Đề tài An investigation into vocabulary learning strategies employed by students at hung vuong gifted high school

CANDIDATE’S STATEMENT --------------*****------------- I hereby certify that the thesis entitled AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES EMPLOYED BY STUDENTS AT HUNG VUONG GIFTED HIGH SCHOOL is the result of my own research for the Degree of Master of Arts at College of Foreign Languages, Hanoi National University and that this thesis has not been submitted for any degree at any other university or tertiary institution. Signature: Date: ACKNOWLEDGEMENT First I would like to express my sincere and deep gratitude to my supervisor, Ms. Phan Van Quyen, who has given me great help with this thesis. Without her experienced guidance, valuable suggestions and dutiful supervision, my research would be far from completed. I would also like to acknowledge my debt of gratitude to Dr. Le Hung Tien and the staff members of the Post Graduate Department and the lecturers at College of Foreign Languages, Vietnam National University-Hanoi for their valuable lectures, which laid the foundation of this thesis and for their knowledge as well as their sympathy. I am thankful to Ms. Nguyen Thi Thuy Minh, the lecturer at Post Graduate Department, College of Foreign Languages, Vietnam National University-Hanoi and Ms. Tran Thi Nguyen Ha, the lecturer at Commerce English Department, Foreign Trade University for their valuable help. I am also grateful to Ms. Le Thu Ha, the librarian at the Resource Centre, who is willing to lend me a lot of interesting books and valuable materials for my thesis. I take this opportunity to thank all students and teachers at Hung Vuong Gifted High School for their help and co-operation during the time I collected the data. Last but not least, I would like to express my thank to my beloved parents, my husband, my son, my brothers and my sisters who continually gave me a lot of support and encouragement for the fulfillment of this challenging work. Hanoi, 2008 ABSTRACT This paper reports on the learning of English vocabulary by high school students (N=67) in Hung Vuong Gifted High School. The purpose of this study was twofold: 1) to identify what vocabulary learning strategies are commonly used by the students at Hung Vuong Gifted High School; 2) to look at the differences in vocabulary learning strategy by gender and major in relation to strategy use. A vocabulary learning strategy questionnaire was used for data collection. Statistical analysis revealed that most of the strategies given in the questionnaire were not used with high frequency. Only one of five groups of strategies had the frequency above 50% (Determination strategies). The rest had the frequency below 50%. This may lead to difficulties in long-term retention and use of vocabulary. Significant differences existed in strategy use by field of study. Meanwhile, the difference between the male and female in the use of vocabulary learning strategies was hardly seen. Suggestions should be that students need introducing and guiding more strategies so that they can make their best choice. TABLE OF CONTENTS CANDIDATE’S STATEMENT…………………………………………..……..........……….i ACKNOWLEDGEMENT…………………………………………………..………………...ii ABSTRACT………………………………………………………………..………………….iii TABLE OF CONTENTS………………………………...……………………..…………….iv LIST OF TABLES…………………………………………................................…………….vi LIST OF FIGURES………………......................................................................…………….vi CHAPTER1:INTRODUCTION………………………………………………………………1 1. Rationale of the study………………………………………………….............……………..1 2. Objectives of the study………………………………………………………………………..2 3.Research Questions…………………………………………….........................……………...2 4.Scope of the study…………………………………………………………......………………2 5. Method of the study……………………………………………........................……………..3 6. Design of the study…………………………………………………………………………...3 CHAPTER 2: LITERATURE REVIEW…………………………………………………….4 2.1 Introduction………………………………………………………………………………….4 2.2 Language learning strategies……………………………….............................……………..4 2.2.1 The definitions of learning strategy ……………………………………………………....4 2.2.2 The characteristics of learning strategy……………………………….......……………....5 2.2.3 Classifications of learning strategies……………………………………………………...6 2.3 Vocabulary and vocabulary learning strategies………………........................……………12 2.3.1 Construct of knowing a word……………………………….........................……………12 2.3.2 Vocabulary learning strategies…………………………………………………………...14 2.3.2.1 Vocabulary learning strategies-the definitions…………………...............……………14 2.3.2.2 Classifications of vocabulary learning strategies………………………………………14 2.3.2.3 Clarifying Schmitt’s vocabulary learning strategies ………………………………….19 2.4 Summary…………………………………………………………………………………...22 CHAPTER 3: THE STUDY………………………………………………………………….23 3.1 Research questions ………………………………………………………………………...23 3.2 The study participants……………………………………………………………………...23 3.3 Data collection instruments………………………………………………………………...23 3.4 Data collection procedures ………………………………………………………………...24 3.5 Data analysis procedure …………………………………………………………………...25 3.5.1 Applying Determination strategies to Learning English Vocabulary …………………...25 3.5.2 Applying Social strategies to Learning English Vocabulary ……………………………26 3.5.3 Applying Memory strategies to Learning English Vocabulary………………………….27 3.5.4 Applying Cognitive strategies to Learning English Vocabulary………………………..29 3.5.5 Applying Metacognitive strategies to Learning English Vocabulary……………………30 3.6 Overall vocabulary learning strategy use…………………………………………………..33 3.7 The differences in the use of vocabulary learning strategies in terms of gender and majors…………………………………………………………………………………………..33 3.7.1 Strategy use by gender…………………………………………………………………...34 3.7.2 Strategy use by majors…………………………………………………………………...36 3.8 Summary……………………………………………………..........................…………….38 CHAPTER 4: ANALYSIS AND DISCUSSION……………………………………………39 4.1 Vocabulary learning strategies used by HV Gifted High School students: What and How often?............................................................................................……………………………...39 4.2 The differences in the use of vocabulary learning strategies in terms of gender and majors…………………………………………………………………………………………42 4.2.1 Strategy use by gender…………………………………………………………………..42 4.2.2 Strategy use by majors…………………………………………………………………...42 CHAPTER 5: CONCLUSION……………………………………………………………...43 5.1 Summary and Implications…...……………………………………………………………43 5.2 Limitations and suggestions for further study……………………………………………..44 REFERENCES APPENDIX LIST OF TABLES Table 1: Components of learning strategies………………………………………………….5 Table 2: Features of language learning strategies…………………………………………...6 Table 3: Direct learning strategies …………………………………………………………...8 Table 4: Indirect learning strategies………………………………………………………...10 Table 5: Vocabulary learning strategies…………………………………………………….16 Table 6: Taxonomy of vocabulary learning strategies……………………………………..16 Table 7: Vocabulary Learning Strategies in The Questionnaire…………………………..24 Table 8: Means of Vocabulary Learning Strategies ……………………………………….31 Table 9: Comparisons of Strategy Use by Gender……………………………………….....34 Table 10: Comparisons of Strategy Use by Field of Study..……………………………….36 LIST OF FIGURES Figure 1: Students’ use of DET strategies in vocabulary learning………………………...25 Figure 2: Students’ use of SOC strategies in vocabulary learning………………………...26 Figure 3: Students’ use of MEM strategies in vocabulary learning………………………27 Figure 4: Students’ use of COG strategies in vocabulary learning………………………..29 Figure 5: Students’ use of MET strategies in vocabulary learning………………………..30 Figure 6: Statistics of five groups of vocabulary learning strategies……………………...39