Tài liệu The use of English vocabulary learning strategies among university students

LAC HONG UNIVERSITY Faculty of English Language ------------------- RESEARCH REPORT The use of English vocabulary learning strategies among university students: Lac Hong university Name: Nguyen Thi Thuy Trang Class: 15AV112 December 2019 LAC HONG UNIVERSITY Faculty of English Language ------------------- RESEARCH REPORT The use of English vocabulary learning strategies among university students: Lac Hong university Name: Nguyen Thi Thuy Trang Class: 15AV112 Advisor: Trinh Dieu Hien, MA. Nguyen Van Tan, PhD. The use of English vocabulary learning strategies among December university2019 students The use of English vocabulary learning strategies among university students DECLARATION I, Nguyen Thi Thuy Trang, certify that the thesis entitled “The use of English vocabulary learning strategies among university students” is my work and has not previously been submitted for a degree or similar award at another institution. Dong Nai, 2019 Nguyen Thi Thuy Trang ACKNOWLEDGEMENTS This research would have not been completed without the invaluable help of many people, to whom my grateful acknowledgments are extended. First and foremost, I would like to express my gratitude and appreciation to my advisors, Mrs. Trinh Dieu Hien, MA, Mr. Nguyen Van Tan, PhD., for their helpful guidance, practical suggestion, precious advice, great encouragement, and enthusiastic supervision. They helped and supported me all the ways, so that I could meet the research deadline. I am also extremely grateful to lecturers of Faculties at Lac Hong University who wholeheartedly supported me during my conduct of the survey. Without their facilitation, I could hardly keep up with the research schedule. Besides, my special thanks are addressed to Lac Hong university students who take the time to complete the questionnaires. Finally, my appreciation for the support, understanding, and sympathy are sent to my beloved family and friends. ABSTRACT Learning vocabulary has become an integral part of students' English language learning, and vocabulary learning strategies have been considered as approaches greatly facilitating the vocabulary learning process of students. This study, therefore, with the aims of identifying the types of vocabulary learning strategies currently used by university students and investigating differences (if any) in vocabulary learning strategies use according to gender, university year groups and academic majors, hope to provide a better understanding to fully support students in this journey. This is quantitative research and research design is under the form of a survey. Data has been collected through the questionnaire and for analysis purposes, SPSS software has been used. The results reveal that students use various strategies in their vocabulary learning processes. Among them, learning spellings of the words to remember them and using dictionaries to find new English words’ meanings to remember the words are greater use. Besides, significant differences in the use of specific vocabulary learning strategies based on gender, university year groups, and academic majors are found. i TABLE OF CONTENTS CHAPTER 1 ............................................................................................................... 1 INTRODUCTION ...................................................................................................... 1 1.1 Introductory paragraph ...................................................................................... 1 1.2 Statement of the probem ................................................................................... 1 1.3. Purposes of the study ....................................................................................... 2 1.4. Significance of the study .................................................................................. 2 1.5. Scope of the study ............................................................................................ 3 1.6. Research Questions .......................................................................................... 3 1.7. Research Hypothesis ........................................................................................ 3 CHAPTER 2 ............................................................................................................... 4 LITERATURE REVIEW ........................................................................................... 4 2.1 Language Learning Strategies ........................................................................... 4 2.1.1 Definitions of Language Learning Strategies ............................................. 4 2.1.2 Classification of Language Learning Strategies ......................................... 5 2.1.2.1 Language learning strategies’ classification of Bialystok 1978 ........... 5 2.1.2.2 Language learning strategies’ classification of Carver 1984 ............... 6 2.1.2.3 Language learning strategies’ classification of O'Malley et al 1985 ... 8 2.1.2.4 Language learning strategies’ classification of O’Maley and Chamot 1990 .................................................................................................................. 9 2.1.2.5 Language learning strategies’ classification of Oxford 1990 ............ 11 2.2 Vocabulary Learning Strategies ...................................................................... 18 2.2.1 Definitions of Vocabulary Learning Strategies ........................................ 18 2.2.2 Classification of Vocabulary Learning Strategies .................................... 19 2.2.2.1 Vocabulary learning strategies’ classification of Schmitt and Schmitt 1993 ................................................................................................................ 19 2.2.2.2. Vocabulary learning strategies’ classification of Gu and Johnson 1996 ................................................................................................................ 22 ii 2.2.2.4 Vocabulary learning strategies’ classification of Schmitt 1997 ......... 25 2.2.3 Studies on vocabulary learning strategy use of students .......................... 28 CHAPTER 3 ............................................................................................................. 32 RESEARCH METHODOLOGY AND PROCEDURE........................................... 32 3.1 Aims and Objectives ....................................................................................... 32 3.2 Methodology ................................................................................................... 32 3.3. Population and sampling ................................................................................ 32 3.4. Data collection ............................................................................................... 33 3.5 Procedure......................................................................................................... 34 3.6. Analysis plan .................................................................................................. 35 CHAPTER 4 ............................................................................................................. 36 FINDINGS AND DISCUSSION ............................................................................. 36 4.1 The characteristics of respondents .................................................................. 36 4.1.1 The vocabulary learning questionnaire ..................................................... 36 4.1.1.1 Participants’ gender ............................................................................ 36 4.1.1.2 Participants’ university year groups ................................................... 36 4.1.1.3 Participants’ academic majors ............................................................ 37 4.2 Findings and discussion of research questions ............................................... 38 4.2.1 Research question 1 .................................................................................. 38 4.2.2 Research question 2 .................................................................................. 41 4.2.2.1 Gender differences in vocabulary learning strategy use .................... 41 4.2.2.2 University year group differences in vocabulary learning strategy use ........................................................................................................................ 45 4.2.2.3 Major differences in vocabulary learning strategy use ............................. 51 CHAPTER 5 ............................................................................................................. 71 CONCLUSIONS AND RECOMMENDATIONS ................................................... 71 5.1. The summary of the main findings of the study ............................................ 71 5.1.1 Vocabulary learning strategies currently used by students ...................... 71 5.1.2. The difference in vocabulary learning strategy use ................................. 73 iii 5.1.2.1 Gender differences in vocabulary learning strategy use .................... 73 5.1.2.2 University year group differences in vocabulary learning strategy use ........................................................................................................................ 74 5.1.2.3 Major differences in vocabulary learning strategy use ...................... 74 5.2 Contributions of the study ............................................................................... 75 5.3 Implications of the study ................................................................................. 76 5.4 Limitations and recommendations for further research .................................. 77 REFERENCES ......................................................................................................... 79 APPENDIX A........................................................................................................... 82 APPENDIX B ........................................................................................................... 87 APPENDIX C ........................................................................................................... 91 APPENDIX D........................................................................................................... 97 APPENDIX E ......................................................................................................... 100 APPENDIX F ......................................................................................................... 104 iv LIST OF TABLES Table 1. Bialystok’s (1978) language learning strategies classification .................... 6 Table 2. Carver’s (1984) language learning strategies classification ......................... 7 Table 3. O'Malley et al. (1985) language learning strategies classification ............... 8 Table 4. O’Maley and (Chamot 1990) language learning strategies classification ... 9 Table 5a. Oxford (1990) language learning strategies classification ....................... 12 Table 5b. Oxford (1990) language learning strategies classification ....................... 15 Table 6. Schmitt and Schmitt’s (1993) vocabulary learning strategies classification .................................................................................................................................. 20 Table 7. A summary of Gu and Johnson (1996) vocabulary learning strategies classification ............................................................................................................. 23 Table 8. Lawson and Hogben (1996) vocabulary learning strategies classification 24 Table 9. Schmitt (1997) vocabulary learning strategies classification ..................... 26 Table 10 Frequencies of participants’ gender .......................................................... 36 Table 11 Frequencies of participants’ university year groups ................................. 37 Table 12 Frequencies of participants’ academic majors .......................................... 37 Table 13 Means of vocabulary strategy use ............................................................. 39 Table 13 Means of vocabulary strategy use (cont)................................................... 39 Table 13 Means of vocabulary strategy use (cont)................................................... 40 Table 13 Means of vocabulary strategy use (cont)................................................... 40 Table 14 Other vocabulary learning strategies used by students ............................. 40 Table 15 Independent samples test on vocabulary use by gender ............................ 43 Table 16 Means of the vocabulary learning strategies use by gender ...................... 44 Table 17 ANOVA tests on vocabulary learning strategy use by university year group ......................................................................................................................... 45 Table 18 Post Hoc Tests on DET1 by university year group ................................... 46 Table 19 Means of DET1 by university year group ................................................. 47 Table 20 Post Hoc Tests on SOC1 by university year group ................................... 48 v Table 21 Means of SOC1 by university year group ................................................. 49 Table 22 Post Hoc Tests on SOC3 by university year group ................................... 50 Table 23 Means of SOC3 by university year group ................................................. 51 Table 24 ANOVA tests on vocabulary learning strategy use by academic major ... 52 Table 25 Post Hoc Tests on DET1 by academic major ............................................ 54 Table 26 Means of DET1 by academic major .......................................................... 55 Table 27 Post Hoc Tests on DET2 by academic major ............................................ 56 Table 28 Means of DET2 by academic major .......................................................... 57 Table 29 Post Hoc Tests on DET3 by academic major ............................................ 57 Table 30 Means of DET3 by academic major .......................................................... 58 Table 31 Post Hoc Tests on DET4 by academic major ............................................ 59 Table 32 Means of DET4 by academic major .......................................................... 60 Table 33 Post Hoc Tests on SOC1 by academic major ............................................ 60 Table 34 Means of SOC1 by academic major .......................................................... 61 Table 35 Post Hoc Tests on SOC3A by academic major ......................................... 62 Table 36 Means of SOC3A by academic major ....................................................... 63 Table 37 Post Hoc Tests on MEM1 by academic major .......................................... 64 Table 38 Means of MEM1 by academic major ........................................................ 64 Table 39 Post Hoc Tests on MEM3 by academic major .......................................... 65 Table 40 Means of MEM3 by academic major ........................................................ 66 Table 41 Post Hoc Tests on MEM7 by academic major .......................................... 67 Table 42 Means of MEM7 by academic major ........................................................ 67 Table 43 Post Hoc Tests on MET2 by academic major ........................................... 68 Table 44 Means of MET2 by academic major ......................................................... 69 vi CHAPTER 1 INTRODUCTION 1.1 Introductory paragraph Learning a new language requires students to make a great effort because “it entails learning many aspects, including pronunciation, writing system, syntax, pragmatics, rhetorical modes for reading and composition, culture, and spelling, but the most important aspect is vocabulary." (Folse, 2004, p.1). In the same vein, Grass and Selinker (1994, p.270) also point out that “lexicon is the most important component for learners.” Discussing the reasons why vocabulary is thought to be the most vital factor of the language learning process, Lewis (1993, p.89) states, “lexis is the core or heart of language.” Moreover, “without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed, and there is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say” (Wilkins 1972, p.111). Although the importance of vocabulary has been recognized, learning vocabulary is considered as a very difficult task for students. Being aware of this, researchers in many countries conduct various studies on strategies that learners use when they learn vocabulary. Researchers believe that students can gain a vast quantity of vocabulary easily with the help of vocabulary learning strategies, and that these strategies are useful to students at different language levels (Nation, 2001). Furthermore, “vocabulary learning strategies develop the autonomy of the students by allowing self-directed involvement and helping them gain control of their learning.” (Wanpen et al., 2013, p.313). By determining the vocabulary learning strategies used by students, researchers hope for giving some suggestions on how to facilitate students in vocabulary acquisition. 1.2 Statement of the problem Being one of the most popular languages in the world, English seems to be the first choice for students who intend to learn a new foreign language. In that general 1 context, students in Vietnam are not the exception. They also choose to learn English and face difficulties when learning vocabulary. However, after examining the literature review in this field, the researcher realizes that studies on vocabulary learning strategies are seemly in the early stage in Vietnam. Very few published research in Vietnam carry on this topic. Besides, studies both determine the vocabulary learning strategies use of students overall and examine the differences in the use of these strategies based on many specific factors like gender, university year groups, academic majors at the same time are rare. Thus, to fill these gaps, the researcher undertakes a study on the topic: “The use of English vocabulary learning strategies among university students”. 1.3. Purposes of the study The purposes of this study are (1) to investigate the use of vocabulary learning strategies among university students overall, and (2) to explore the differences in vocabulary learning strategy use of students according to specific factors. 1.4. Significance of the study Once the present research is completed, its findings are expected to benefit people who are interested in this topic and fill the gaps in the field. Particularly, the significance of this study will be: First, university students will become aware of the vocabulary learning strategies they are using, and know more about some other vocabulary learning strategies. Base on these facts, they, themselves, can consider and choose the appropriate vocabulary learning strategies as well as related activities for better vocabulary learning outcomes. Second, teachers will know what vocabulary learning strategies students currently use, and acknowledge differences in vocabulary learning strategy use according to gender, university year groups, and academic majors (if any). In this way, they can make adjustments to teaching vocabulary in classes. Besides, they can encourage or 2 advise students to choose suitable vocabulary learning strategies and implement them to self-study English vocabulary. Third, for researchers, especially researchers in Vietnam, who concern about vocabulary learning strategies, this research can be a useful reference for their studies. It will give them a clearer view of this topic. Fourth, the researcher hopes that this study will fill the gaps in the field; thereby it provides the extension of literature. 1.5. Scope of the study This study investigates the use of vocabulary learning strategies among university students overall, and explore the differences in vocabulary learning strategy use of students according to specific factors. 917 students at Lac Hong University are selected as sample for this research. Data is collected via questionnaires from October 31, 2019 to November 24, 2019. 1.6. Research Questions The present study seek to answers the following research questions: 1. What vocabulary learning strategies currently used by university students? 2. Are there any differences in vocabulary learning strategies use in terms of gender, university year groups, and academic majors? 1.7. Research Hypothesis It is hypothesized that there are differences in vocabulary learning strategies use according to gender, university year groups, and academic majors. 3 CHAPTER 2 LITERATURE REVIEW 2.1 Language Learning Strategies As a branch of language learning strategies is Vocabulary learning strategies, it is vital to know how language learning strategies are defined and classified first. 2.1.1 Definitions of Language Learning Strategies Researchers define language learning strategies in different ways. The early definition is given by Rubin (1975, p. 43), who regards language learning strategies as “techniques or devices which a learner may use to acquire knowledge.” In Bialystok's (1978) definition, language learning strategies were optional means that learners use to exploit information with the aim of make competence in a second language better. Oxford and Crookall (1989) have the same idea as Bialystok (1978) about language learning strategies. They state that language learning strategies are “the behaviors used by learners to move toward proficiency or competence in a second or foreign language” (Oxford & Crookall, 1989, p. 404). From Oxford’s (1989) perspective, language learning strategies are “behaviors or actions” used by the learners to make the language learning process “more successful, self-directed, and enjoyable” (p.235). Similarly, “specific actions which were taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (p. 8) are the definition of language learning strategies provided by Oxford (1990). Maclntyre (1994) also contributes to language learning strategies’ definition by saying that techniques and tricks the learners use for making the target language learning easier are called language learning strategies. Ghani (2003) provides another definition of language learning strategies. The author writes that language learning strategies are “specific actions, behaviors, steps, or techniques that students (often intentionally) use for improving their progress in developing L2 skill,” and assumes that these strategies can facilitate the internalization, storage, retrieval, or 4 use of the new language" (Ghani, 2003, p.31). According to Cohen’s (2014) definition, language learning strategies are “strategies for (1) identifying the material that needs to be learned, (2) distinguishing it from other material if need be, (3) grouping it for easier learning, (4) having repeated contact with the material, and (5) formally committing to memory whatever material is not acquired naturally through exposure” (p.12). From definitions of language learning strategies above, it can be concluded that there are various language learning strategies’ definitions. The following discussion is definitions of Vocabulary Learning Strategies. 2.1.2 Classification of Language Learning Strategies From many definitions of language learning strategies, there are also various language learning strategies’ taxonomies suggested by researchers. This part respectively presents the language learning strategies taxonomies suggested by some researchers. They are Bialystok (1978), Carver (1984), O'Malley et al. (1985), O’Maley & Chamot (1990), Oxford (1990), and Intaraprasert (2000). 2.1.2.1 Language learning strategies’ classification of Bialystok 1978 Bialystok (1978) divided language learning strategies into three groups (1) practicing, (2) monitoring, and (3) inferencing strategies. The practicing strategy group is thought-about as actions concentrating on understanding the meaning and properties of the target language. This group consists of two sub-strategies, specifically formal and functional strategies. Formal strategies are actions concentrating on remembering spellings of words. Functional strategies, meanwhile, are actions focusing on messages' meanings. The two next strategies groups are called monitoring and inferencing. The former refers to learners' actions learners take to convey the messages' meanings effectively. The latter covers learners' actions to deduce unknown information based on the information they have known. Table 1 below presents a summary of Bialystok's (1978) language learning strategies classification. 5 Table 1. Bialystok’s (1978) language learning strategies classification A. Practicing strategies 1. Formal 2. Functional B. Monitoring strategies. C. Inferencing strategies 2.1.2.2 Language learning strategies’ classification of Carver 1984 Language learning strategies, in Carver's (1984) opinion, are classified into four main groups, particularly strategies for (1) coping with target language rules, (2) organizing learning, (3) receiving performance, and (4) producing performance. The first strategy group includes some strategies such as transfer from mother language, simplification, reinterpretation, hypercorrection, generalization. The second ones involve some strategies like repetition, cognition, revision, peer group, contact with teachers. In the next two strategies groups called receiving and producing performance, the researcher proposes their subgroups together with their subsets. The first group covers inferring from probability and knowledge of the world, checking by asking for simplification, or by rereading, predicting from contextual clues and identifying key terms from chance or frequency. These strategies, in general, refer to deal with language performance. The second group relates repeating sentences, labeling by function lifting of ideas/sentences, and monitoring reception by requesting comment/ question tags. Below is the detailed outline of Carver’s (1984) language learning strategies. 6 Table 2. Carver’s (1984) language learning strategies classification A. Strategies for coping 1. Simplification 3. Reinterpretation 5. Generalization 2. Transfer from L1 4. Hypercorrection 6. Elimination of with target register difference language rules B. Strategies for organizing 1. Repetition 5. Peer group 8. ‘Cheating’ 2. Cognition 6. Whole or part 9. Trying out and learning practicing 7. Using reference 10. Concentrated or material spaced learning learning 3. Revision 4. Contact with teacher B. Strategies 1. Inferring -from probability and knowledge of the for receiving performance. world 2. Checking -by asking for simplification -by rereading/replaying/asking for repetition -by asking for confirmation of one’s own interpretation 3. Predicting -from contextual clues 4. Identifying key terms -from chance -from frequency -from knowledge of context C. Strategies for producing 1 Repeating -sentences -key elements 2. Labelling -by function -by enumeration language -by phatic elements 7 performance. 3. Lifting -of ideas -of sentences -of expressions 4. Monitoring reception - by question tags, and other feedback -by requesting comment or reply 2.1.2.3 Language learning strategies’ classification of O'Malley et al 1985 In the article named Learning strategies used by beginning and intermediate ESL students published in 1985, O'Malley et al. (1985) create a list of language learning strategies under three categories: (1) metacognitive strategies, (2) cognitive strategies, and (3) social mediation. Metacognitive strategies are actions derived from the personal awareness of learners, about the learning process of themselves or those around them, thereby they can adjust, evaluate and, deal with problems in their learning process (Brown & Palincsar, 1982). Next, cognitive strategies relate actions learners take to solve learning tasks requiring direct analysis, transformation, or synthesis of learning materials (Brown & Palincsar, 1982). Finally, social mediation concerning individual learner interaction with others is mentioned. Besides, researchers also provide subcategories of each. In subcategories of the first one, advance organizers directed attention, and selective attention are actions listed. The subclass of the second one covers repetition, resourcing, directed physical response. The final category has just one subcategory called cooperation. The following table will describe the language learning strategies taxonomy of O'Malley et al.’s (1985) in more detail. Table 3. O'Malley et al. (1985) language learning strategies classification A. Metacognitive strategies 1. Self-evaluation 2. Self-monitoring 4. Selective attention 8. Advance organizers 5. Self-reinforcement 9. Advance 6. Self-management preparation 3. Directed attention 7. Delayed production B. Cognitive strategies 1. Imagery 7. Translation 13. Recombination 2. Transfer 8. Repetition 14. Contextualization 15. Question for 8 3. Key word 9. Resourcing clarification 4. Grouping 10 Inferencing 12. Directed physical 5. Deduction 11. Elaboration 6 Auditory 12. Note-taking response representation C. Social mediation 1. Cooperation 2.1.2.4 Language learning strategies’ classification of O’Maley and Chamot 1990 O’Maley and Chamot (1990) provide their language learning strategies classification basing on language learning strategies taxonomy of O'Malley et al. (1985). Language learning strategies, according to their viewpoints, consist of three classes: (1) metacognitive strategies, (2) cognitive strategies, and (3) social/affective strategies. The first category refers to language learners' selective attention, planning, monitoring, and evaluation in their learning processes. The two following classes are cognitive strategies that include such devices as transfer, imagery, deducing, and social/affective strategies that relate to self-talk, cooperation, or questioning for clarification. The next table summarizes fully subclasses and sets of each subclass. Table 4. O’Maley and (Chamot 1990) language learning strategies classification A. Metacognitive 1. Planning strategies - for the organization of either written or spoken discourse. 2. Evaluation - checking comprehension after completion of a receptive language activity, -evaluating language production after it has 9