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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN HUONG XUAN Trang 2 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN HƯƠNG XUÂN VIỆC HỌC TỪ VỰNG CHUYÊN NGÀNH
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN HUONG XUAN ESP LEARNERS’ VOCABULARY LEARNING AT A VOCATIONAL SCHOOL IN KHANH HOA PROVINCE Major: Theory and Methodology of English Language Teaching Code: 8140111 SUPERVISOR: ASSOC PROF DR NGUYEN QUANG NGOAN BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN HƯƠNG XUÂN VIỆC HỌC TỪ VỰNG CHUYÊN NGÀNH CỦA HỌC SINH TẠI MỘT TRƯỜNG NGHỀ TỈNH KHÁNH HÒA Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: PGS TS Nguyễn Quang Ngoạn DECLARATION OF AUTHORSHIP The thesis entitled “ ESP learners’ vocabulary learning at a vocational school in Khanh Hoa province” is conducted under the supervision of Assoc Prof Dr Nguyen Quang Ngoan, a lecturer working at the Department of Foreign Languages, Quy Nhon University I declare that the information reported in this study is the result of my own work and effort, except where due reference is made The thesis has not been accepted for any degree and is not concurrently submitted to any candidature for any degree or diploma Binh Dinh, ………… 2023 Nguyen Huong Xuan ACKNOWLEDGEMENT Without the support, encouragement, and contributions from my lecturers, colleagues, friends and family, the successful completion of this thesis work would not have been possible I take this chance to appreciate them for their expert advice, invaluable comments, and generous time They have enriched my knowledge and made my graduate journey a memorable chapter in my life First and foremost, I am grateful to my thesis supervisor, Assoc Prof Dr Nguyen Quang Ngoan, for his amazing supervision His outstanding knowledge and EFL teaching expertise inspired me greatly during my academic life at Quy Nhon University, and he opened new horizons for me in the field I appreciate his accommodating guidelines and suggestions, great patience, and strong management skills in helping me resolve the obstacles during the time I carried out my thesis I feel fortunate to have had him support for my work This study was made achievable by the presence of the enthusiastic students at a vocational school in Khanh Hoa province, who devoted their time taking part in this research I was also thankful to my colleagues for their fascinating assistance, support and management during the pilot phase A special thank goes to my dear friends: Mrs Thuy, Mrs Nguyen, Mrs Thao and Mrs Trang They not only encouraged me when I face obstacles during my thesis, but also gave me valuable insights into my thesis I am very lucky to know all of them Last, but not least, I am grateful to all the support and encouragement I received from my beloved parents and my sister throughout my thesis education ABSTRACT This study delves into the intricate process of vocabulary acquisition among English for Specific Purposes (ESP) learners within the context of a vocational school in Khanh Hoa Province, Vietnam It employs a mixed-methods approach, combining quantitative and qualitative data, to explore the vocabulary learning strategies utilized by ESP learners and to identify their perceived challenges and preferences in vocabulary acquisition The research findings reveal valuable insights into the specific needs and preferences of ESP learners, shedding light on the strategies that prove most effective in enhancing their vocabulary knowledge Additionally, this study examines the influence of various factors, including learners’ motivation, instructional methods, and the role of technology, on the vocabulary learning process Through a comprehensive analysis of ESP learners' vocabulary learning practices, this thesis contributes to the existing literature on language learning strategies and provides practical recommendations for educators and curriculum developers Ultimately, the outcomes of this research aim to facilitate more tailored and effective vocabulary instruction at vocational schools in Khanh Hoa Province and beyond, equipping ESP learners with the language skills necessary for success in their future careers Keywords: ESP, vocabulary acquisition, vocational school, Khanh Hoa Province, ESP learners, language learning strategies, specialized language skills TABLE OF CONTENTS DECLARATION OF AUTHORSHIP iii ACKNOWLEDGEMENT iv ABSTRACT v TABLE OF CONTENTS vi LIST OF TABLES xi LIST OF FIRGURES xii CHAPTER 1: INTRODUCTION 1 1.1 Research rationale 1 1.1.1.Theoretical Reasons 1 1.1.2 Contextual Reasons 2 1.2 Research aims and objectives 3 1.2.1 Research aims 3 1.2.2 Objectives 3 1.3 Research questions 3 1.4 Scope of the study 3 1.5 Significance of the study 4 1.6 Structure of the thesis .4 CHAPTER 2: LITERATURE REVIEW 6 2.1 An overview of ESP 6 2.1.1 Definition of ESP .6 2.1.2 Classification of ESP 7 2.1.3 Characteristics of ESP .8 2.2 Vocabulary and ESP vocabulary 9 2.2.1 Definition of vocabulary 9 2.2.2.The importance of vocabulary in language learning 10 2.2.3 Vocabulary learning .11 2.2.3.1 Difficulties in learning vocabulary 11 2.2.3.2 The previous research about vocabulary learning strategies 13 2.2.4 ESP vocabulary and its classification .14 2.2.4.1 ESP vocabulary definition 14 2.2.4.2 ESP vocabulary categories 16 2.2.5 ESP vocabulary learning 17 2.2.5.1.Challenges in ESP vocabulary learning .17 2.2.5.2 Strategies for ESP vocabulary learning 19 2.3 ESP learners at vocational school 22 2.3.1 The concept of ESP learners 22 2.3.2 Vocational school and vocational education 23 2.4 Conclusion 24 CHAPTER 3: METHODOLOGY 26 3.1 Research design 26 3.2 Research setting and participants 26 3.3 Materials 28 3.3.1 The coursebook “English for Restaurants workers(Second edition) ” for formal face-to-face instruction 28 3.3.2 Vocabulary activities employed in the intervention time 28 3.4 Instruments to collect data 31 3.4.1 Questionnaires 31 3.4.2 Semi-structured interviews 34 3.5 Research procedure 34 3.5.1 Pilot study 34 3.5.2 Data collection 35 3.5.3 Data analysis 36 CHAPTER 4: FINDINGS AND DISCUSSION 37 4.1 Findings of the survey questionnaires 37 4.1.1.Students’ difficulties in learning ESP vocabulary process .37 4.1.2 Solutions for helping ESP learners learn vocabulary 49 4.2 Findings of the semi-structured interviews 58 4.3 Discussion .61 4.3.1 Students’ difficulties in learning ESP vocabulary 61 4.3.1.1 Lack of effective strategies for learning ESP vocabulary .61 4.3.1.2 Lack of GE vocabulary and specialized knowledge 61 4.3.1.3.The contextual problems 62 4.3.2.Solutions to learning ESP vocabulary 63 4.3.2.1.Enhancing the necessary GE knowledge 63 4.3.2.2.Developing effective strategies of vocabulary learning 63 4.3.2.3.Solutions to the contextual problems 64 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 66 5.1 Summary of the study 66 5.2 Conclusions 66 5.3 Pedagogical implications 69 5.4 Limitations and suggestions for further research 69 REFERENCES 72 APPENDIX 1: QUESTIONNAIRE OF ESP VOCABULARY LEARNING PROBLEMS 1 APPENDIX 2: QUESTIONNAIRE OF ESP VOCABULARY LEARNING TECHNIQUES 9 APPENDIX 3: SEMI-STRUCTURED INTERVIEW QUESTIONS 18 APPENDIX 4: TRANSCRIPTION OF THE SEMI-STRUCTURED 19 LIST OF ABBREVIATIONS EGP: English for General Purposes ESP: English for Specific Purposes EOP: English for Occupational Purposes GE: General English L1: First Language L2: Second Language T: Teacher S: Students