…..use new vocabulary items to discuss and communicate during class and after- class time.

A. often B. sometimes C. rarely

17. Memorizing ESP vocabulary items is…

A. difficult B. neutral C. easy

18. You learn ESP vocabulary at home…

A. everyday

B. after each lesson

C. sometimes (example, before tests)

19. Which vocabulary strategies do you often use to memorize vocabulary?

A. Connect words to personal experience

B. Use synonyms or antonyms

C. Connect new words with known words

D. Group words on topics such as: kinds of banks, branches of economics, etc.

E. Make sentences with new words

F. Write down all new words in a notebook and learn them G. Rote- learn words and their Vietnamese equivalents H. Review new words periodically

I. Do word test

J. Study and practice the meaning through group work (e.g. test each other‟s vocabulary)

K. Others (specify)…………

20. Your 3 most effective strategies are…………

(write the letters on the twentieth question)……….

Thank you!

APPENDIX 2

QUESTIONS FOR TEACHERS’ INTERVIEW

1. What problems do you have when teaching ESP vocabulary to the 2nd- year students at the AOF?

2. What do you think about ESP vocabulary in the course book “English for Finance” in terms of: - relevance to students‟ major

- number of vocabulary items - vocabulary practice exercises

3. What problems do you find from your students‟ vocabulary memorization when working with the book “English for Finance”?

4. What techniques and activities do you often use to present new words?

a. using visual aids (objects, pictures,…)

b. saying the words clearly and write them on the board c. translating all the words into Vietnamese

d. using mimes, gestures, and facial expressions e. using target language to define the new words

f. other ways (please specify)………

5. What techniques and activities do you often use to help your students to review and memorize the taught words?

a. making sentences with words b. completing sentences

c. filling in the gaps

d. choosing the words that have the nearest meaning to the given words e. matching words

f. reordering words

g. asking and answering questions h. discussing

i. playing games

j. other ways (please specify)………..

6. What recommendations should be made to improve your students‟ vocabulary memorizing?

APPENDIX 3

Some suggested activities for teachers’ applying to teaching vocabulary (Adapted from Ur (1996), Gairns, R. and Redman, S. (2004), Kate Kinsella (2005), Steven Stahl & Barbara Kapinus, 2001)

1. Brainstorming round an idea

Goal: - introduce new vocabulary or check learnt vocabulary items Procedures:

- Write a single word in the centre of the board

- Ask students to brainstorm all the words they can think of that are connected with it

- Ask several students come to the board and write down the words they think/ call as many students as possible at random say out the words and write down as example above with the word price

2. Identifying words we know

Goal: to introduce the vocabulary of a new reading passage Procedures:

- Give students new texts (or texts in the course book)

- Ask students to underline or mark with fluorescent pens all the words they know

- Then ask students work in pairs or in three to compare: a student who knows something not known to his friends teaches it to them. Then they try to get the meanings of the remaining unmarked items

- Bring the class together to hear the results, check guesses and teach new items where necessary

3. Random items

Goal: for students‟ vocabulary revision Procedures:

- Write on the board a number of vocabulary items (learnt items in previous lessons)

- Jumble the words (not appear in categories)

- Ask students to work alone to categorize the items into 3 or 4 groups (more effective if teacher lets students make their own decision on which categories and then explain their choices)

4. Word Card Activities Procedures:

- Sort the word cards by category. (e.g., words related to people, words related to things).

- Find words that have certain connotations such as positive and negative, good and bad, desirable and undesirable.

- Sort words by part of speech (e.g., N, V, Adv, Adj).

- Make sentences using pairs of words.

- Group words and then explain basis of groupings.

5. Filling gaps

Goal: Help review vocabulary and summarize the contents of the reading texts Procedures:

- Write down on the blackboard the chart

- Ask students close their books and do this one in several minutes - Ask one students come to blackboard to fill in

- Ask another one to stand in front of the class and make a presentation on money basing on that information

Money

Types Functions

(1)……….

E.g. ………...(2)

………...(4) of exchange

Measure of ……….(5)

Commodity money E.g. ………..(3)

………..(6) of value

Standard of ……….(7)

- Ask these others listen to and then correct information

- Give students comment on their work and then correct the table

- Ask the other one using the correct information to make another presentation

Hints: - This kind of activity should be used at the beginning to check old lessons or at the end of the lesson to consolidate the information

Money

Types Functions

Token money

E.g. paper note, dollars

Medium of exchange Measure of value Commodity money

E.g. gold, silver

Store of value

Standard of differed payment

6. Word Form Chart

Goal: help students consolidate and build more vocabulary with its origin Procedures:

- Give students a verb, noun or adjective of each word and then ask them to find out the other related words origin from the given word to fill in the chart

- Ask them to work in pairs and then compare

- Ask them to explain the meanings of the words in English to their partners - Call students to blackboard to fill in

- Call several students to explain meanings of the words during their friend‟s work