Rationale
Vocabulary is crucial for effective communication and language learning, playing a vital role in second language acquisition As Wilkins (1972) famously stated, “without grammar little can be conveyed, without vocabulary nothing can be conveyed,” emphasizing the indispensable nature of vocabulary To illustrate this, Huyen (2004) compares language to a house, where grammar acts as cement and vocabulary represents bricks; both are essential for constructing a complete structure Without vocabulary, even the strongest grammatical foundation cannot create meaningful communication.
To become a competent English communicator, it is essential to have a strong grasp of English grammar and an extensive vocabulary Vocabulary plays a crucial role in both speaking and writing, enabling learners to effectively communicate and understand others While some learners may produce grammatically incorrect sentences, they can still convey their message by using key words effectively Conversely, a lack of vocabulary can lead to discomfort in expressing thoughts Furthermore, vocabulary is vital not only for personal communication but also for academic success, as standardized tests like TOEFL, IELTS, and GMAT assess vocabulary knowledge Therefore, learners should prioritize expanding their vocabulary to enhance their communication skills.
For many years, language teaching prioritized grammatical knowledge over lexical knowledge, viewing vocabulary as merely contextual for understanding structures However, the rise of communicative approaches has significantly elevated the importance of vocabulary learning (Nunan, 1991) Applied linguists now recognize that a robust vocabulary is crucial for acquiring a second language Consequently, it is essential for both teachers and learners to discover effective strategies to enhance vocabulary development.
Empowering students to develop their own strategies for finding answers enhances their ability to manage their learning This perspective has gained traction in recent decades, marking a significant shift in language learning and teaching that prioritizes learners and the learning process over teachers and instruction Consequently, extensive research on language learning strategies has emerged, highlighting the critical role learners play in acquiring new languages Notable studies by Oxford (1990), O'Malley and Chamot (1990), Nunan (1991), Rubin and Thompson (1994), and Cohen (1998) indicate that effective learning strategies are a key differentiator between successful and unsuccessful language learners.
In Vietnam, there is a growing focus on language learning strategies, especially those related to vocabulary acquisition While several studies have explored this area, there has been a lack of research specifically examining the vocabulary learning strategies used by students at SCHS.
This study aims to assess the awareness of students at SCHS regarding their learning processes and the vocabulary learning strategies they utilize The findings are intended to assist English teachers in high schools across Vietnam in identifying effective methods to help students meet or surpass educational expectations.
Factors Influencing English Language Learning
The success of English language learning is influenced by various factors, particularly since the 1970s when research shifted focus from teaching to the learner's perspective Achieving vocabulary learning goals is challenging, as it involves a complex interplay of elements such as the teacher's approach, their understanding of vocabulary acquisition, and the learners' commitment to their own learning Four key factors significantly impact language learners' success in acquiring English vocabulary, highlighting the importance of both teaching methods and learner engagement.
Learner characteristics, such as age, gender, language attitude, intelligence, prior knowledge, motivation, self-image, personality, and cognitive style, significantly influence how individuals approach learning tasks These personal factors vary widely among learners and play a crucial role in determining their strategies Additionally, the nature of the learning task, including the type of materials (e.g., reading genres) and the specific goals (such as remembering, comprehending, or applying language), also impacts the learning process Different materials and objectives require distinct strategies; for instance, learning vocabulary from a word list differs from acquiring the same words within a contextual passage, and memorizing definitions is not the same as using those words in real-life situations.
The learning context, encompassing the social, cultural, and political environment, plays a crucial role in education Factors such as teachers, peers, classroom climate, family support, cultural traditions, curriculum, and opportunities for input and output significantly influence how learners engage with tasks and develop vocabulary knowledge Understanding these elements is essential for optimizing the learning experience.
A learning strategy is essential for effective task completion, involving a series of actions taken by the learner This process begins with an analysis of the task, the learning environment, and the learner's existing skills Subsequently, the learner selects and implements actions, monitors their effectiveness, and evaluates whether adjustments are necessary According to Cohen (1998), strategies can be categorized into language learning strategies, which focus on tasks like memorization, and language use strategies, which pertain to communication in a second language.
In summary, the interplay of person, task, context, and strategy creates a unique learning environment that enhances the effectiveness of English language acquisition For successful vocabulary instruction, it is essential for educators to thoughtfully evaluate these factors before determining the most effective teaching methods and approaches.
The major purposes of this study are:
- To find out the SCHS students‟ perceptions of English vocabulary learning
- To explore the SCHS students‟ strategies used in learning English vocabulary
- To find out the vocabulary learning strategies most and least commonly employed by the SCHS students in learning English vocabulary
- To examine the relationship between students‟ vocabulary learning strategies and their grades
- To provide implications for the teaching and learning of the English vocabulary
The study would be conducted to answer the following questions:
Question 1: What are SCHS students‟ perceptions of using strategies in their vocabulary learning processes?
Question 2: What strategies are most and least commonly employed by the SCHS students in English vocabulary learning?
Question 3: What is the relationship between students‟ reported vocabulary learning strategies use and their grades?
This study aimed to explore the vocabulary learning strategies utilized by students at SCHS The findings are expected to enhance the teaching and learning of English vocabulary not only at SCHS but also in other high schools.
To achieve the study's objectives, quantitative analysis serves as the primary method for examining data collected through a questionnaire, with the survey results ultimately guiding the final recommendations.
This study addresses the challenges faced by high school students in Vietnam regarding English vocabulary learning strategies By enhancing teaching methods and learning approaches, it aims to improve students' English proficiency, facilitating their progress in higher education The specific strategies identified can guide teachers in exploring diverse vocabulary teaching techniques both inside and outside the classroom Additionally, this research encourages further investigation into vocabulary learning strategies, ultimately contributing to the advancement of English education in Vietnam.
The thesis is divided into three parts:
Part A, Introduction, includes the rationale, factors influencing English language learning the objectives, the research questions, the scope, the methods, significance of the study, and the outline of the study
Chapter 1: Literature Review focuses on fundamental concepts of language learning strategies and vocabulary learning strategies, along with an examination of existing research in this area It also provides a classification of learning strategies to establish a theoretical framework for the subsequent investigation, concluding with a summary of the chapter.
Chapter 2: Research Methodology outlines the questionnaire study conducted, detailing the research questions, participant descriptions, study setting, research instruments, and data collection methods, followed by a summary of the chapter.
Chapter 3 focuses on data analysis, examining the findings from the questionnaire and summarizing the key results The conclusion in Part C outlines the study's implications, acknowledges its limitations, and offers recommendations for future research.
This chapter provides an overview of the study, detailing its rationale, objectives, research questions, and scope It outlines the methods employed and highlights the significance of the research Additionally, a summary of the chapter is included, concluding with an outline of the study The following chapter will focus on a literature review related to learning strategies, specifically vocabulary learning strategies pertinent to this research.
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
This chapter provides an overview of research on language learning strategies, focusing specifically on vocabulary learning strategies It introduces key concepts related to both learning strategies and vocabulary acquisition Furthermore, it reviews the classifications of general learning strategies and those specific to vocabulary learning, establishing a theoretical framework for the subsequent investigation.
1.1 The Definitions of Learning, Strategies and Language Learning Strategies 1.1.1 Learning
Learning can be defined in various ways, with Webster's Dictionary describing it as the act of acquiring knowledge or skills through instruction or experience Birkenholz (1999) emphasizes that learning often results in a change in behavior, as individuals apply their acquired knowledge and skills Brown (2001) further elaborates that learning involves gaining knowledge of a subject or skill through study, experience, or instruction Additionally, Rubin (1987) characterizes learning as a process of obtaining, storing, retrieving, and utilizing information.
According to Brown (2001), strategies are the specific techniques we use to tackle problems encountered in second language input and output These moment-by-moment approaches are essential for effectively addressing language learning challenges.
(2000, p.9) stated that the term strategies has, in fact, been used to refer both to general approaches and to specific actions or techniques used to learn a second language