INTRODUCTION
Rationale for the study
In the past thirty years, the theory of "learner-centeredness" has gained significant traction, emphasizing that learners are crucial to the language acquisition process Despite being taught by the same instructors and in similar conditions, students often achieve varying levels of success in language learning This disparity can be attributed to the diverse learning strategies employed by different learners Therefore, to succeed in mastering a second language, it is essential for learners to adopt effective learning strategies tailored to their individual needs.
Reading is an active and selective process that involves comprehension rather than merely decoding words (Grabe, 1991) Non-English-speaking readers, particularly those studying English for Specific Purposes (ESP), must develop strategies to tackle unfamiliar vocabulary effectively Effective readers often employ techniques such as guessing or inferring meanings of unknown words, which are crucial for enhancing reading comprehension At PCI, the English Faculty has implemented ESP courses across all majors, including economics, to better prepare students for the job market However, despite their efforts, students in the economics program have not achieved the expected results in reading comprehension This has prompted the researcher to investigate the strategies these students use to understand unfamiliar terms in economics texts and the challenges they face While there is existing research on guessing strategies in reading comprehension, there is a notable lack of studies focused specifically on word guessing in ESP contexts This study aims to address this gap and provide insights into how students navigate unknown vocabulary in economics readings, as well as to inform educators about the difficulties encountered by learners.
The facts mentioned above have inspired the author to conduct a survey research with the title: “A Study on Using Word Guessing Strategies in Reading
Comprehension of Economics texts of third Year Students Majoring in
Economics at Phuc Yen College of Industry”.
Aims of the study
This study investigates the strategies students employ to tackle unfamiliar words in English reading passages, focusing on the guessing techniques used in reading comprehension of economics texts It also examines the challenges students face when applying these guessing strategies The specific objectives of the research include identifying effective approaches and understanding the difficulties encountered by students in this process.
• To examine the general strategies that the students use to deal with unknown words in English reading comprehension lessons
• To discover the guessing strategies which are used by the students to deal with unknown words when reading economics texts in reading comprehension lessons
• To find out the difficulties they confront in using these guessing strategies to make the guess.
Research questions
In order to achieve the above aims, the following research questions will be addressed:
(1) What general strategies do the students often use to deal with unknown words while reading English economics texts in the reading lessons?
(2) What guessing strategies do the students use to work out the meaning of unknown words while reading comprehension economics texts in reading lessons?
(3) What difficulties the students experience in using these guessing strategies?
Scope of the study
This study investigates the strategies utilized by third-year PCI students to decipher unknown words while reading economics texts It specifically examines the guessing techniques they employ during reading lessons and identifies the challenges they face when using these strategies Due to the research's limited scope and timeframe, the focus remains on these key aspects of vocabulary comprehension.
Significance of the study
This study explores the strategies students use to tackle unknown words while reading economics texts during lessons It highlights the various word-guessing techniques employed by participants and the challenges they face in applying these strategies for better reading comprehension By raising awareness of these strategies, the research aims to enhance students' understanding of their effectiveness in improving reading skills for economics texts in English, ultimately contributing to more engaging and successful reading lessons.
Methods of the study
To accomplish the stated objectives, the author utilizes a task sheet that features an article, a post-quiz, and a survey questionnaire for data collection These methodologies will be elaborated upon in Chapter 2 The author asserts that employing a diverse range of data collection methods enhances the reliability and validity of the information gathered for analysis.
Organization of the study
There are three main parts in this thesis:
Part I – Introduction provides an overview of the study
Part II – Development consists of three chapters:
Chapter 1- Literature Review presents the theory background which relates to the research topic including the overview of ESP, the nature of reading comprehension, guessing/ inferencing strategies
Chapter 2 – Research Methodology deals with information of the research context, participants, data collection instruments, data collection procedures, and data analysis procedures
Chapter 3 – Result and Discussion reports and discusses the main findings Part III – Conclusion describes the summary of the findings, implications, limitations and recommendations for further studies.
DEVELOPMENT
LITERATURE REVIEW
English for Specific Purposes (ESP) is distinct from General English (GE) and has various definitions from different authors Hutchinson and Waters (1987) describe ESP as a language teaching approach where content and methods are tailored to the learner's specific reasons for studying the language They emphasize that ESP is driven by clear and defined learning objectives Similarly, Strevens (1988) defines ESP as a subset of special-purpose language teaching, highlighting its unique characteristics that differentiate it from general language instruction.
1.1.2.1 Characteristics of ESP in General
Dudley-Evans and St John (1998) significantly enhanced Strevens’ definition of English for Specific Purposes (ESP) by eliminating the notion that ESP is strictly opposed to General English, as previously suggested by Johns et al (1991).
298), and have included more variable characteristics
ESP is defined to meet specific needs of the learners;
ESP makes use of the underlying methodology and activities of the discipline it serves;
ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities
ESP may be related to or designed for specific disciplines;
ESP may use in specific teaching situation, a different methodology from that of General English;
ESP is likely designed for adult learners, either at the tertiary level institution or in a professional work situation It could, however, be for learners at the secondary school level;
ESP is generally designed for intermediate or advanced students;
Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners.”
The classification of English for Specific Purposes (ESP) into absolute and variable characteristics is crucial for distinguishing it from general language courses Absolute characteristics focus on teaching methodology and language factors, highlighting the differences in methods and activities used in ESP classrooms compared to General English (GE) According to Munby (1978), a key feature that sets ESP apart is its emphasis on discipline-specific content, including specialized lexis, genres, and registers.
1.1.2.2 Characteristics of English for Economics
English for Specific Purposes (ESP) is a subset of English Language Teaching (ELT) that employs distinct methodologies tailored to specific contexts Notably, English for Economics is an integral component of English for Business and Economics (EBE) The simplified "Tree of ELT" conceptualized by Hutchinson and Waters in 1987 effectively illustrates the interconnectedness of EBE and ESP.
ESP is divided into 3 branches: English for Science and Technology (EST), English for Business and Economics (EBE) and English for Social
Studies (ESS) Each of these branches falls into two categories: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)
EAP EOP EAP EOP EAP EOP
The figure illustrates that the English for Specific Purposes (ESP) taught to economics students at Phuc Yen College of Industry falls under the category of English for Management, Finance, and Economics, which is a subset of English for Academic Purposes Consequently, English for Economics possesses distinct characteristics tailored to the needs of students in this field.
1) designed to meet specified needs of the learner in the field of economics;
2) related in content (that is in its themes and topics) to economics disciplines, occupations and activities;
3) centered on language appropriate to economics activities in syntax, lexis discourse, semantics and so on, and analysis of the discourse;
1.1.2.3 Characteristics of English Economics texts
In a recent study about the relevant translation skills, principles reflected in translated economics texts, Wang & Fan (2014) summarize three prominent linguistic characteristics of economics texts as follows:
(1) Terminology Oxford Advanced Learner’s Dictionary (2005) defines terminology as "the set of technical words or expressions used in a particular subject” From the
Terminology refers to a structured set of concepts that define and support a specific subject field, serving as an infrastructure of specialized knowledge In economics, various technical terms carry particular meanings, yet the expressions often consist of simple, easily understandable words For instance, the term "closed economy" describes an economy that does not engage with others globally, illustrating how complex ideas can be conveyed through straightforward language.
Economics texts often feature lengthy sentences that contain multiple short segments This characteristic makes it common to encounter complex structures within these writings.
Recent discussions among scholars and practitioners, especially from developing nations, suggest that the relationship between minimum wages and poverty is more complex than previously thought This complexity arises when considering the potential for income sharing among the poor Despite the lengthy structure of the arguments presented, the underlying message remains clear: the effects of minimum wage policies on poverty require a nuanced understanding.
Economics texts often focus on key concepts such as inflation rates, economic growth, and interest rates, which involve numerous concrete figures (Huang, 2009 as cited by Wang & Fan, 2014) To effectively convey these concepts, authors frequently utilize figures—such as graphs, flow charts, maps, and photos—and tables that organize numerical values or text in structured columns or rows This use of visual aids allows authors to succinctly illustrate economic principles, simplifying complex theories and phenomena for better understanding.
1.2 The Nature of Reading Comprehension
Reading comprehension is the ability to read text, process it and understand its meaning
Smith (1985) admitted that reading comprehension involves bringing a prior knowledge that readers already have in their heads interacted with what they are reading, so that they can achieve comprehension
Reading comprehension is defined as the simultaneous process of extracting and constructing meaning through engagement with written language, as noted by Snow (2002) This process involves three key elements: the reader, the text, and the specific activity or purpose behind reading.
Reading comprehension is an active process where effective readers engage with a text by filtering their understanding through motivation, prior knowledge, cognitive abilities, and personal experiences According to Tankersley (2003), readers must have a purpose for reading and make connections between the text and their background knowledge to truly comprehend it Pang et al (2003) further emphasize that this process involves an interaction between existing knowledge and the inferences drawn from the author's language, enabling readers to construct meaning from the information, ideas, and viewpoints presented.
1.2.2.1 Definition of Reading Comprehension Strategy
Reading strategies are essential tools that guide how readers approach a text, interpret cues, and resolve comprehension issues (Block, 1986) These strategies encompass specific thoughts and behaviors that aid learners in understanding, acquiring, and retaining information from reading materials (O’Malley and Chamot, 1990) Research by Oxford and Cohen (1992) emphasizes the importance of teaching students effective reading methods to enhance their reading proficiency Consequently, educators should provide students with opportunities to actively and selectively employ these strategies for improved comprehension of texts.
Reading comprehension strategies are cognitive or behavioral actions aimed at enhancing understanding in specific contexts (Graesser, A C., 2007) Effectively applying these skills is essential for achieving success in reading comprehension.
1.2.2.2 Classification of Reading Comprehension Strategies
Reading comprehension strategies have been categorized in various ways by different researchers Rubin (1981) identified six key strategies: clarification, guessing, deductive reasoning, practice, memorization, and monitoring, which can enhance language learning Similarly, Oxford (1990) developed a widely recognized taxonomy of learning strategies, classifying them into six categories: memory, cognitive, compensation, metacognitive, affective, and social strategies These classifications provide valuable frameworks for understanding and improving reading comprehension in language acquisition.
According to O’Malley and Chamot (1990), reading strategies are categorized into three main types: cognitive, metacognitive, and social/affective This study specifically emphasizes cognitive and metacognitive strategies Cognitive strategies focus on the manipulation and transformation of learning materials, while metacognitive strategies involve planning, monitoring, and self-evaluation of the learning process Socio-affective strategies, although not the focus of this study, pertain to social interactions and collaborations during learning (Brown, 1994).
RESEARCH METHODOLOGY
2.1.1 An overview of Phuc Yen College of Industry
Phuc Yen College of Industry, located in Vinh Phuc province and overseen by the Ministry of Industry and Trade, has been operational for 52 years Initially established as a vocational school to train skilled workers in geology and mining, it transitioned to a college in 1995, expanding its curriculum to include Economics, Information Technology, Construction, and Automobile studies With this evolution, English became a key subject, divided into two phases: general English education and English for Specific Purposes (ESP) Mastering these phases significantly enhances students' employability, as proficiency in English is increasingly a prerequisite for job seekers in today’s competitive market.
PCI comprises seven offices, three centers, and nine faculties, with the Faculty of English having been established in 2013 as a separate entity from the Informatics and Foreign Languages Center The primary mission of the Faculty of English is to provide English language instruction to non-English major students across all other faculties at the college.
Students at PCI come from various regions in Vinh Phuc province and its surroundings, with many having previously studied English at different educational levels, including primary school This diverse background contributes to varying levels of English proficiency among them Despite their different skill levels, all students are accustomed to the traditional grammar-translation method, which primarily aims to enhance reading abilities for literary comprehension in English As a result, reading comprehension skills tend to receive more focus compared to listening, speaking, and writing skills However, overall English proficiency remains low due to the disproportionate allocation of study time, with students dedicating more hours to natural science subjects such as mathematics, physics, biology, and chemistry, leaving limited time for English studies.
The teaching staff includes 14 teachers of English Their ages vary from
The teaching staff consists of 30 to 40 educators, with three possessing over 10 years of experience and the remainder having more than 5 years Nine teachers have completed full-time English language courses at various universities in Vietnam, while others participated in in-service training Among them, four hold a Master's degree, five are currently pursuing their Master's in English, and the rest have obtained a Bachelor's degree.
All teachers are responsible for both General English and English for Specific Purposes (ESP) instruction Despite their willingness to implement ESP teaching, none have received formal training in this area As a result, they face significant challenges, including a lack of professional knowledge and difficulties in selecting suitable teaching methodologies.
At our college, teachers predominantly use traditional teaching methods, particularly the Grammar-Translation approach, which focuses on analyzing grammar rules rather than fostering language skills This method is applied in both General English and English for Specific Purposes (ESP) courses Despite the writing book's features emphasizing expertise, ESP instructors at PCI allocate most of their classroom time to explaining new terminology, dissecting sentence structures, and translating written content into Vietnamese.
Students frequently engage passively in their learning, leading to low motivation and limited opportunities to enhance their communication skills, particularly in their chosen fields of study.
2.1.4 Course Book for Teaching ESP
In English for Specific Purposes (ESP) teaching, the selection and adaptation of materials play a crucial role in course development, ensuring that students acquire essential knowledge for their future careers At PCI, we aimed to find an appropriate course book for economics majors and selected "English in Economics and Business" by Sarah Bales, Do Thi Nu, and Ha Kim Anh (1998) This book comprises fourteen units, each divided into four key sections: the reading text with comprehension questions, a language focus that explains grammatical points, word-study exercises for vocabulary practice, and a glossary of new terms with Vietnamese equivalents This structured approach equips students with the necessary skills and terminology for their professional journey.
While the course book was carefully selected, it presents several concerns Primarily, it adopts a content-based approach, which focuses on learning language through economics-related content, potentially confusing learners about their actual language acquisition Additionally, it employs a grammar-translation method that emphasizes grammar study and vocabulary memorization, leading to minimal interaction among learners This self-study approach appears better suited for researchers than for ESL learners As a result, students often resort to rote memorization of vocabulary instead of employing effective strategies to deduce meanings of unfamiliar words in economics texts, sometimes lacking awareness of the strategies they use.
This study aims to explore the strategies students employ to tackle unknown words while reading English, specifically in economics texts It investigates the guessing techniques utilized by students to deduce meanings of unfamiliar vocabulary during reading lessons and analyzes the challenges they face in effectively applying these strategies Three key research questions guide this investigation into students' reading comprehension and vocabulary acquisition.
(1) What general strategies do the students often use to deal with unknown words while reading English economics texts in the reading lessons?
(2) What guessing strategies do the students use to work out the meaning of unknown words while reading comprehension economics texts in the reading lessons?
(3) What difficulties the students experience in using these guessing strategies?
This study involves 72 third-year students from two classes, CCK06 Economics No1 and CCK06 Economics No2, at PCI, comprising 28 males and 44 females aged between 20 and 23 The students have varying English exposure, ranging from six to twelve years, with most hailing from Vinh Phuc province, resulting in different instructional experiences and levels of English proficiency All participants have completed a General English course, indicating a Pre-intermediate proficiency level, and have studied English for at least eight years Prior to the ESP course, they engaged in foundational economics subjects, such as Microeconomics and Macroeconomics, familiarizing them with the nuances of economic discourse, characterized by vagueness, theory, and hypothesis All participants volunteered for the study, which commenced at the start of their ESP course in the second semester of the 2013 academic year.
In order to answer the research questions, the writer employs two data collection instruments as follow
The author utilizes a survey questionnaire adapted from Yin (2011) to investigate the general and guessing strategies that students employ when encountering unknown words during English reading comprehension lessons.
(details of the questionnaire are given in Appendix B) This questionnaire is divided into two parts with their own purposes:
Part one of the study focuses on identifying common strategies that respondents employ to handle unfamiliar words while reading English texts This section is based on Qian's (2004) questionnaire, which outlines eight methods for addressing new vocabulary, along with an open-ended question inviting additional strategies for managing unknown words.
Part 2 of the study includes seven items designed to identify the guessing strategies employed by respondents, which will later be validated through research tasks Additionally, the questionnaire reinforces the researcher's findings regarding the challenges students frequently encounter when reading economics texts This section outlines seven strategies based on Roskam's (2005) taxonomy, providing valuable insights into the reading difficulties faced by students.
The questionnaire offers respondents four frequency options—Often, Sometimes, Rarely, and Never—to assess their use of specific strategies To ensure the validity of the research and obtain authentic data, the instructions emphasize that respondents should reflect on their actual behaviors rather than what they believe they should do A total of 72 questionnaires were distributed, and all were successfully returned.
DATA, DATA ANALYSIS AND DISCUSSION
This section presents the findings from the survey questionnaire and the word inferencing test, illustrated through tables and charts Each visual representation is accompanied by a detailed analysis and discussion of the data.
3.1.1 The students’ general strategies used for unknown words
A study involving 72 valid responses reveals the general strategies students employ to tackle unknown words, as detailed in Table 1 The most prevalent strategy is guessing the meaning from context, with 56.9% of participants frequently using this approach and 32% doing so occasionally Additionally, 44.4% of respondents often seek morphological clues, while 43.1% sometimes utilize this method, collectively accounting for over 87.5% of participants Consulting an English-Vietnamese dictionary is another common tactic, with 40.3% of students often relying on it and 36.1% doing so occasionally Ignoring unknown words while reading is also noted, as 31.9% of respondents often choose this strategy, and 41.7% sometimes opt for it Lastly, asking a teacher for assistance is reported by 30.6% of participants as a frequent strategy, with 40.2% indicating they do this occasionally.
The result also reveals three infrequently utilized strategies: asking a friend, taking a note, and consulting an English-English dictionary Only about
A study revealed that only 12.5% of respondents frequently ask friends for help with unfamiliar words, while 30.6% do so occasionally When it comes to using an English-English dictionary, only 16.7% consult it often, and 33.3% do so sometimes Additionally, just 15.3% of participants regularly take notes or underline unfamiliar words, with 27.8% doing this occasionally These findings suggest that asking friends, consulting dictionaries, and taking notes are the least commonly employed strategies for dealing with unknown vocabulary among the participants.
Ignoring the word 23 31.9% 30 41.7% 17 23.6% 2 2.8% Looking for morphological clue 32 44.4% 31 43.1% 8 11.1% 1 4% Guessing meaning from context clue 41 56.9% 23 32.0% 7 9.7% 1 1.4% Asking a friend 9 12.5% 22 30.6% 35 48.6% 6 8.3%
English -English dictionary 12 16.7% 24 33.3% 27 37.5% 9 12.5% Others (underline, take note, etc.) 11 15.3% 20 27.8% 35 48.6% 6 8.3%
Table 1: Frequency use of general strategies for unknown words
Strategies N Minimum Maximum Mean Std
Guessing meaning from context clue 72 1 4 3.44 729
Others (underline, take notes, etc,) 72 1 4 2.50 856
Table 2 illustrates the mean analysis of strategies employed by students for dealing with unknown words in English reading, utilizing a four-point scoring scale (often = 4, sometimes = 3, rarely = 2, never = 1) The data reveals that the most frequently used strategy is guessing the meaning from context, with a mean score of 3.44 Following closely is the strategy of looking for morphological clues, which has a mean score of 3.31 The findings highlight the importance of context and morphology in vocabulary acquisition for learners.
The most utilized resource for English language learners is the English-Vietnamese dictionary, with an average rating of 3.13 This is followed by the practice of ignoring unfamiliar words, which has a mean score of 3.03 Seeking assistance from a teacher ranks next, with a mean of 3.0 Consulting an English-English dictionary has a lower average of 2.55, while taking notes scores 2.5 The least favored method among learners is asking a friend, with a mean rating of 2.47.
3.1.2 Word guessing strategies used by the students
In Chapter 2, the research methodology outlines that the data on guessing strategies employed by students were gathered from two primary sources: a questionnaire and task sheets.
3.1.2.1 The guessing strategies used by the students collected through the questionnaire
In this study, guessing strategies pertain to the methods employed by students to deduce the meanings of target words These strategies are categorized according to Roskam’s (2005) taxonomy, providing a structured framework for analysis.
Table 3: Frequency use of guessing strategies for unknown words
Often Sometimes Rarely Never Guess using local (sentence- level) context 42 58% 23 32% 6 8% 1 1%
Guess using association or collocation knowledge 37 51% 24 33% 7 10% 4 6% Guess using syntactic knowledge 35 49% 22 31% 8 11% 7 10%
Guess using discourse context (using forward or backward context) 44 61% 21 29% 5 7% 2 3%
The survey results, summarized in Table 3, reveal that the most commonly employed strategy for inferring new words is the use of discourse context, with 61% of participants indicating they often use it and 29% stating they sometimes do In contrast, only 10% report rarely or never using this strategy The second most frequent approach is guessing based on local (sentence-level) context, utilized by 58% of participants often and 32% sometimes, while 9% rarely or never apply it The third strategy involves using association or collocation knowledge, with over half of the students indicating they often use this method and one-third sometimes employing it, while 10% and 6% report rarely or never using it, respectively Additionally, 49% of participants often use syntactic knowledge for word inferencing, with 31% using it sometimes and 11% rarely The strategy of relying on visual forms is also noted, with 36% of participants often using it and 18% sometimes, while 33% and the remaining participants report rarely or never using it Finally, the strategy of examining extra textual knowledge is mentioned, with 21% of participants often relying on it and 25% sometimes, while 33% report rarely and 21% never using this strategy in their word inferencing.
Strategies N Minimum Maximum Mean Std
Guess using association or collocation knowledge 72 1 4 3.31 866
Table 4 presents an analysis of guessing strategies for unknown words based on a four-point frequency scale, where scores range from often (4) to never (1) The findings reveal that students frequently employ the strategy of using discourse context, which received the highest mean score of 3.49 Following closely, the strategy of using local context garnered a mean score of 3.47 Other notable strategies include using association or collocation knowledge (mean of 3.31), syntactic knowledge (3.18), visual forms (2.78), and extra textual information (2.74) These results highlight the preferred strategies students utilize when encountering unfamiliar vocabulary.
3.1.2.2 The guessing strategies used by the students collected through the task sheets
The study utilized two methods to investigate students' word-guessing strategies in reading comprehension: a survey questionnaire and task sheets Participants indicated their preferred strategies on the task sheets, with findings summarized in Table 5 The results revealed that the most favored strategy was using discourse context, employed by 86% of participants Following closely, 83% preferred guessing based on local context, while 79% relied on association or collocation knowledge Additionally, 51% of students reported using their knowledge of visual forms to make guesses In contrast, only 28% and 29% of participants used syntactic and extra-textual knowledge, respectively, as strategies for deciphering unfamiliar words in English texts.
Employed strategies Number of Students use (%) Guess using local (sentence-level) context 60 83% Guess using association or collocation knowledge (i.e a clue word) 57 79%
Guess using visual forms (similarity or morphological understanding) 37 51%
Guess using extra textual (thematic or world) knowledge 21 29%
Guess using discourse context i.e outside the sentence in which the word occurred (using forward or backward context) 62 86%
Table 5: Guessing strategies for unknown words
3.1.2.3 The comparison of word guessing strategies used by the students in the questionnaire and the task sheets
The analysis presented in Table 6 reveals both consistencies and inconsistencies in students' strategies for deciphering the meanings of unknown words, as indicated by survey questionnaires and task sheets The findings demonstrate that participants employed a range of strategies, with guessing meaning through discourse context and local context being the two most frequently utilized approaches Following these, the use of knowledge of association or collocation ranks next in frequency, while the strategy of using extra textual resources is the least commonly employed.
The analysis reveals a surprising inconsistency in the use of strategies between two methods: the syntactic strategy is reported more frequently in questionnaires than in task sheets This disparity highlights that students may not be fully aware of the guessing strategies they employ during their attempts, as evidenced by the differing results between participant opinions and actual task performance.
Task sheets (Researcher’s analysis) Ranks of strategies use
6 Use extra textual Table 6: Ranks of strategies use in the Questionnaire and the Task sheets
3.1.3 The difficulties the students encounter when using word guessing strategies to make the guess
Table 7 illustrates the outcomes of students' word inferencing from the task sheets, revealing significant challenges in their inferencing abilities, with an overall incorrect inference rate of approximately 46.7% The analysis shows that only about 38% of guesses were correct for items involving syntactic strategies, indicating a high incorrect response rate of around 62% Furthermore, over 60% of guesses related to association or collocation knowledge were incorrect, while the incorrect answer rate for extra textual strategies reached approximately 70% These findings highlight that difficulties in using syntactic knowledge, association or collocation, and extra textual strategies are major obstacles for participants in inferring word meanings within the context of reading comprehension in economics texts.
Correct guess Incorrect guess Number of respondents % Number of respondents %
Table 7: The outcome of word inferencing
This study investigates the strategies employed by third-year economics students at PCI to comprehend unknown words in economics texts It explores how these students infer the meanings of unfamiliar terms and identifies the challenges they face while using these strategies The findings are analyzed in detail.
The study investigates the strategies students employ to tackle unknown words while reading Findings reveal that participants commonly utilize various techniques, with guessing meaning from context being the most prevalent Other strategies include seeking morphological clues, consulting an English-Vietnamese dictionary, and occasionally using an English-English dictionary or taking notes Notably, asking a friend for help is rarely employed, likely due to students' reserved nature This trend highlights the emphasis on teaching context inference as a vital strategy in EFL reading instruction, particularly in PCI contexts.
“independent” students It means that they want to try to solve the problems themselves as much as possible
CONCLUSION
Conclusion
This study investigates the strategies employed by third-year economics students at PCI for deciphering unknown words in economics texts, along with the challenges they face Utilizing a questionnaire and task sheets for data collection, key findings reveal that students predominantly rely on various strategies, with context-based guessing being the most common Other strategies include morphological analysis, consulting English-Vietnamese dictionaries, and occasionally seeking help from teachers or taking notes, while asking friends is rarely utilized Students prefer guessing unknown words using association or collocation knowledge, local context, and extra-textual knowledge The most frequently used strategies include forward and backward context analysis and association knowledge However, students find it challenging to employ syntactic knowledge, association or collocation, and extra-textual strategies effectively Based on these findings, several implications are discussed in the following section.
Pedagogical Implications of the Study
In the context of second language (L2) learning, especially in reading comprehension, inferencing is crucial due to the prevalence of unknown vocabulary for learners To improve L2 reading comprehension, students must learn and apply effective inferencing strategies The results of this study will offer valuable insights for enhancing language teaching and learning practices.
The study found that while students employ various strategies to decipher unknown words, they still encounter challenges in using some of them effectively Therefore, it is crucial for teachers to create targeted exercises that allow students to practice each strategy This approach will enable students to gain a deeper understanding of both the meanings and applications of the strategies.
In every reading lesson, teachers should encourage students to share their personal experiences This practice allows students to explore various strategies for tackling unfamiliar words, ultimately enhancing their reading comprehension skills.
Teachers should incorporate updated authentic reading materials from the economics field to create reading comprehension tasks that encourage students to use guessing strategies This approach not only enhances students' knowledge of their major but also provides valuable practice in reading comprehension skills.
In conclusion, students reported that employing word-guessing strategies is essential for overcoming challenges in learning a foreign language To enhance their language skills, participants emphasized the importance of extensive reading and actively reinforcing their knowledge not only in their major but also across various fields This approach can significantly reduce the difficulties they face in language acquisition and usage.
Limitations and Suggestions for Further Research
This study focused on the use of word guessing strategies in reading comprehension among a limited sample of seventy-two third-year economics students at PCI The small sample size hindered a comprehensive understanding of these strategies across varying proficiency levels Consequently, the findings may not be universally applicable to other subjects or contexts, suggesting that different groups may have distinct perspectives on this issue Therefore, future research should consider utilizing a larger participant sample to enhance the validity of the results.
To gather data on the strategies participants use for unknown words and word guessing, a written questionnaire serves as the primary research tool However, there are potential limitations to this approach; respondents may struggle to accurately recall their vocabulary strategies, leading to possible inaccuracies in their reported usage Additionally, evaluating their own strategies can be challenging for participants To enhance the reliability of future research, it is advisable to incorporate alternative data collection methods, such as classroom observations, think-aloud protocols, and diaries, alongside the written questionnaire.
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In the study by Wang (2011), titled "Lexical Inferencing Strategies for Dealing with Unknown Words in Reading," a contrastive analysis was conducted between Filipino and Chinese graduate students The research, published in the Journal of Language Teaching and Research, explores the different strategies employed by these two groups when encountering unfamiliar vocabulary during reading tasks The findings highlight the variations in lexical inferencing techniques, shedding light on the impact of cultural and educational backgrounds on language comprehension This study contributes valuable insights into effective reading strategies for language learners.
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Yin, Z (2011) nghiên cứu về khả năng suy diễn từ vựng của sinh viên Trung Quốc học tiếng Anh như một ngôn ngữ ngoại quốc tại Đại học Hồng Kông Đinh, T.K.T & Trần, V.C (2010) đã thực hiện một nghiên cứu về định hướng giá trị của sinh viên đối với những phẩm chất quan trọng của người phụ nữ, được công bố trong Tạp chí Khoa học, ĐHQGHN, Khoa học Xã hội & Nhân văn, số 26, trang 198-202.
Nghiên cứu của Tô, T H (2012) tại Viện Khoa học xã hội Việt Nam đã chỉ ra một số đặc điểm tâm lý cơ bản của sinh viên Bài viết tập trung vào các yếu tố tâm lý ảnh hưởng đến hành vi và sự phát triển của sinh viên trong môi trường học tập Các đặc điểm này bao gồm sự tự tin, khả năng thích ứng và động lực học tập Nghiên cứu cung cấp cái nhìn sâu sắc về tâm lý sinh viên, giúp các nhà giáo dục và phụ huynh hiểu rõ hơn về nhu cầu và thách thức mà sinh viên phải đối mặt.
APPENDIX A TASK SHEETS Reading Passage 1 Direction: Read the following text and do the vocabulary task
Market capitalism operates through two key decision-making units: business firms and households Business firms acquire resources from households and convert these inputs into products and services, which they then sell back to households Meanwhile, households own and sell resources to firms, while also purchasing the outputs produced by these firms This system of market exchange effectively coordinates the actions of both units, driving the economy forward.
Market relations and economic decision-making units are interconnected, as the demand for resource inputs stems from the demand for final products Firms produce goods to sell at a profit to consumers, who are willing and able to purchase these products due to their incomes Consumers earn income by selling or loaning their resources to firms, which then organize and coordinate production factors to create outputs.
Competitive market capitalism operates on key assumptions, primarily that both firms and households aim to maximize their economic well-being through market exchanges Firms focus on profit maximization, while households seek to enhance their utility or satisfaction Both entities strive to purchase goods at the lowest possible prices for a given quality and to sell at the highest prices Additionally, a fundamental assumption is that markets are competitive, characterized by numerous buyers and sellers, substitutable products, well-informed participants, and the free movement of resources among users.
To complete the exercise, review the list and select the most appropriate definition for each underlined word by circling it Remember, this is not a test, so refrain from using a dictionary or any external resources If you're uncertain about a word's meaning, feel free to leave it blank.
1 two major decision-making units
(A) a group of important people or things
(B) a company that makes or produces something
(C) the process of deciding about something important, especially in a group of people or in an organization
(D) the process of improving or developing
2 the business firm buys resources from households
(B) a particular country or section of the population that might buy goods
(C) a place or building where a service is organized and provided or special type of work is done
(D) a building or part of a building where you can buy goods and services
(B) combine something, usually in a way that
(C) to completely change the appearance or
(D) remove things that are necessary or into outputs means they cannot easily be separated character of something, especially so that it is better wanted
4 household owns and sells resources to firms
(A) a social unit comprised of those living together in the same dwelling
(B) a building for people to live in, usually for a family
(C) a business organization that make money by producing or selling goods and services
(A) to hand something to somebody so that they can look at it, use it or keep it for a long time
(B) to give something to somebody in exchange for money
(C) to take something that belongs to somebody else, and return to them at a later time
6 two basic units of economic decision-making are interdependent
(B) to be part of a particular group or system
(C) needing the help and support of somebody or something in order to survive or be successful
(D) to be connected to or with similar things
In business, transactions involve selling goods or services to generate revenue, which is the money earned from these sales Organizations like banks facilitate financial arrangements by lending money to individuals or businesses, allowing them to borrow funds as needed Additionally, individuals can maintain their finances by keeping money in a bank, where they can deposit or withdraw funds as necessary.
8 in turn organize and coordinate factors of production
(A) to make something that is exactly like something else
(B) to make somebody a member of a group, committee, etc
(C) to organize the different parts of an activity and the people involved in it so that it work well
(D) to make something happen in a particular way
9 maximize their economic well- being through market exchange
(A) the state of being healthy
(B) the state of being happiness
(C) having or showing good manners; typical of a high social class
(A) to succeed in reaching a particular goal by making an afford for a long time
(B) to do something or try to achieve something over a period of time
(C) to increase something as much as possible
(D) to make something greater in amount
11 The other major assumption is
(A) a formal set of ideas that is intended to
(B) a belief or feeling that something is true or
(C) the principles on which a particular subject
A fundamental principle of competitive markets is that they can explain the occurrence and existence of various phenomena While predictions about market behavior may lack concrete evidence, they are often grounded in established theories that have been proven true over time.
(A) capable of being exchanged for another or for something else that is equivalent
(B) large in amount, value or important
(C) likely to change, often changing
(D) made of many different things or parts that are connected
Reading Passage 2 Direction: Read the following text and do the vocabulary task
The Market Mechanism (Adapted from Economic by Samuelson)
A market is an arrangement (1) by which buyers and sellers of a community interact (2) to determine its price and quantity
In a market economy, every good and service is assigned a price, including various types of labor, which are represented by wage rates Individuals earn income from their sales, which they then use to purchase desired goods and services.
Prices serve as crucial indicators for market participants When consumer demand for goods like rice increases, it leads to a surge in new orders As buyers compete to purchase more rice, sellers respond by raising prices to manage the limited supply, which in turn incentivizes higher production of rice.
When cars become overstocked at current market prices, sellers will reduce prices to clear out excess inventory This price drop will attract more consumers, while producers will decrease their production in response to lower demand Consequently, a new balance or equilibrium between buyers and sellers will be achieved.
