i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES - PHẠM THỊ PHƢƠNG LIÊN AN EXAMINATION OF VOCABULARY LEARNING STRATEGIES OF FIRST YEAR STUDENTS IN USSH – VNUH (NGHIÊN CỨU VỀ CHIẾN LƢỢC HỌC TỪ VỰNG CỦA SINH VIÊN NĂM THỨ NHẤT TRƢỜNG ĐẠI HỌC KHXHNV – ĐHQGHN) M.A MINOR PROGRAMME THESIS Field: Code: English Teaching Methodology 601410 Hanoi, 2010 ii VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES - PHẠM THỊ PHƢƠNG LIÊN AN EXAMINATION OF VOCABULARY LEARNING STRATEGIES OF FIRST YEAR STUDENTS IN USSH – VNUH (NGHIÊN CỨU VỀ CHIẾN LƢỢC HỌC TỪ VỰNG CỦA SINH VIÊN NĂM THỨ NHẤT TRƢỜNG ĐẠI HỌC KHXHNV – ĐHQGHN) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Dr Dƣơng Thị Nụ Hanoi, 2010 vi TABLE OF CONTENTS CANDIDATE‟S STATEMENT i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS vi LISTS OF TABLES, FIGURES AND ABBREVIATIONS viii PART 1: INTRODUCTION 1 Rationale Aims of the Study Research questions Scope of the Study Method of the Study Structure of the thesis PART 2: DEVELOPMENT …….…………………………………………………………….5 CHAPTER – LITERATURE REVIEW 1.1 Introduction 1.2 Learning strategies 1.2.1 Definitions 1.2.2 The importance of learning strategies 1.3 Vocabulary vii 1.3.1 Vocabulary learning 1.3.2 Factors affecting learners in learning English vocabulary 10 1.4 Vocabulary learning strategies 11 1.4.1 Classification of vocabulary learning strategies 11 1.4.2 Classification of Schmitt‟s vocabulary learning strategies…………… ………….15 1.4.3 An overview of vocabulary learning strategies researches .16 1.5 Summary……………………………………………………………………………….18 CHAPTER – METHODOLOGY 19 2.1 The context of the Study .19 2.2 Research questions 19 2.3 Research method 19 2.3.1 Participants 19 2.3.2 Instrument for data collection .20 2.3.3 Data collection procedures 21 2.3.4 Data analysis procedures .22 CHAPTER – FINDINGS AND DISCUSSION 23 PART 3: CONCLUSSIONS AND RECOMMENDATIONS 36 Summaries of the main findings .36 Limitation and suggestions for further research 37 2.1 Limitation 37 viii 2.2 Suggestion for further studies 38 REFERENCES 39 APPENDIX 41 LISTS OF TABLES, FIGURES AND ABBREVIATIONS List of tables Table 1: Nation‟s (2001) taxonomy of vocabulary learning strategies……………………………… 12 Table 2: Schmitt‟s taxonomy of vocabulary learning strategies 13 Table 3: Overall mean score of vocabulary learning strategies used by the students .28 Table 4: Mean scores of each vocabulary learning strategy used by students 31 List of figures Figure 1: Students‟ use of DET strategies in vocabulary learning 23 Figure 2: Students‟ use of SOC strategies in vocabulary learning 24 Figure 3: Students‟ use of MEM strategies in vocabulary learning 25 Figure 4: Students‟ use of COG strategies in vocabulary learning 26 Figure 5: Student‟s use of MET strategies in vocabulary learning……………………………………27 List of abbreviations VLS: Vocabulary Learning Strategies USSH: University of Social Sciences and Humanities L1: first language L2: second language ix PART 1: INTRODUCTION Rationale Human beings are limited in their capacity to process information The knowledge and skills requires would in fact quickly overwhelm the capacity of any learner to deal with them, if a number of strategies were not brought into action Thus the need to cope with language generates the motivation and rationale for learning strategies These strategies can be defined as methods employed by the person for the processing of input language information so as to gain control of it, thus enabling the assimilation of that information by the self By using learning strategies, learners are able to manage their own learning as a whole process (e.g having relevant knowledge about learning, making plans, utilizing communicative situations, self-monitoring and evaluating) These strategies will ultimately be employed with a degree of control and self-awareness which is in keeping with the learners‟ individual cognitive style and general personality Better learning strategies would enable learners to go on improving their English on their own in the long, complex process of language learning In Vietnam, language learning strategies have recently been paid much attention by both teachers and learners In order to improve English skills, learners make significant changes in terms of using learning strategies in studying and practicing English, especially in their vocabulary learning “Acquisition depends crucially on the input being comprehensible And comprehensibility is dependent directly on the ability to recognize the meaning of key elements in the utterance Thus, acquisition will not take place without comprehension of vocabulary.” Krashen and Terrell (1983 as cited by Youngkyu Kim, 2006) Obviously vocabulary learning plays an important part in language acquisition Inadequate vocabulary could lead to learners‟ difficulties in language reception and x production Thus learners have to use vocabulary learning strategies (VLS) in order to broaden their vocabulary in an effective way A large number of researches have been carried out so as to show out an overview of VLS in ELT For instance Coady (1993) pointed out that the vast majority of words in L1 come from extensive and multiple exposures through use rather than direct instruction, and therefore, vocabulary learning in a second language should follow the same route Boyle (1987) found that, despite a female superiority in general proficiency, male students outperformed their female counterparts in listening vocabulary Oxford, Lavine, Hollaway, Felkins, and Saleh (1996), on the other hand, discovered that females were significantly more willing than males to try out new vocabulary learning strategies, a finding that has been corroborated in a few other studies (Gu, 2002; Young & Oxford, 1997) and etc As an English teacher at University of Social Sciences and Humanities (USSH), I believe that it is essential to explore current situation of students‟ use of vocabulary learning strategies in this university However, up to now, there have not been any researches on vocabulary learning strategies of first-year students General English knowledge at first- year course aims to establish background knowledge for students At third year, students at some faculties have to study English for specific purposes in which they mainly learn specialized vocabulary Therefore, the researcher‟s ambition in this paper is offering an insightful understanding of the current vocabulary learning situation among the first-year students With a better understanding, we can find ways to help students to become more autonomous learners with, for example, vocabulary language learning strategy training Aims of the Study It was hoped that this study could get us closer to a comprehensive understanding of vocabulary learning strategies of freshmen in USSH and provide some implications for both the learning and teaching of English as a foreign language contexts xi Research questions The study will be conducted to answer the following questions: - What are the most and the least frequently used vocabulary learning strategies by freshmen in USSH? - What are the differences in the use of vocabulary learning strategies among these students in different faculties? Scope of the Study This paper reports on the learning of English vocabulary by elementary college students (N = 421) on a first year course in USSH – VNUH Comparison is also made to find out the differences of vocabulary learning strategies between students in different faculties Method of the Study In order to achieve the aims mentioned above, the study was designed to use a questionnaire as the way of data collection After collecting, analyzing and discussing data, some conclusion will be drawn Furthermore, English teachers at the USSH will be interviewed about the strategies their students use in learning vocabulary to support information for the conclusion Structure of the thesis This thesis consists of three parts, namely Introduction, Development and Conclusions and Recommendations Part 1, the Introduction, presents the rationale, the aims, the scope and the method of the study Part is the Development which includes three chapters as follows: xii Chapter (Literature review) introduces the theoretical foundations for the whole paper Besides providing the definition of key terms such as learning strategies, vocabulary learning strategies, it offers a critical review of studies related to the research problem Chapter (Methodology) elaborates on the participants, the instruments, the procedure of collecting data and the procedure of processing data from the questionnaire and interviews Chapter (Findings and Discussion) presents and analyses all the collected data to find out the answers to the two research questions Part 3, the Conclusions and Recommendations summarizes all the major points raised in the paper and presents the author‟s suggestions on the vocabulary learning and teaching for firstyear students in USSH_VNUH based on the research findings and the related literature xiii PART 2: DEVELOPMENT CHAPTER – LITERATURE REVIEW 1.1 Introduction This chapter provides an overview of the literature related to this study, laying the foundations for the subsequent development of the paper Beside some basic concepts like vocabulary level, language learning strategies, vocabulary learning strategies and critical background information about these key terms are presented to ensure a thorough understanding of the research matters Learning strategies and learning strategy classification systems are also reviewed to set up the theoretical framework for the examination in the next chapter This review will reveal the research gap, thus rationalizing the need to carry out the study 1.2 Learning strategies 1.2.1 Definitions Learning nowadays can be defined as the process by which the external and unfamiliar becomes internal, familiar and usable Learning is more accurately depicted as an active process and that to learn, the learners will employ a number of specific means The word “strategy” refers to those means However, there is no agreement regarding the definition of the term “language learning strategies” Learning strategies are defined by O'Malley and Chamot (1990) as "special thoughts or behaviors that individuals use to comprehend, learn, or retain new information" (p.1) According to Bialystock (1985) “learning strategies reflect the ordinary processes of learning that occur whether or not the learner is attending to and deliberately manipulating them Thus, learning strategies are not different from learning processes…” Learning strategies, defined by Weinstein and Mayer (1986) (in O‟Malley and Chamot 1990) have learning facilitation as a goal and are intentional on the part of the learner The 39 Research question 2: What are the differences in the use of VL strategies among these students in different faculties? Mean Total F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11 F12 F13 Q1 2.42 2.49 2.03 2.33 2.29 2.87 2.26 2.38 2.55 2.08 2.31 2.49 2.47 2.73 Q2 2.28 2.5 1.91 2.48 2.43 2.52 2.05 2.19 2.30 2.54 2.26 2.47 2.27 Q3 3.92 4.08 3.69 3.52 3.83 3.74 4.05 4.16 3.84 4.15 3.89 3.84 4.03 4.24 Q4 3.02 2.82 2.75 2.96 3.06 2.91 2.87 3.22 3.20 3.31 2.86 2.94 3.27 3.24 Q5 3.37 3.45 3.13 3.33 3.46 3.35 3.08 3.38 3.45 3.69 2.92 3.6 3.33 3.79 Q6 3.03 3.13 2.91 2.78 3.09 3.13 3.21 3.19 2.81 3.46 3.17 2.82 2.9 3.03 Q7 2.18 2.13 1.78 1.89 1.77 2.35 2.66 2.39 1.92 2.13 2.43 2.63 Q8 2.39 2.32 2.03 2.30 2.37 2.61 2.5 2.69 2.53 2.46 2.17 2.23 2.5 2.42 Q9 3.05 3.16 2.88 2.93 2.74 3.35 3.05 3.28 3.08 3.08 2.83 3.17 3.2 2.97 Q10 2.62 2.39 2.22 2.44 2.46 3.22 2.39 2.72 2.71 2.54 2.69 2.74 2.93 2.67 Q11 3.25 3.11 2.97 3.11 3.17 3.39 2.87 3.22 3.45 3.38 2.92 3.54 3.47 3.72 Q12 2.51 2.37 2.16 2.41 2.26 3.21 2.24 2.16 2.63 3.31 2.5 2.91 2.7 2.45 Q13 3.05 2.95 2.91 2.96 3.09 3.09 2.87 2.81 2.94 2.77 3.17 3.25 3.17 3.52 Q14 2.82 2.68 2.72 2.85 2.83 2.7 2.89 2.69 2.94 2.85 2.64 3.03 2.93 2.91 Q15 2.53 2.53 2.44 2.41 2.54 2.74 2.08 2.5 2.67 2.38 2.61 2.69 2.3 2.87 Q16 2.38 2.24 2.13 2.44 2.31 2.83 2.42 2.34 2.33 2.31 2.57 2.33 2.58 40 Q17 2.45 1.89 2.44 2.22 2.49 2.61 2.61 2.34 2.49 2.08 2.81 2.71 2.77 2.15 Q18 2.53 2.58 2.2 2.07 2.6 2.87 2.4 2.38 2.67 2.46 2.56 2.86 2.47 2.72 Q19 3.48 3.58 3.34 3.48 3.51 3.87 3.32 3.31 3.27 3.38 3.64 3.74 3.37 3.42 Q20 2.88 2.89 2.47 2.74 2.77 3.43 2.7 3.03 2.76 2.81 3.09 2.97 3.06 Q21 1.99 1.63 1.88 1.96 2.06 2.7 2.11 1.88 1.78 1.54 2.28 1.8 2.13 2.09 Q22 3.10 3.42 2.78 3.07 3.11 3.3 2.95 3.13 3.02 3.08 3.11 3.29 3.07 3.06 Q23 2.70 2.79 2.41 2.33 2.57 2.83 2.74 2.63 2.81 2.69 2.63 2.57 2.94 Q24 2.08 2.21 2.5 2.22 2.4 1.83 2.21 1.69 2.16 2.69 1.89 1.77 1.75 Q25 2.98 2.89 2.91 2.70 3.14 3.17 2.89 3.06 3.24 2.92 2.86 3.06 2.77 Q26 2.52 2.44 2.44 2.19 2.77 2.39 2.34 2.72 2.55 2.31 2.44 2.97 2.37 2.58 Q27 2.83 2.63 2.91 2.56 3.05 2.87 2.74 3.03 2.67 2.92 2.86 2.87 2.85 Q28 3.69 3.97 3.41 3.52 3.74 4.17 3.71 3.44 3.47 3.62 3.78 3.74 3.83 3.61 Q29 3.19 3.37 3.03 3.15 3.2 3.21 3.61 2.92 2.85 3.14 3.37 3.13 3.27 Q30 3.08 2.95 2.72 2.85 2.71 3.48 3.18 3.25 3.16 2.85 3.14 3.17 3.3 3.12 Q31 3.08 3.16 2.81 2.89 2.83 3.48 3.29 3.53 2.94 2.54 2.86 3.17 3.1 3.24 Q32 3.46 3.5 3.09 3.30 3.09 3.61 3.26 3.66 3.65 3.31 3.5 3.63 3.73 3.52 Q33 1.84 1.89 2.03 2.03 1.91 1.84 1.5 1.94 2.85 1.81 1.63 1.53 1.58 Q34 2.95 2.71 2.56 2.96 3.18 3.35 3.03 2.8 2.62 2.97 3.03 3.09 Table 4: Mean scores of each vocabulary learning strategy used by students 41 (Total = total participants, F1: Faculty of Literature F2: Faculty of Library and Information F3: Faculty of Philosophy F4: Faculty of History F5: Faculty of Political Science F6: Faculty of Archive and Office Management F7: Faculty of International Studies F8: Faculty of Oriental Studies F9: Faculty of Psychology F10: Faculty of Social Work F11: Faculty of Journalism and Communication F12: Faculty of Management Science F13: Faculty of Tourism) 42 In order to point out what are the significant differences in strategy use between learners in thirteen faculties, a test was calculated to compare the means of these groups The mean scores of all questions in the questionnaire imply that the differences between thirteen faculties are unnoticeable out of 10 interviewed teachers admitted that these differences are inconspicuous Two faculties in which learners use vocabulary learning strategies at the highest frequency are Faculty of Political Science (M= 15.11) and Faculty of Tourism (M=14.63) Two faculties in which learners apply strategies at the lowest frequency are Faculty of Library and Information (M= 13.17) and Faculty of Philosophy (M= 13.53) However the biggest difference, as can be seen is that learners in Faculty of International Studies (F7) and Faculty of Oriental Studies (F8) like learning vocabulary from extracurricular sources ( such as listening to English songs, radio programs, watching English movies, reading stories, magazines etc.) most, meanwhile participants in other faculties choose to apply written repetition at high frequency As incidental and intentional learning are both essential for language learning, a more balanced structure of vocabulary sources seems more helpful in improving learners‟ vocabulary learning This is particularly important for a foreign language learning setting where exposure to the target language is limited The explanation for the difference in this case may be that a number of students in two above faculties took an entrance exam with three subjects: Math, Literature, and English This means that they have to study English more to pass the entrance exam, therefore, their English knowledge and vocabulary is more than others They are considered as English majors Their background knowledge of lexical and English skills might help them when they use a variety of sources to gain and broaden their vocabulary In addition, in SOC group which consists the least frequently used strategies, while 10 other faculties tend to dislike using question (creating the situation to practice learning vocabulary, for example communicating with the native speakers), Faculty of Journalism and Communication (F11) and Faculty of Tourism (F13) are likely to say never and rarely with question (asking teachers to check whether the used word is correct or not) 43 All in all, the differences between thirteen faculties are just minor ones These slight differences mainly occur in making use of background knowledge of vocabulary to practice and revise new words Learners who have had good lexical knowledge often try to get new words from plenty of sources or communicate with the native speakers and vice versa Learners who lack knowledge of vocabulary prefer to ask for teachers‟ help Information from interviewees also confirms this conclusion Interviewees answer that although their students use plenty of strategies to learn new words, the difference among these faculties at first year semester is insignificant The difference often occurs when learners have to study English vocabulary for specific purposes in the next years 44 PART 3: CONCLUSIONS AND RECOMMENDATIONS Summaries of the main findings In the present study, vocabulary is seen as an important ingredient of language and vocabulary learning is an essential part of second or foreign language learning Language learners need a wide variety of target language words to be able to tackle successfully both production and comprehension activities in the second or foreign language One way to help learners to enhance their knowledge of L2 vocabulary is through equipping learners with a variety of vocabulary learning strategies The results of the study indicate an overall medium use of VL strategies of students in USSH Although data from the questionnaire indicates that learners use all most every strategy given, the frequency is not really high Some strategies are reported to be applied frequently such as “using monolingual dictionary”, “written repetition”, “choosing the important words by themselves and remembering them”, “guessing the meaning of word based on its structure and contextual clues”,” remember synonym and antonym of words” The other strategies are used with low frequency or even rarely used Differences between students of thirteen faculties in terms of using vocabulary learning strategies are hardly seen Only some insignificant differences are found between two groups of faculty These two groups has more English major students than the others, thus they have ability to use mass media to encounter new words more than other students In reality, students are usually expected to learn vocabulary on their own, mostly by mechanical memorization, without much guidance from teachers out of 10 teachers said that because of limited time in each period, little effort has been made to teach students strategies to improve their vocabulary learning However, merely giving students lists of words to learn does not result in effective learning, despite the growing awareness on the part of learners of the importance of enhancing their communicative competence of the target language and the recognition that a much larger vocabulary is needed to this end 45 Based on these findings of the study, two following options which might be helpful for EFL teachers and learners are recommended Firstly, teachers should choose some typical vocabulary learning strategies such as using English- English dictionary, using notebook which are highly beneficial and could be introduced as early as possible Learners can write the words they encounter on their notebook and add translation or other knowledge they gradually acquire about the words such as collocation, synonyms and antonyms Learners can be reminded to go through their notebooks regularly in order to add more information The vocabulary notebook could then serve as a valuable resource Secondly, learners should be given opportunities to examine the effectiveness of their vocabulary learning strategies Teachers can provide learners with different vocabulary exercises so that students‟ vocabulary learning strategies will be exposed Hence, learners will discover which strategies are right for them In general, teachers play an important role in making students aware of vocabulary learning strategies‟ value Moreover teachers need to decide what framework and strategies they should choose based on their students‟ needs and requirements Vocabulary learning strategy training, therefore, is necessary for both learners and teachers Learners should be trained to realize which strategies they lack and teachers should be trained to think of the most appropriate method to introduce the strategies Limitation and suggestions for further research 2.1 Limitation A number of limitations can be discerned in the study due to the time constraints and the researcher‟s limited ability and experience Firstly, mistakes could take place when researcher translated questionnaires into Vietnamese according to Schmitt‟s taxonomy Misinterpretation of strategies was highly probable Secondly, although Schmitt‟s taxonomy is the most comprehensive available, it cannot embrace all the existing vocabulary learning strategies Thirdly, when interviewing, interviewer can be confused because interviewee could not make their ideas clear 46 2.2 Suggestion for further studies This study investigates vocabulary learning strategies as a whole Future researches can investigate other variables; for example, learners‟ cultural background, traditional schooling, the demands of the vocabulary learning strategies Furthermore, this study only focuses on the use of vocabulary learning strategy among Vietnamese college students; therefore, in the future, studies investigating the frequency of vocabulary strategy can be done with junior or senior Vietnamese high schools 47 REFERENCES Brown, J D (2000) Using surveys in language programs: New York Cohen, A D., Weaver, S., & Li, T-Y (1998) The impact of strategies-based instruction on speaking a foreign language In Cohen, A.D (1998) Strategies in learning and using a second language (pp.107- 156) London: Longman Erten, I H., & Williams, M (2006) A comparative look into how to measure the effectiveness of vocabulary learning strategies through using percentages or correlation coefficient Journal of language and linguistic studies, 4, 295-320 Flexner, S (Ed.) (2003) Random House Webster’s Unabridged Dictionary on CD-ROM New York: Random House Ghazal, L (2007) Learning vocabulary in EFL contexts through vocabulary learning strategies Novitas-ROYAL, Vol.1, pp.84-91 Retrieved January 10, 2009 from http://www.novitasroyal.org/Ghazal.pdf Hamzah, M S G., Kafipour, R., & Abdullah, S K (2009) Vocabulary learning strategies of Iranian undergraduate EFL students and its relation to their vocabulary size European Journal of Social Sciences, 11(1), 39-50 Hornby, A.S (2000) Oxford Advanced Learner’s Dictionary Sixth Edition Hong Kong: Oxford University Press Hyland, K., & TSE, P (2007) Is there an academic vocabulary? TESOL quarterly, 41, 235253 Kim, Y (2006) Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language TESOL quarterly, 40(2), 341-373 Lee, S H., & muncie, J (2007) From Receptive to Productive: Improving ESL Learners' Use of Vocabulary in a Postreading Composition Task TESOL quarterly, 40, 295-250 48 Littlewood, w T (1984) Foreign and second language learning: Cambridge University Press Nation, I S P (1990) Teaching and learning vocabulary New York: Newbury House/Harper & Row Nation, I.S.P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press Nation, I.S.P (2002) Learners‟ use of strategies for effective vocabulary learning Prospect Vol 17(1):pp.15-35.Retrieved January 16, 2009 from http://www.victoria.ac.nz/lals/staff/paulnation/nation- pubsdate.aspx 74 O'Malley, J M., & Chamot, A U (1990) Learning strategies in second language acquisition: Cambridge University Press Rasekh, Z E., , & Ranjbary, R (2003) Metacognitive strategy training for vocabulary learning Tesl-ej, 7(2) Read, J (2000) Assessing vocabulary: Cambridge University Press Rubin, A., & Babbie, E (2001) Research methods for social work: Wadsworth Schmitt, N (1997) Vocabulary learning strategies In Schmitt, N & McCarthy, M (Eds) Vocabulary: Description, Acquisition and Pedagogy Cambridge: Cambridge University Press Schmitt, N (2000) Vocabulary in Language Teaching Cambridge: Cambridge University Press 49 APPENDIX APPENDIX : BẢNG CÂU HỎI VỀ CHIẾN LƯỢC HỌC TỪ VỰNG Bản câu hỏi thiết kế để điều tra chiến lược học từ vựng sinh viên năm thứ hệ qui trường ĐHKHXHNV _ĐHQGHN Tôi mong bạn dành chút thời gian trả lời câu hỏi cách trung thực Mọi thông tin bạn đưa giữ bí mật hồn tồn phục vụ cho mục đích nghiên cứu Sư giúp đỡ bạn phần giúp tơi hồn thành luận văn thạc sỹ Chân thành cám ơn giúp đỡ bạn Trước trả lời câu hỏi sau, xin bạn vui lịng cho biết thơng tin cá nhân cách khoanh trịn thơng tin trả lời câu hỏi : Giới tính : Nam / Nữ Quê quán bạn : Nơi bạn học tiếng Anh trước vào trường ĐHKHXHNV : Hiện bạn sinh viên khoa : Tuổi bạn : Bạn học tiếng Anh sống nước nói tiếng Anh chưa : Có / Khơng Ngồi tiếng Anh bạn có học thêm ngơn ngữ khác khơng ? Có / Khơng Ngoại ngữ học theo nhiều cách khác Mục đích phiếu điều tra xem phương pháp học từ vựng bạn Vậy bạn tích ( √ ) vào lựa chọn cho phía Hãy nhớ chọn phương pháp bạn thực sử dụng để học ghi nhớ từ , chọn phương pháp người bạn bạn dùng phương pháp mà bạn nghĩ tốt cho người học ngoại ngữ STT Phương pháp Không Hiếm (1) (2) Thỉnh Thường Luôn thoảng xuyên (3) (4) (5) 50 Ghi từ vào card nhỏ mang theo để học cần Sử dụng từ điển Anh- Anh Sử dụng từ điển Anh – Việt Đoán nghĩa từ dựa vào cấu trúc từ Đoán từ dựa vào ngữ cảnh cụ thể Nhờ giáo viên dịch từ sang tiếng Việt Tận dụng hội để thực hành sử dụng từ giao tiếp với người nước Nhờ giáo viên kiểm tra xem liệu dùng từ có văn phong khơng Học từ thực hành với bạn bè 10 Phân loại xếp từ theo nhóm từ theo chủ để từ loại 11 Liên tưởng đến từ học trước 12 Liên tưởng âm từ với hình ảnh 13 Nhớ từ dựa từ loại liên quan ( ví dụ từ đồng nghĩa , trái 51 nghĩa …) 14 Học từ theo cụm cố định 15 Ghi nhớ nghĩa tiền tố , hậu tố 16 Tự tạo qui tắc riêng cho từ ôn tập nhiều lần 17 Nhớ vị trí từ giáo trình, bảng 18 Tạo tình giao tiếp có sử dụng từ 19 Tự chọn cho thân từ quan trọng ghi nhớ 20 Đặt câu có sử dụng từ 21 Gạch chân chữ từ 22 Đọc to, đọc đọc lại từ 23 Dán từ lên đồ vật xung quanh 24 Tránh dùng từ cách đọc , cách viết 25 Tạo từ thay cho từ cách đọc, cách viết ( vd dùng paper notebook) holder thay cho 52 26 Nếu lần dùng từ thấy khơng hiệu quả, khơng tự nhiên lần sau dùng từ khác 27 Viết viết lại từ 28 Xem trước phần từ vựng gạch chân từ quan trọng 29 Ghi chép từ sổ riêng 30 Tự kiểm tra trình độ việc làm thêm tập liên quan đến từ vựng 31 Không học từ vựng phần giáo viên dạy 32 Học từ từ nguồn khác ngồi giáo trình ( nghe nhạc, đọc báo , xem film…) 33 Không quan tâm đến từ mà giáo viên khơng giải thích lớp 34 Đặt mục tiêu học từ cho thân ( từ /ngày) 35 Cách khác mà em áp dụng : 53 APPENDIX 2: INTERVIEW SCHEDULE Thank you for participating in this interview, which will be centered on your students‟ vocabulary learning strategies The interview will last about 10 minutes We will first find out the strategies commonly employed by students in learning new words First, please describe the way in which your students usually learn a new word Follow-up question: Among these strategies which are used by learners, which is applied most and least? Follow up question: When your students learn new words, what aspects of words they often pay most attention? (For example word form, grammar, collocation or other aspects of meaning)? Next question: What are the differences of students‟ strategies which they use to learn and revise new words in different faculties? Last question: Do you pay much attention to supply strategies for students when you teach vocabulary? If yes, which strategies you often teach them? ... FIRST YEAR STUDENTS IN USSH – VNUH (NGHIÊN CỨU VỀ CHIẾN LƢỢC HỌC TỪ VỰNG CỦA SINH VIÊN NĂM THỨ NHẤT TRƢỜNG ĐẠI HỌC KHXHNV – ĐHQGHN) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology... of imagery or grouping The strategies can consist of imagining word‟s meaning, using semantic maps, grouping words together within a storyline and so on 1.4.3 An overview of vocabulary learning. .. of the main findings In the present study, vocabulary is seen as an important ingredient of language and vocabulary learning is an essential part of second or foreign language learning Language