LITERATURE REVIEW
Vocabulary in second language learning and teaching
Vocabulary encompasses not only individual words but also compounds and multi-word idioms, as highlighted by Ur (1996), who states that it includes the words taught in a foreign language Similarly, Richards and Platt (1992) reinforce this understanding by defining vocabulary in a comparable manner.
Vocabulary encompasses a collection of lexemes, such as words, compound words, and idioms According to Read (2000), vocabulary serves as an inventory of individual words along with their meanings Various definitions suggest that vocabulary represents the complete set of words within a language (Hornby, 1995).
1.1.2 The status of vocabulary in language teaching and learning
Over the past two decades, vocabulary teaching and learning have undergone significant transformation According to McCarthy (1990), vocabulary is the most crucial element of any language course Regardless of a student's proficiency in grammar or mastery of pronunciation in a second language (L2), effective communication is impossible without a rich vocabulary to convey diverse meanings.
Since the mid-1980s, there has been a growing focus on the significance of vocabulary in second language acquisition, leading to various studies on bilingual lexicons, vocabulary acquisition, and retrieval processes Vocabulary is a crucial element of language learning, with Coady and Huckin (1997) emphasizing that "vocabulary is central to language" and that "words are of critical importance to the typical language learner."
In today's educational landscape, vocabulary plays a crucial role in the teaching and learning of foreign languages The acquisition of vocabulary in a second language (L2) has garnered significant attention from researchers, educators, curriculum developers, and theorists, highlighting its importance in effective language instruction.
1.1.3 Main characteristics of vocabulary in business context
Vocabulary plays a crucial role in second language acquisition and teaching, particularly in specialized contexts This section will explore the concept of English for Specific Purposes (ESP) vocabulary and highlight its key characteristics within the business environment.
English for Specific Purposes (ESP) focuses on learning a foreign language for particular reasons, primarily categorized into two types: English for Occupational Purposes (EOP), which is aimed at job-related language skills, and English for Academic Purposes (EAP), designed for academic study specializations Currently, ESP encompasses various fields, including English for Technicians and English for Business, catering to specific professional and academic needs.
Technical words are specialized terms associated with specific fields such as engineering, medicine, and linguistics These terms are frequently found in specialized textbooks and are characterized by their precise meanings within their respective domains The high frequency of these words in their fields underscores their importance in conveying specialized knowledge.
According to Nation (2001), specialized vocabulary constitutes approximately 5% of the total words in a text This specialized terminology comprises words that frequently appear within a specific subject area but are less common in other fields (Nation and Chung, 2004).
Main characteristics of vocabulary in business context
Specialized English, including medical, technical, and business English, is defined by its unique lexicon According to Nguyen Phuoc Vinh (2011), Business English encompasses a variety of subjects and professions, making the meaning of words often context-dependent, relating to fields such as accounting, finance, banking, and marketing This article will explore the morphological and semantic characteristics of vocabulary specific to financial, accounting, and banking English.
Financial, accounting, and banking English utilize straightforward terminology, including terms like "asset," "bear," "capital," "debit," "earnings," and "fraud." Many of these words are composite, featuring a clear internal structure that enhances their meaning and understanding.
According to the Longman Business English Dictionary (2007), compound nouns play a significant role in business English vocabulary Nguyen and Ton (2010) emphasize that collocations, particularly combinations of nouns and adjectives with nouns, are key characteristics of financial, accounting, and banking English Their analysis of collocations in the Longman Business Dictionary reveals that the term "account" is associated with 65 collocations, "asset" with 13, and "balance" with 14, illustrating the prevalence of these compound nouns in the field.
In the fields of finance, accounting, and banking, several verb + preposition compounds have become essential terminology Key terms include buy-back, buy-in, take-out, take-over, turn-over, write-back, write-down, and write-off, which are integral to understanding financial operations and transactions.
In financial English, certain compound phrases follow the pattern of count noun plus adjective and take plural inflection on the noun, similar to legal terms like "attorneys general" and "courts-martial." Examples include "accounts payable," "bills receivable," and "shares outstanding."
Certain financial terms can pose challenges for learners, readers, and translators alike Examples include "dormant account," "liquid asset," "idle balance," "baby bond," "cooperative bank," and "red-chip company." Understanding these terms is crucial for navigating financial texts effectively.
Vocabulary memorization
Language learning requires effective memorization, which is the process of storing new information in memory (Schmitt, 1997) Numerous definitions of memorization exist across various studies and dictionaries, highlighting its significance in the language acquisition process.
Memorization is the deliberate process of committing information to memory, involving conscious effort and thought According to the Oxford Advanced Learner's Dictionary (2005), it entails learning something carefully for exact recall This technique aligns with cognitive learning strategies like rehearsal (O'Malley & Chamot, 1990) In essence, memorization encompasses the intentional storage of various types of information, including experiences, names, appointments, and facts, for future retrieval.
Vocabulary acquisition differs from grammar learning, as it relies on the accumulation of individual words rather than a set of rules A key challenge in teaching and learning vocabulary is understanding how memory functions According to researchers, there are distinct systems involved in memory processes (Thornbury, 2002).
Short-term memory allows individuals to retain a limited amount of information for brief periods, such as repeating a word just heard However, effective vocabulary acquisition requires more than mere retention; it necessitates various cognitive processes to transition words into long-term memory.
Working memory, as defined by Alan Baddeley and Graham J Hitch (2010), is a limited capacity component of the human memory system responsible for the temporary storage and manipulation of information essential for cognitive tasks Klimesch (1994) highlights four key characteristics of short-term memory: its limited capacity, primarily serial processing, role as a temporary working store, and the control processes involved Information typically remains in working memory for approximately twenty seconds, with the articulatory loop facilitating the processing of new material, akin to a repeating audiotape, which helps refresh the short-term store Furthermore, an individual's ability to retain words in working memory is a strong predictor of language learning aptitude, indicating that a greater capacity for holding words correlates with more effective foreign language acquisition.
Long-term memory functions as a vast storage system, distinct from working memory, which is limited in capacity and lacks permanence Unlike working memory, long-term memory boasts an extensive capacity and retains information over time To effectively transfer new information into long-term memory, it is essential to adhere to several principles outlined by Thornbury (2002).
Repetition of encounters with a word plays a crucial role in enhancing vocabulary retention When students encounter a word multiple times over a spaced interval during their reading activities, they significantly improve their chances of remembering it for an extended period This effective learning strategy underscores the importance of repeated exposure to new vocabulary in the educational process.
Retrieval activities, such as incorporating new concepts into written tasks, enhance students' ability to recall information in the future This method of repetition reinforces learning and aids in memory retention.
Spacing - it is useful to split memory work over a period rather than to mass it together in a single block
Pacing - to respect different learning styles and pace, students should be ideally given the opportunity to do memory work individually
Utilizing words in engaging and meaningful contexts is essential for transferring them into long-term memory, adhering to the “Use it or lose it” principle.
Cognitive depth - the more decisions students make about the word and the more cognitively demanding these decisions are, the better the word is remembered
Personal organizing - personalization significantly increased the probability that students will remember new items It is achieved mainly through conversation and role-playing activities
Imaging - easily visualized words are better memorable than those that do not evoke with any pictures Even abstract words can be associated with some mental image
Mnemonics - tricks to help retrieve items or rules that are stored in memory The best kinds of mnemonics are visuals and keyword techniques
Motivation - strong motivation itself does not ensure that words will be remembered Even unmotivated students remember words if they have to face appropriate tasks
Attention - it is not possible to improve vocabulary without a certain degree of conscious attention.
1.2.3 Factors affecting ESP vocabulary memorizing
Ur (1996) identifies several factors that influence our ability to remember certain words more effectively than others, including the characteristics of the words, the context in which they are learned, and the teaching methods employed This article will explore these factors in detail.
Nation (2001) highlights that specific lexis poses significant challenges in teaching and learning English for Specific Purposes (ESP) He emphasizes that ESP learners struggle not only with unfamiliar vocabulary but also with a lack of understanding of the unique conceptual frameworks inherent to the discourse communities that utilize these terms Additionally, the specialized lexis in ESP represents a complex puzzle for learners, as it encompasses values and conventions that are often unfamiliar to those outside the community.
Bowker and Pearson (2002) highlight that technical and general vocabulary can overlap, leading to potential confusion for learners When words share similar meanings, it can be challenging for learners to distinguish between them Additionally, words with multiple meanings can pose difficulties, as learners may hesitate to accept alternative definitions after grasping one Furthermore, unfamiliar concepts can complicate the learning process for specific words.
Research indicates that learners exhibit varying levels of vocabulary strategy usage, with Macaro (2005) emphasizing the importance of consciously applying strategies to enhance vocabulary acquisition Similarly, Cohen (1996) notes that many learners fail to cultivate a comprehensive set of strategies necessary for independent progress in language learning.
Daller, Milton, and Treffers-Daller (2007) highlight that individual differences and learning strategies significantly influence vocabulary memorization Effective memorization strategies involve linking new words to existing knowledge, utilizing imagery, or organizing information These strategies are crucial for helping learners retain new vocabulary throughout the learning process Schmitt (2000) identifies twenty-seven memorization techniques within his extensive vocabulary learning strategy taxonomy, such as studying words alongside pictorial representations of their meanings Despite the variety of memorization strategies available, the challenge lies in effectively applying them to meet the unique needs of individual learners.
Sun (2010) highlights that individual learner differences significantly influence how words are stored in memory According to Sun, three key aspects of these differences are crucial for effective word retention.
THE INVESTIGATION
Research methodology
The study investigates the challenges encountered by second-year non-English major students in memorizing English for Specific Purposes (ESP) vocabulary, while also exploring potential solutions to these issues It seeks to answer two key research questions related to these difficulties and their resolutions.
(1) What are the 2 nd year non-English major students’ difficulties in memorizing ESP vocabulary in the textbook “English for Finance”?
(2) What are the possible solutions to help the learners memorize ESP vocabulary better?
There are two groups of participants: students and teachers Group 1 involves
A total of 100 students from four departments are currently in the second term of their second year at the AOF, comprising 31 from Accounting, 23 from Banking and Insurance, 29 from International Finance, and the remainder from Taxation and Customs The majority of these students (78%) hail from rural areas, with 22% coming from urban settings, and a significant 79% are female Notably, 87% of the students had prior English language education before enrolling at AOF; among the 13% who did not, 2% have no experience with foreign languages, while the rest have studied French Additionally, Group 2 consists of 16 ESP teachers at AOF, each with teaching experience ranging from 4 to 25 years.
To collect data, two instruments, questionnaire for students and interview for teachers are used
The questionnaire, developed from literature on ESP vocabulary learning and the researcher’s four years of teaching experience at AOF, includes insights from discussions with fellow English teachers It comprises four main sections: Part I gathers demographic information about students, including their place of residence, major, and English learning status Parts II, III, and IV focus on students' challenges in memorizing ESP vocabulary, their feedback on the ESP course book, their teachers' vocabulary instruction, and their personal vocabulary learning experiences The complete questionnaire can be found in Appendix 1.
The semi-structured interview aims to gather teachers' insights on the use of English for Specific Purposes (ESP) vocabulary in course materials, their students' vocabulary retention, their instructional strategies for teaching vocabulary, and suggestions for enhancing students' vocabulary memorization skills Detailed interview questions can be found in Appendix 2.
Data for the investigation was collected through questionnaires distributed to 100 students during class time Clear instructions were provided for each question to ensure accurate responses After completing the questionnaire, students were encouraged to read it thoroughly and answer honestly, with the assurance that they could take as much time as needed to finish.
For teachers‟ deep understanding, thorough answers and great contribution, the interview questions were delivered before having interviews with them
The analysis of the questionnaire responses utilized descriptive statistics to evaluate the collected data To enhance comprehension and facilitate comparison, the raw data were converted into tables and charts Additionally, common themes from the open-ended interview questions were identified and analyzed.
Data analysis and discussion
This section presents the findings from a student questionnaire and teacher interviews, which will inform proposed strategies for enhancing the retention of English for Specific Purposes (ESP) vocabulary.
2.3.1.1 The results collected by questionnaire on the target language input
Topics of reading texts are…to your own knowledge
According to you, reading texts contain…new vocabulary items
There are…phrases, compounds in each unit
New vocabulary items are…repeated in the next units
Meanings of vocabulary items are…
C unfamiliar 78 There are…vocabulary practice exercises in each unit
Vocabulary practice exercises in each unit are…
Table 1: Students‟ opinion on the syllabus and ESP vocabulary in the course book
Regarding students‟ opinion on the syllabus and ESP vocabulary, table 1 shows that:
A significant 61% of students find the reading texts unfamiliar, while only 27% relate them to their existing knowledge after completing their Vietnamese course This highlights the challenge students face in retaining information in a target language when the content is not aligned with their background knowledge.
A significant 63% of students find that reading texts are filled with new vocabulary items, leading to challenges in retention after each unit In contrast, only 2% opted for the perception of having few new words, while the remainder considered the vocabulary load to be average Additionally, 67% of students expressed concerns about the abundance of phrases and compounds in each unit, further complicating their ability to memorize new vocabulary effectively.
A survey indicates that students believe new vocabulary items are infrequently repeated in subsequent units, with 62% stating they are "rarely" revisited and the remainder selecting "sometimes." This suggests that students have limited opportunities to encounter new vocabulary, hindering their ability to review and retain these words in long-term memory.
Only 5% of students find the meanings of vocabulary items in their books very familiar, while a significant 78% consider them unfamiliar Memorizing general English is already challenging for students, but the task becomes even more daunting with English for Specific Purposes (ESP) vocabulary, which often includes multiple specialized meanings and overlaps with general English, leading to confusion in understanding.
Over half of the students (51%) feel that there are insufficient vocabulary practice exercises in each unit, while 58% find these exercises unengaging This suggests that, despite a strong desire for increased vocabulary practice, the lack of interest in the exercises hinders students' ability to consolidate and memorize vocabulary effectively.
1.3.1.2 The results collected by questionnaire on the teachers’ vocabulary teaching methods
Teachers are crucial in assisting students with language acquisition, especially in vocabulary development Nevertheless, data from Table 2 reveal that educators at the AOF are still struggling to effectively support students in memorizing vocabulary.
Your teacher spends….time presenting new vocabulary items
Your teacher…teaches you to pronounce new vocabulary items
Your teacher… tests your learned vocabulary items
Your teacher trains you in memorizing new vocabulary items
Your teacher‟s vocabulary presenting ways are…
What techniques for presenting new words does your teacher often use?
(you can choose more than one)
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 new words
Table 2: Students‟ opinion on their teachers‟ vocabulary teaching methods
Nearly half of the students (48%) reported that their teachers dedicate significant time to presenting and explaining new vocabulary, including meanings, parts of speech, and sometimes connotations in Vietnamese However, pronunciation often receives less focus, as 49% of students indicated that their teachers rarely cover it, while 35% noted it is addressed only occasionally This lack of emphasis on pronunciation contributes to students' difficulties in memorizing vocabulary effectively.
Engaging students in vocabulary exercises and providing corrections aids in reinforcing their learning; however, only 11% of students reported that their teachers frequently assign and review these exercises In contrast, 34% indicated that this occurs sometimes, while the majority, at 55%, stated that such practices are rarely implemented.
“rarely” This makes students inactive in their vocabulary practicing and reviewing
A significant majority of students, 95%, admit that they have not received instruction on effective memory strategies from their teachers, highlighting a critical gap in educational support Only a small fraction, just 5%, report that their teachers provide guidance on these important techniques, underscoring the need for educators to incorporate memory strategy training into their curriculum to enhance student learning.
This is also a great difficulty for students to memorize vocabulary
Research indicates that a significant majority of students (66%) find their teachers' methods of presenting new vocabulary to be unengaging, with many opting for the term "boring." Traditional techniques, such as writing on the board and translating words into Vietnamese, account for 34% and 72% of the preferred methods, respectively These findings highlight that current vocabulary presentation strategies used by teachers are failing to captivate students' interest.
2.3.1.3 The results collected by questionnaire on students’ vocabulary learning
You feel it….to study ESP vocabulary
You are…in learning vocabulary during class lessons
You use new vocabulary items to discuss and communicate during class and after- class time
Memorizing ESP vocabulary items is…
You learn ESP vocabulary at home…
Table 3: Students‟ opinion on their own vocabulary learning
The effectiveness of vocabulary memorization largely hinges on individual students' learning approaches However, as indicated in Table 3, various challenges are evident in students' vocabulary acquisition processes.
A recent study reveals that student interest in studying English for Specific Purposes (ESP) vocabulary is concerning, with only 23% finding it engaging, while 41% consider it boring This indicates a significant lack of motivation among students to learn vocabulary Furthermore, 81% of students acknowledge their passivity in vocabulary acquisition, and 78% admit to rarely using the vocabulary they learn for discussions or communication, both during and after class.
A significant 68% of students find memorizing vocabulary challenging, yet only 16% dedicate time to daily home study, while 53% engage in vocabulary learning occasionally, primarily before tests This tendency towards procrastination, coupled with a general reluctance to tackle vocabulary memorization, significantly hinders their ability to retain new words effectively.
Effective vocabulary strategies play a crucial role in achieving success in language learning Table 4.1 presents a list of commonly used vocabulary strategies, highlighting the most effective ones for learners.
Which vocabulary strategies do you often use to memorize vocabulary?
A Connect words to personal experience 18
C Connect new words with known words 11
D Group words on topics such as: kinds of banks, etc 42
E Make sentences with new words 5
F Write down all new words in a notebook and learn them 49
G Rote- learn words and their Vietnamese equivalents 74
J Study and practice vocabulary through group work (e.g test each other‟s vocabulary)
Your3 most effective strategies are…
A Connect words to personal experience 5
C Connect new words with known words 6
D Group words on topics such as: kinds of banks, etc 28
E Make sentences with new words 4
F Write down all new words in a notebook and learn them 15
G Rote- learn words and their Vietnamese equivalents 27
J Study and practice vocabulary through group work (e.g test each other‟s vocabulary) 11
Table 4.1: Students‟ vocabulary memorizing strategies used
From figures shown on table 4.1 above, the comparison between question 19 and
20 is made in chart 1 below:
Chart 1: The comparison between used strategies and effective ones
Some suggested solutions
Based on an analysis of the challenges faced by students and the solutions proposed by teachers during interviews, along with insights from the author's research on vocabulary memorization theories, this article presents targeted recommendations for overcoming these difficulties These suggestions aim to benefit ESP learners, educators, curriculum developers, and material writers.
2.4.1 Material writers and curriculum developers
Before creating educational materials, designers must perform a needs analysis and establish clear objectives tailored to the learners' specific fields of study This approach facilitates the development of engaging and informative content, featuring concise, visually appealing passages that introduce new vocabulary By ensuring that these vocabulary items are revisited in later sections and accompanied by ample practice exercises, essential learning strategies can be effectively reinforced.
Curriculum developers should prioritize specialized courses like accounting, auditing, and banking before introducing English for Specific Purposes (ESP) By offering essential specialized courses first, students can grasp fundamental concepts that will enhance their understanding and application of ESP in their respective fields.
To enhance the effectiveness of English for Specific Purposes (ESP) learning, class sizes should be carefully considered, with each class ideally comprising at least 35 students This optimal size allows teachers to more easily design engaging materials and vocabulary exercises Additionally, improving teaching facilities is essential, as it supports educators in delivering more dynamic and interesting vocabulary instruction.
To ignite passion and motivation in students' learning of English for Specific Purposes (ESP) vocabulary, teachers must employ effective teaching techniques In addition to traditional methods such as clearly articulating words and writing them on the board or translating them into Vietnamese, it is essential to incorporate visual aids like pictures and images to enhance understanding and engagement.
Teachers should dedicate more time to developing engaging activities, such as word network gap-filling, guessing games, and brainstorming sessions, to enhance vocabulary practice Incorporating regular vocabulary checks through weekly or monthly progress tests and encouraging students to summarize previous units will provide them with more opportunities to practice and utilize the vocabulary they have learned.
ESP teachers can enhance their specialized knowledge by engaging with economics literature, newspapers, and relevant TV programs in both Vietnamese and English This practice not only boosts their confidence in teaching new ESP vocabulary but also fosters students' trust in their teachers' expertise, leaving a positive impression.
Furthermore, teachers should also focus more on presenting pronunciation by asking students to pronounce new vocabulary items several times chorally or individually
Teachers should guide students in employing effective memory strategies at the start of the course These strategies include linking new vocabulary to personal experiences, utilizing synonyms and antonyms, associating new words with familiar ones, and categorizing words by topics such as types of banks or branches of economics Implementing these techniques in initial lessons will enhance students' ability to use these strategies effectively.
To enhance vocabulary retention, students should strive to make new words meaningful by actively engaging with them rather than memorizing mechanically When words are merely read or written without deeper thought, they are quickly forgotten To improve memory, students can create mental images, organize information, and connect new words to their existing knowledge.
To enhance vocabulary retention, students should dedicate additional time to practicing and rehearsing newly learned words through vocabulary exercises and summarizing reading materials Frequent review of new vocabulary significantly improves memory retention, allowing students to remember more words effectively.
Regularly testing learned knowledge is crucial for students to reinforce their vocabulary skills Engaging in vocabulary exercises consistently encourages students to be more diligent and proactive in their learning Additionally, students can enhance their retention by playing games with friends or collaborating in pairs or groups, allowing them to mutually assess their vocabulary understanding.
To enhance vocabulary retention, students should minimize interference by avoiding the learning of new materials when they are awake, as this can lead to increased forgetting Reviewing vocabulary just before sleep can yield unexpectedly positive results Additionally, students should refrain from attempting to memorize too many new words simultaneously, as this can overwhelm their memory Instead, they can utilize brief moments throughout the day, such as before or after meals and during breaks, to memorize or review new vocabulary Making the most of these small intervals—like while riding the bus or waiting for class—can significantly improve their vocabulary acquisition.
Students should also take an active part in class-time vocabulary learning (using learned words to discuss and communicate), taking notes in a well- organized plan
To enhance their learning experience, students should focus on organizing their notes effectively, including aspects such as word families, parts of speech, and word groups This structured approach not only reinforces their understanding but also allows them to reflect on what they have learned at home By taking notes in a coherent manner, students can improve their retention and application of new vocabulary and concepts.
Students often take notes like:
Current account (n): tài khoản séc Liquidity (n): tính thanh khoản Legal tender (n): đồng tiền pháp định
The traditional note-taking system is ineffective as it offers only basic information about words, such as their meanings, parts of speech, and gender, while lacking flexibility for updates and refinements This outdated, one-dimensional approach does not accommodate the evolving understanding of language, nor does it provide pronunciation guidance Students should adopt a more comprehensive framework that encourages the inclusion of relevant information and allows space for future additions to enhance their learning experience.
Equilibrium /,i:kwi'libriəm/(n): sự cân bằng, điểm cân bằng e.g
Equilibrium for a particular goods means that the demand of that goods equals the supply
Commodity /kə'mɔditi/ (n): a product or a raw material that can be bought and sold Ex: They need more commodities for supplying their new markets
Students are encouraged to dedicate additional time to explore various memory strategies, as outlined in Appendix 6, to identify the most suitable and effective techniques that enhance their learning experience.
Conclusion
The study aimed to explore the challenges faced by second-year non-major students in memorizing ESP vocabulary while using the "English for Finance" textbook at the Academy of Finance Utilizing a mixed-method approach that combined qualitative and quantitative research, the investigation employed various tools, including questionnaires and interviews The participants included second-year non-major students and their instructors at the Academy of Finance.
This article explores the theoretical aspects of vocabulary, focusing specifically on English for Specific Purposes (ESP) and the significance of vocabulary instruction in today's educational landscape It highlights the unique characteristics of ESP vocabulary and discusses the theory of memorization The study's findings provide a basis for identifying effective strategies to enhance students' ability to memorize ESP vocabulary.
The second-year students face several challenges in memorizing English for Specific Purposes (ESP) vocabulary from the textbook "English for Finance." These difficulties arise from the nature of the ESP curriculum and the unique characteristics of ESP vocabulary, as well as the vocabulary teaching methods employed by instructors and the students' individual approaches to vocabulary learning.
To answer the second research question, What are the possible solutions to help the learners memorize ESP vocabulary better?, ESP-material redesigning, more suitable
To enhance the memorization of ESP vocabulary, material writers, curriculum developers, and teachers are encouraged to implement strategies such as structured schedules, engaging vocabulary practice opportunities, effective presentation techniques, and a focus on pronunciation Students should dedicate time to exploring and applying memory strategies, making vocabulary meaningful, practicing consistently, testing their knowledge regularly, minimizing interference, and actively participating in class discussions to improve their vocabulary retention.
In general, better memorization of vocabulary, especially ESP vocabulary requires much consideration and efforts of not only students themselves but also teachers, material writers and curriculum developers.
Limitations of the study
Despite the researchers' efforts, the study inevitably faces limitations Conducting the research as an experimental study would enhance the credibility of the proposed solutions Additionally, redesigning English for Specific Purposes (ESP) materials is a complex task that cannot be completed quickly Furthermore, creating a more effective ESP curriculum requires careful planning, especially to accommodate the needs of over 12,000 students at the Academy annually.
g
Equilibrium for a particular goods means that the demand of that goods equals the supply
Commodity /kə'mɔditi/ (n): a product or a raw material that can be bought and sold Ex: They need more commodities for supplying their new markets
Students should dedicate more time to exploring various memory strategies to identify the most suitable and effective techniques that work best for them.
This section of the study provides an overview of the research, highlighting key findings and proposing effective strategies to enhance ESP vocabulary retention among second-year non-English major students using their course book.
“English for Finance” Finally, the limitations of the study and some recommendations for further research are made
The study aimed to explore the challenges faced by second-year non-major students in memorizing ESP vocabulary while using the "English for Finance" course book at the Academy of Finance Employing a mixed-methods approach, the research utilized both qualitative and quantitative techniques, including questionnaires and interviews Participants included second-year non-major students and their instructors at the Academy of Finance.
This article explores the theoretical aspects of vocabulary, focusing on general vocabulary and English for Specific Purposes (ESP) vocabulary, highlighting the significance of vocabulary teaching and learning in contemporary education It also discusses the characteristics of ESP vocabulary and the theory of memorization The study's findings provide a foundation for identifying practical solutions to enhance students' ability to memorize ESP vocabulary effectively.
Second-year students face several challenges in memorizing English for Specific Purposes (ESP) vocabulary, particularly in the context of the "English for Finance" textbook These difficulties stem from the unique characteristics of the ESP curriculum and vocabulary, the teaching methods employed by instructors, and the individual vocabulary learning strategies of the students themselves.
To answer the second research question, What are the possible solutions to help the learners memorize ESP vocabulary better?, ESP-material redesigning, more suitable
To enhance the memorization of English for Specific Purposes (ESP) vocabulary, material writers, curriculum developers, and teachers are encouraged to implement strategies such as structured scheduling, opportunities for vocabulary practice, effective presentation techniques, and a focus on pronunciation Students should also dedicate time to explore memory strategies, make vocabulary meaningful, engage in regular practice, test their knowledge frequently, reduce interference, and actively participate in vocabulary learning during class.
In general, better memorization of vocabulary, especially ESP vocabulary requires much consideration and efforts of not only students themselves but also teachers, material writers and curriculum developers
Despite the researchers' efforts, the study inevitably has limitations Conducting the research as an experimental study would have enhanced the credibility of the proposed solutions Additionally, redesigning English for Specific Purposes (ESP) materials is a complex task that cannot be completed quickly Furthermore, developing a more effective ESP curriculum requires careful consideration, particularly given the need to accommodate over 12,000 students at the Academy each year.
Memory strategies play a crucial role in enhancing retention, yet this study does not extensively explore their effectiveness among students or the optimal timing for their use The researcher plans to conduct future experimental research focused on how these memory strategies assist English for Specific Purposes (ESP) students in memorizing specialized vocabulary.
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4 Tu Dien Kinh Te – Kinh Doanh Anh – Viet (2000), Nguyen Duc Dy & et al,
Science and Technics Publishing House
This survey aims to gather insights on the challenges faced in memorizing at the Academy of Finance and to explore potential solutions Your thoughtful and serious responses are crucial for this study, as they will contribute to enhancing students' ability to memorize English for Specific Purposes (ESP) vocabulary Thank you for your valuable assistance.
Please, answer the following questions by circling suitable answers or writing if necessary
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
2 According to you, reading texts contain… new vocabulary items
3 There are….phrases, compounds in each unit
4 New vocabulary items are…repeated in the next units
5 Meanings of vocabulary items are…
6 There are….vocabulary practice exercises in each unit
7 Vocabulary practice exercises in each unit are…
III Students’ opinion on their teachers’ vocabulary teaching
8 Your teacher spends……… time presenting new vocabulary items
9 Your teacher………teaches you to pronounce new vocabulary items
10 Your teacher… tests your learned vocabulary items
11 Your teacher trains you in memorizing new Vocabulary items?
12 Your teacher‟s vocabulary presenting ways are……
13 What techniques for presenting new words does your teacher often use?
(you can choose more than one option)
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
IV Students’ opinion on their own vocabulary learning
14 You feel it……….to study ESP vocabulary
15 You are…in learning vocabulary during class lessons
16 You… use new vocabulary items to discuss and communicate during class and after- class time
17 Memorizing ESP vocabulary items is…
18 You learn ESP vocabulary at home…
19 Which vocabulary strategies do you often use to memorize vocabulary?
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
J Study and practice the meaning through group work (e.g test each other‟s vocabulary)
20 Your 3 most effective strategies are…………
(write the letters on the twentieth question)………
1 What problems do you have when teaching ESP vocabulary to the 2 nd - 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
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),
Goal: - introduce new vocabulary or check learnt vocabulary items
- 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
In a classroom activity, students are invited to come to the board and write down words that they associate with the term "price." To encourage participation, the teacher randomly calls on as many students as possible, prompting them to vocalize their thoughts and contribute to the list This interactive exercise not only fosters engagement but also enhances vocabulary related to the concept of pricing.
Goal: to introduce the vocabulary of a new reading passage
- Give students new texts (or texts in the course book)
- Ask students to underline or mark with fluorescent pens all the words they know
Students should collaborate in pairs or groups of three to share their knowledge, with one student teaching something unknown to their peers Following this, they will work together to deduce the meanings of any remaining unmarked items.
- Bring the class together to hear the results, check guesses and teach new items where necessary
Goal: for students‟ vocabulary revision
- Write on the board a number of vocabulary items (learnt items in previous lessons)
- Jumble the words (not appear in categories)
Encourage students to independently categorize items into three or four groups, allowing them the freedom to decide on the categories themselves This approach is more effective when teachers invite students to explain their choices, fostering critical thinking and deeper understanding.
- 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
Goal: Help review vocabulary and summarize the contents of the reading texts
- 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
- 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
Token money E.g paper note, dollars
Medium of exchange Measure of value Commodity money
Store of value Standard of differed payment
Goal: help students consolidate and build more vocabulary with its origin
In this engaging activity, students are provided with a verb, noun, or adjective and are tasked with discovering related words that stem from the given term They will fill in a chart that showcases the various forms and derivatives of the initial word, enhancing their vocabulary and understanding of word origins This exercise not only fosters language skills but also encourages critical thinking and exploration of linguistic connections.
- 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 on blackboard
- Then correct the information and ask students chorally pronounce the words
- Dictate the word to be taught and have students record in square
- Have students suggest examples of the word and record a number of examples
- Have students provide non-examples of the concept and record of number of non-examples
- Finally, have students write a definition of the concept
(to go bankrupt) Supply supplier
APPENDIX 4 English vocabulary test (30 minutes)
I For each of the following words, write a sentence that makes its meaning clear (3 pts) fiscal policy stock exchange contractionary deposit equity venture capital
II Match the words on the left with their definitions on the right (3 pts)
1 Pension a Money paid on what is inherited after someone died
2 Inheritance tax b Money paid to people with a handicap
3 Disability allowance c Money paid to people after a certain age
4 Child benefit d Money chargeable on a loan
5 Saving account e Money paid towards the cost of raising a family
6 Interest f An account that is used mainly for keeping money
III Teacher dictates these following words, the students write down (2 pts) profitability, permanent, fluctuation, inventory, over- stringent, negotiate
IV Teacher dictates these following Vietnamese words, the students write down