INTRODUCTION
Background of the study
Vocabulary is essential for language acquisition, as it significantly influences both comprehension and production (Fan, 2003) A strong command of vocabulary is crucial for mastering all four language skills, and learners must possess adequate lexical knowledge to effectively understand input and produce output (Teng, 2014a) While grammar is important, it alone is insufficient for successful communication in a second or foreign language; appropriate vocabulary can enable understanding even in grammatically incorrect sentences Moreover, vocabulary is vital for academic success, as standardized tests like IELTS, TOEFL, GMAT, and SAT emphasize the need for a rich English vocabulary Therefore, learners should prioritize vocabulary development, despite many acknowledging it as their greatest challenge in achieving language mastery (Meara, 1980).
Historically, vocabulary learning received little emphasis, with minimal research conducted on vocabulary acquisition in comparison to other linguistic areas like syntax and phonology.
The Grammar-Translation Method (GTM), dominant in the 20th century, prioritized language rules and grammar over vocabulary, which was seen as secondary in mastering a foreign language (Milton, 2009) However, the significance of vocabulary in language learning is now widely recognized by both linguists and learners Recent decades have witnessed a shift in focus from teaching to learning, as noted by Nation (1990) Numerous works by authors such as Oxford (1990), Numan (1991), and Nation emphasize the importance of learning strategies beyond traditional teaching methods, fostering student autonomy and enhancing the learning process Additionally, resources on vocabulary learning strategies by Nation (1990, 2001) and Taylor (1990) further highlight the growing attention to effective vocabulary acquisition techniques.
The significance of vocabulary in language learning has prompted extensive research by linguists to understand the vocabulary knowledge of learners, focusing on the types and extent of their word knowledge These studies aim to inform the development of effective teaching materials and methods that enhance vocabulary acquisition While numerous studies have been conducted globally on vocabulary knowledge among second and foreign language learners, there is a notable lack of in-depth research specifically addressing the size and depth of vocabulary knowledge among Vietnamese learners Additionally, there is limited investigation into the relationship between vocabulary learning strategies and vocabulary knowledge in this context.
Three teachers have concentrated on the vocabulary knowledge of university students, neglecting the vocabulary skills of high school students Consequently, there is a pressing need for information regarding the vocabulary proficiency of high school students.
As a former student of Le Hong Phong Gifted High School and a senior majoring in English teaching, I have often encountered questions about vocabulary learning from both my high school and university peers Recognizing the significance of researching English vocabulary learning strategies and their relationship with vocabulary knowledge has motivated me to conduct this study This research aims to address a gap in the field by measuring both the size of learners' vocabulary—how many words they know—and their vocabulary depth—what they understand about those words However, the focus is solely on the receptive aspects of vocabulary knowledge, assessing learners' ability to recognize words while excluding their capacity to produce written or spoken language.
Aims of the study and research questions
The research aimed to investigate the strategies commonly employed by students for learning English vocabulary and to assess the correlation between these strategies and the vocabulary knowledge of English-specialized students at Le Hong Phong Gifted High School Based on the findings, several pedagogical implications were proposed to enhance the quality of English learning, particularly in vocabulary acquisition, benefiting not only the students at Le Hong Phong but also all English learners.
In order to accomplish these objectives, the study was set out to seek answers to the following research questions:
English-specialized students at Le Hong Phong Gifted High School commonly employ various vocabulary learning strategies to enhance their language skills These strategies significantly influence both the breadth and depth of their vocabulary knowledge, highlighting a strong correlation between the techniques used and their overall linguistic proficiency Understanding these strategies can provide insights into effective vocabulary acquisition methods for language learners.
Research design
This quantitative study utilized Likert scale questionnaires to identify vocabulary learning strategies among students, alongside vocabulary tests to quantify their knowledge Data collection involved the Vocabulary Levels Test (VLT) for vocabulary size and the Word Associates Test (WAT) for depth of knowledge Participants were informed that their performance would not impact their grades and received instructions prior to testing Personal information was collected to ensure effective correlation analysis, and the data was subsequently analyzed using SPSS statistical software.
Scope of the study
This study investigates the relationship between vocabulary learning strategies and vocabulary knowledge, focusing specifically on receptive vocabulary knowledge assessed through two vocabulary tests The research is confined to English-specialized students, highlighting the importance of understanding how learning strategies impact vocabulary acquisition within this specific academic context.
This study examines the vocabulary learning strategies used by 210 English-specialized students across grades 10 to 12 at Le Hong Phong Gifted High School in Nam Dinh City Additionally, it analyzes the relationship between these strategies and the students' vocabulary knowledge.
Significance of the study
Reviewing vocabulary learning strategies and assessing vocabulary knowledge offers valuable insights for both students and teachers, providing an opportunity for reflection on their respective learning and teaching processes.
This study aims to uncover the relationship between vocabulary learning strategies and vocabulary knowledge, ultimately identifying the most effective methods to enhance English teaching, particularly in vocabulary instruction By implementing the recommended strategies, English teachers at Le Hong Phong Gifted High School can significantly improve the quality of English learning for their students.
Thesis outline
The thesis is divided into five chapters:
Chapter 1 includes the rationale, the subjective, the research questions, the scope, the method and the design of the study
Chapter 2 is an insight of the literature review that are relevant to vocabulary learning strategies research, some basic concepts related to learning strategies, vocabulary learning and vocabulary knowledge In addition, vocabulary learning strategy classification is also reviewed to set up the theoretical framework for the investigation in the next chapter
In Chapter 3, the research design is presented, including the context of the study, the research questions, the research methodologies, the participants and the findings of the study
Chapter 4 discusses the use of vocabulary learning strategies as well as the correlation between these strategies and vocabulary knowledge of English- specialized students at Le Phong Gifted High School
Chapter 5 presents the study's conclusions and limitations, alongside key pedagogical implications aimed at enhancing the quality of vocabulary learning for students.
LITERATURE REVIEW
Vocabulary knowledge
Vocabulary knowledge is categorized into receptive and productive types Receptive knowledge involves recognizing words during reading or listening, while productive knowledge pertains to recalling words in speaking or writing The relationship between these two types of knowledge is not straightforward, influenced by variations in learners' vocabulary skills and the diverse assessments used (Daller et al., 2007) Milton (2009) highlights that receptive and productive knowledge often overlap, as listeners and readers anticipate upcoming words Despite this overlap, the distinction between receptive and productive vocabulary remains prevalent in vocabulary studies due to its practicality for discussion and measurement.
Nation (2009, p.27) demonstrates the separation of receptive and productive vocabulary knowledge in his table What is involved in knowing a word, where he splits word knowledge into several different sections
The framework of word knowledge is categorized into three main areas: Form, Meaning, and Use, each further divided into subcategories that encompass both receptive and productive knowledge Daller et al (2007) describe Nation's list as the most comprehensive representation of word knowledge to date, with numerous researchers, including Greidanus and Nienhuis (2001), Milton (2009), and Li and Kirby (2012), leveraging this model in their studies This approach emphasizes that learners can acquire vocabulary through various dimensions without the need for exhaustive mastery in all areas simultaneously.
7 know all the aspects to have knowledge of a word, but it seems to ignore the possibility that a learner might have partial knowledge of some aspects
“What Is Involved in Knowing a Word” (Nation, 2009, p.27)
What does the word sound like?
How is the word pronounced?
What does the word look like?
How is the word written and spelled?
What parts are recognizable in this word?
What word parts are needed to express the meaning? Meaning Form and meaning
What meaning does this word form signal?
What word form can be used to express this meaning?
What is included in the concept?
What items can the concept refer to?
What other words does this make us think of? What other words could we use instead of this one? Use Grammatical functions
In what patterns does the word occur?
In what patterns must we use this word?
What words or types of words occur with this one? What words or types of words must we use with this one?
Where, when, and how often would we expect to meet this word?
Where, when, and how often can we use this word?
Note: In column 3, R = receptive knowledge, P = productive knowledge
Furthermore, another model of vocabulary knowledge was presented by Daller et al (2007, p.8) named as the lexical space
Figure 2.1 The Lexical Space (Daller et al., 2007, p.8)
The lexical space encompasses three key dimensions of vocabulary knowledge: breadth, depth, and fluency Breadth, or size, involves the form category and the relationship between form and meaning as outlined in Nation's list Depth includes sub-categories such as concepts and referents, associations, grammatical functions, collocations, and usage constraints Fluency refers to the ability to recall and use words automatically and accurately Consequently, a learner's position within the lexical space is determined by their vocabulary size, understanding of words, and ease of recall and usage (Daller et al., 2007).
According to McCarthy (1992), vocabulary knowledge consists of two key dimensions: breadth and depth The breadth of vocabulary knowledge refers to the size of a learner's vocabulary, indicating the number of words they know at a specific level (Nation, 2001) In contrast, depth of vocabulary knowledge pertains to the quality of a learner's understanding of words, encompassing not only their meanings and forms but also aspects such as pronunciation, spelling, register, frequency, and morphology.
9 syntactic and collocational prosperities (Qian, 2002), then they are able to apply it into the appropriate situations
Vocabulary knowledge lacks a precise definition, but it encompasses several common ideals Understanding a word involves awareness of its spelling, morphology, pronunciation, meaning, collocations, part of speech, frequency, and register The "learning burden" refers to the effort required by learners to master a word, which varies based on their backgrounds and the aspects of the word To facilitate second language acquisition, it is essential to teach students effective vocabulary learning strategies Teachers can alleviate learning burdens by providing organized strategies, highlighting the significance of vocabulary knowledge in overall language proficiency development Therefore, exploring ways to enhance learners' vocabulary knowledge is essential.
Vocabulary learning strategies
Vocabulary learning strategies are specific actions that learners employ to enhance their vocabulary acquisition, making the process easier, faster, and more enjoyable According to Oxford (1990), these strategies are essential for effectively learning new lexical items in a target language Various researchers, including Stoffer (1995), Schmitt (1997), Nation (2001), and Gu (2003), have proposed different classifications of vocabulary learning strategies This study adopts Oxford's (1990) definition, which categorizes these strategies into two primary groups, highlighting the diverse approaches to vocabulary acquisition.
Direct strategies enhance vocabulary acquisition in the target language by engaging learners in focused exercises and activities (Oxford, 1990) According to Nation (1990), these direct vocabulary learning methods require learners to concentrate specifically on vocabulary Decarrico, as cited in Celce-Murcia (2000), refers to this approach as "explicit vocabulary learning."
Direct strategies include cognitive strategies, memory strategies, and compensation strategies
Cognitive strategies, including summarizing and deductive reasoning, actively involve learners in utilizing their mental processes to acquire new vocabulary Techniques such as repetition, organizing language, and summarizing meanings enhance the learning experience and facilitate better retention of lexical items.
Memory strategies: associate learners’ vocabulary learning with their mental process by linking their existing or background knowledge to the new words;
Compensation strategies, including inferring meaning from context, utilizing dictionaries, taking notes on new vocabulary, effectively employing word formation, encoding contextually, and reviewing newly acquired words, empower learners to communicate effectively even with significant gaps in their linguistic knowledge.
Learners apply these strategies directly to learn new linguistic items
Indirect strategies facilitate vocabulary acquisition by allowing learners to concentrate on the overall message rather than solely on the target language (Oxford, 1990) In this approach, students engage with vocabulary in context, enhancing their understanding of both the words and the communication style of the speaker or writer (Nation, 1990) This method is also referred to as "implicit vocabulary learning" by Celce-Murcia (2000, p 285-299).
“incidental vocabulary learning” to refer to direct vocabulary learning
Indirect strategies include social strategies, metacognitive strategies and affective strategies
Social strategies: facilitate the vocabulary absorption through learners’ interaction with others
Metacognitive strategies: help students understand what they learn, particularly related to processes involved in planning, monitoring, decision-making, and evaluation of one’s learning progress
Affective strategies: allow learners to regulate their motivations, attitudes, and emotions when learning new lexical items
These strategies indirectly contribute to learners’ vocabulary learning
This study utilizes Oxford’s taxonomy as a foundational framework, recognized as one of the most prevalent classifications of vocabulary learning strategies in ESL/EFL contexts Focusing on Vietnamese second language learners, the research highlights that the effectiveness of vocabulary learning strategies (VLSs) is influenced by various factors, including learners' proficiency levels, motivation, and cultural background, underscoring the critical role of culture and environment in shaping preferred learning strategies.
This study aims to explore the vocabulary learning strategies employed by ESL high school students in Vietnam, highlighting the lack of attention given to this important aspect of language acquisition By examining these strategies, the research seeks to enhance understanding of how Vietnamese students approach vocabulary learning in an ESL context.
Previous research on vocabulary learning strategies
Despite the growing focus on specific vocabulary learning strategies, only two researchers have explored vocabulary learning strategies comprehensively Stoffer (1995) was the first to create a specialized questionnaire, the Vocabulary Learning Strategies Inventory (VOLSI), consisting of 53 items aimed at measuring vocabulary learning strategies She administered this inventory alongside the Strategies Inventory for Language Learning (SILL) to a sample of 707 students at the university level.
Alabama From what she had studied, Stoffer suggested that the 53 items on the VOLSI cluster into nine categories: (1) Strategies involving authentic language use
Effective learning strategies encompass a variety of creative activities that enhance engagement and retention Self-motivation techniques play a crucial role in maintaining focus and drive Establishing mental linkages can significantly improve memory recall, while employing specific memory strategies aids in information retention Utilizing visual and auditory methods can cater to different learning styles, and incorporating physical actions can reinforce learning through kinesthetic engagement Additionally, strategies to overcome anxiety are essential for creating a conducive learning environment, and organizing words effectively can streamline the learning process.
Another researcher who investigates many strategies as a whole is Schmitt
In 1997, a new scheme was introduced that differentiated between strategies learners employ to understand new words upon first encounter and those used to reinforce meanings upon subsequent encounters The initial strategies included determination and social strategies, while the latter encompassed social, memory, cognitive, and metacognitive strategies Notably, social strategies were present in both categories, highlighting their versatility in language learning.
Both researchers utilized questionnaires to explore the vocabulary learning strategies employed by students Schmitt's (1997) findings were notably more specific, contributing significantly in three key areas: it presents a taxonomy of vocabulary learning strategies, illustrates how strategy usage evolves over time, and suggests the introduction of new strategies tailored to learners at various stages of cognitive development.
Previous research on vocabulary size
Milton and Meara (1998) evaluated the receptive vocabulary size of 80 German EFL learners aged 14 to 15, who had completed approximately 400 hours of English instruction, using the LLEX Lingua Vocabulary test By adapting the X-Lex method, they estimated the average vocabulary size to be around 1,200 lemmas Additionally, Milton (2006, cited in Milton, 2009) conducted research on Greek EFL learners at a private school, ranging from beginner to upper-intermediate levels, corresponding to the B2 level of the CEFR, and also employed the X-Lex method in his assessment.
Participants learned around 500 words annually, leading to a total of approximately 3,500 words after seven years of study, which equates to about 650 hours of tuition, covering a significant portion of the most common 5,000 words.
In a study by Canga (2013), the vocabulary size of 92 Spanish EFL learners aged 15 to 16 was assessed using the 2,000-word level of the Vocabulary Levels Test, after they had completed a total of 1,049 hours of English language tuition.
A study revealed a notable disparity in vocabulary scores between male and female participants, with males averaging 1,028 lemmas and females 854 lemmas, resulting in an overall average of 935 lemmas among all learners The researcher emphasized that these vocabulary sizes were relatively low when compared to EFL learners in other countries, despite those learners having received fewer instructional hours.
Takala (1984) conducted a study on over 2,400 Finnish ninth graders to evaluate their receptive and productive vocabulary sizes after seven years of English instruction, totaling approximately 450 hours Participants provided Finnish or English equivalents for decontextualized stimulus words from their English textbooks The findings revealed that fast learners in the advanced group had a vocabulary of around 1,500 words, while average learners had about 900 words and slow learners had 450 words When considering limited word formation skills and contextual deduction abilities, the advanced group’s receptive vocabulary was estimated at 2,200 words and productive vocabulary at 2,000 words In contrast, the average group had a vocabulary of around 1,000 words, with slow learners showing no increase in their word knowledge Takala’s research is notable as one of the few studies in Finland focused on vocabulary size, while more recent studies have explored different dimensions of vocabulary knowledge, such as productive vocabulary and university-level students.
In summary, various researchers employed distinct vocabulary tests to evaluate students' vocabulary size, resulting in studies with differing scopes Specifically, Milton and Meara (1998) concentrated solely on receptive vocabulary knowledge, whereas Takala (1984) offered a more comprehensive analysis of both receptive and productive vocabulary sizes Additionally, Canga (2013) uniquely examined the vocabulary size disparities between male and female students, setting her research apart from others in the field.
Previous research on vocabulary depth
In general, mostly researchers adopted the Word Associates Test to measure the depth of vocabulary knowledge
In a study by Qian (1999) examining the impact of vocabulary size and depth on reading comprehension among adult academic ESL learners in Canada, 74 participants, each with a vocabulary size of at least 3,000 word families (approximately 4,800 lemmas), achieved an average WAT score of 120 out of 160 Similarly, Farvardin and Koosha (2011) investigated this topic with 78 Iranian university students majoring in teaching English as a foreign language, who recorded a mean WAT score of 112 out of 160.
Hellman (2011) investigated the vocabulary size and depth of adults who learned English as a second language and achieved high proficiency She compared non-native speakers to both monolingual and bilingual native speakers using the Word Association Test (WAT) The results showed no significant differences in scores among the three groups, with non-native speakers averaging 147, bilinguals 149, and monolinguals 151 out of 160 Notably, even native speakers did not achieve full marks, suggesting that differences in thought and language use affect how individuals perceive word connections in the WAT.
Previous research on the correlation between vocabulary learning strategies and
Numerous studies have investigated the relationship between vocabulary learning strategies and vocabulary proficiency, revealing significant challenges in comparing findings due to diverse assessment methods for vocabulary size and depth Additionally, factors such as participants' native language, age, duration of instruction, and learning context greatly influence the outcomes Consequently, there is considerable variation in test results related to vocabulary size and depth across the reviewed studies.
Gu and Johnson (1996) pioneered research on the link between vocabulary learning strategies and vocabulary proficiency, establishing a framework for subsequent studies Their investigation focused on identifying the vocabulary learning strategies employed by Chinese EFL students in higher education and evaluating the correlation between the frequency of these strategies and vocabulary proficiency Involving 850 second-year students, they utilized a questionnaire alongside vocabulary size and English proficiency tests The findings revealed a significant positive correlation between metacognitive and compensation strategies and students' performance on both the vocabulary size and English tests Similar results were corroborated by Goh & Foong (1997).
In summary, numerous studies in both EFL and ESL contexts, including Vietnam, have explored the vocabulary learning strategies utilized by learners While these studies have enhanced our understanding of the significance of strategy use in vocabulary acquisition, several critical issues remain unaddressed Specifically, while previous research has highlighted the correlation between the use of learning strategies and vocabulary proficiency (Lowe, 2009; Su, 2005), there is a lack of empirical evidence establishing a direct relationship between learners' strategies and their vocabulary development.
Current research on language learning strategies often overlooks vocabulary learning strategies, choosing instead to concentrate on language acquisition as a comprehensive process.
METHODOLOGY
Research questions
This study sought answers to the following research questions: i What vocabulary learning strategies do English-specialized students at Le
Hong Phong Gifted High School commonly use? ii Is there a correlation between their vocabulary learning strategies and the breadth and depth of vocabulary knowledge?
Research methods
To gather data, I employed quantitative research methods, including a survey questionnaire focused on students' vocabulary learning strategies, alongside two assessments: the Vocabulary Levels Test (VLT, Schmitt et al., 2001) and the Word Associates Test (WAT) (Read).
In the study, quantitative methods such as questionnaires and vocabulary tests were employed for three key reasons Firstly, the large number of participants typical in quantitative research allows for statistical analysis and generalization of results (Vilkka, 2007) Secondly, this approach focuses on group characteristics rather than individual traits (Dửrnyei, 2007), which aligns with the study's emphasis on participants as class members rather than individuals Lastly, vocabulary tests are identified as the most effective means of gathering the necessary quantitative data to address the research questions, as they assess vocabulary knowledge based on the relevance of frequently used words (Huhta and Tarnanen, 2011).
18 help getting valid and reliable information in a sensible way The data collection is taking place at Le Hong Phong Gifted High School, Nam Dinh City.
Participants
This study involved approximately 210 English major students from Le Hong Phong Gifted High School, encompassing six classes across grades 10 to 12, to ensure the accuracy of the research findings.
This research investigates the relationship between vocabulary learning strategies and vocabulary knowledge, encompassing both receptive and productive aspects Language educators in Vietnam and globally highlight the importance of vocabulary learning strategies for students, both in and out of the classroom Due to time constraints and limited resources, Le Hong Phong Gifted High School emerged as an ideal setting for this study, thanks to the enthusiasm of its English teachers and students The researcher employed "convenience sampling," as defined by Cohen et al (2007), to facilitate the study.
The sampling method involves selecting the closest individuals to act as respondents and continuing this process until the desired sample size is achieved, utilizing those who are available and accessible at the time.
Qualitative methods were employed in this study A questionnaire and two vocabulary tests were the two main instruments
A survey was conducted among students to explore their vocabulary learning strategies, utilizing a questionnaire that incorporated a Likert scale to quantify the frequency of these strategies.
“Never”, “Rarely”, “Sometimes”, “Usually” and “Always” to collect and analyze the numeric data The questionnaire was adapted from previous studies (Gu & Johnson,
1996; Shimo, 2008; Netami, et al., 2011) The reliability of the questionnaire calculated by the Cronbach alpha was 0.92 (Teng, 2015)
The questionnaire was distributed to English-major students with high proficiency, eliminating the need for translation into Vietnamese It comprised two sections: the first collected demographic information such as name and class, while the second included 40 vocabulary learning strategies categorized into 10 sub-groups of direct and indirect strategies, detailed in the accompanying table.
Sub-categories of the strategies Items in the questionnaire
Direct cognitive creative strategy 1, 2 Direct cognitive practice 3,4,5,6 Direct cognitive analyzing strategy 7,8,9,10,11,12 Direct memory applying strategy 13,14,15,16,17 Direct compensation guessing 18,19,20
Indirect social cooperation 21,22 Indirect metacognitive planning 23,24,25 Indirect metacognitive monitoring and evaluating
The initial vocabulary assessment aimed to evaluate the extent of vocabulary knowledge using a validated version of the Vocabulary Levels Test (VLT) developed by Schmitt et al (2001) This assessment included both Version 1 and Version 2, which maintained equivalent difficulty levels However, this study specifically utilized Version 2, as it was aligned with the updated Academic Word List.
20 utilized in many previous studies (Qian, 2002; Xiang & Fulcher, 2007; Teng, 2014b; Teng, 2015) This version had five levels: 2,000-word level, 3,000-word level, 5,000- word level, 10,000-word level, and a section of university/ academic vocabulary
The test featured a matching format where participants aligned six words with three corresponding definitions Each question required them to connect three of the six words to the appropriate short definitions provided.
“1 copy _end or highest point
5 profit _thing made to be like another
For each correct answer, they got one point, and the maximum possible score might be 150 points
The Word Associates Test (WAT), developed by Read in 1993 and updated in 2004, is a multiple-choice assessment designed to evaluate the depth of students' vocabulary knowledge through three key relationships: paradigmatic (meaning), syntagmatic (collocation), and lexical progression (word formation) This test has been employed in various studies focused on vocabulary knowledge depth (Nassaji, 2004; Qian, 2002; Teng, 2014b; Teng, 2015) For this research, the 4.0 version of the WAT was selected, consisting of 40 items that assess participants' ability to identify collocations, synonyms, and part-whole relationships between a stimulus adjective and eight provided options, which included four distracters organized in separate boxes.
The purpose of this test is to find out how well you know the meaning of the lexical items Each item on this test looks like this:
1 Sudden beautiful quick surprising thirsty change doctor noise school
The words here on the left side may help to explain the meaning of
The words here on the right side are nouns that may come after
“sudden” in a phrase or a sentence
There are eight words in the box, but only FOUR of them are correct The participants have to choose which the four correct words are
“sudden” means “happening quickly and unexpectedly”, so the correct answers on the left side are “quick” and “surprising”
We typically do not use the terms "a sudden doctor" or "a sudden school," but we frequently refer to "a sudden change" and "a sudden noise." Therefore, "change" and "noise" are the appropriate words in this context.
Participants also received one point for a correct option There were four correct options for each target lexical item; thus, the maximum possible score for the
Data analysis
Before analyzing the test data and questionnaire responses, participants' answers were converted into scores using a 5-point Likert Scale, where 1 represented "Never," 2 indicated "Rarely," and 3 signified "Sometimes."
“Sometimes, 4 to “Usually”, and 5 to “Always” After that, the scores of the two vocabulary tests and the questionnaire were analyzed with the use of SPSS 20.0
Following this, descriptive statistics and Spearman rank correlation method were applied to reach the conclusion Descriptive statistics were used to answer the
The study aimed to identify the vocabulary learning strategies most and least utilized by English-specialized students at Le Hong Phong Gifted High School To achieve this, the Spearman rank correlation method was employed to analyze the relationship between students' vocabulary test scores and their use of various learning strategies, assessing whether a correlation exists between these strategies and their vocabulary knowledge.
The data analysis revealed a significant relationship between direct and indirect vocabulary learning strategies and the vocabulary knowledge—both breadth and depth—of English-specialized students at Le Hong Phong Gifted High School This study suggests several pedagogical implications aimed at enhancing vocabulary learning quality in the target language.
Data collection procedure
Data analysis was conducted alongside the evaluation of survey responses and vocabulary tests in a correlational study involving 210 participants The data collection occurred in two sessions using paper-and-pen formats In the first session, I introduced myself to the students before they completed the questionnaire in class, providing guidance as needed to ensure their understanding Participants were encouraged to answer based on their learning experiences and reassured that their responses would not impact their course grades, fostering a sense of confidence The second session involved administering two vocabulary tests, with clear instructions provided in Vietnamese to ensure comprehension among all students.
Data analysis procedure
The collected data was analyzed using SPSS 20.0 to draw conclusions about students' vocabulary learning strategies The Likert scale questions were assessed on a 1 to 5 interval scale, enabling insights into the strategies employed by students Additionally, students' vocabulary test scores were evaluated, and the results from both the questionnaire and tests were analyzed with SPSS to determine any correlations.
Research ethics
The research adhered to the ethical guidelines set by the British Educational Research Association (BERA) in 2011, ensuring that students were treated with fairness, dignity, and respect, free from prejudice Participants were clearly informed about the purpose of their involvement, the use of their data, and the reporting process Fully informed consent was obtained prior to the research, and collaboration with schools and guardians was sought and approved Additionally, the study recognized the participants' right to privacy, ensuring confidentiality and anonymity throughout the research process.
FINDINGS
The vocabulary learning strategies commonly used by English-specialized
specialized students at Le Hong Phong Gifted High School
The research on Direct Learning Strategies (DLS) identifies several key components: direct cognitive creative, direct cognitive practice, direct cognitive analyzing, direct memory applying, and direct compensation guessing strategies These strategies were evaluated using specific items in a questionnaire Despite the qualitative nature of the data, which employed an ordinal scale, the questions were designed with a mutual scale ranging from 1 to 5.
5), so the indicative value varied from 1 to 5
According to Table 4.1, direct cognitive practice emerged as the most commonly used strategy among English-specialized students, with an average score of 3.48, while the direct memory applying strategy recorded the lowest at 2.97 Notably, 10th-grade students utilized direct learning strategies (DLS) more than students in other grades, with scores of 3.74 and 3.84 from two 10th-grade classes Among the six classes, the strategies of direct cognitive creative, direct cognitive practice, direct cognitive analyzing, and direct memory applying were most frequently employed by the 10 English 2 class.
Average DLS Usage of English-specialized Classes
The assessment of Indirect Learning Strategies (ILS) followed a similar methodology as Direct Learning Strategies (DLS) The research identified several components of ILS, including indirect social cooperation, indirect metacognitive planning, indirect metacognitive monitoring and evaluation, indirect cognitive creativity, and indirect affective strategies.
Table 4.2 indicates that the indirect affective strategy was the most preferred among all Indirect Learning Strategies (ILS), scoring 3.75, while the indirect social cooperation strategy received the lowest score of 2.92 Additionally, 10th grade students showed a higher frequency of ILS usage compared to other grades Specifically, 10 English 1 predominantly utilized the indirect social cooperation and indirect cognitive creative strategies, whereas 10 English 2 favored different strategies.
Average ILS Usage of English-specialized Classes
Indirect metacognitive monitoring and evaluating strategy
The correlation between vocabulary learning strategies and the breadth and depth
The average Vocabulary Level Test (VLT) score for all English classes was 7.31, with the highest scores recorded in 10 English 1 and 10 English 2, at 7.87 and 7.74, respectively The VLT scores varied from 3.80 to 9.73, with 10 English 2 achieving the top individual score of 9.73 Notably, 10 English 1 had the highest mean score and the lowest standard deviation of 0.68, indicating it was the class with the most consistent level of competence In contrast, 12 English recorded the lowest average VLT score.
Class Observations Min Max Mean Standard
The overall average WAT score for students was 6.81, with the top-performing classes being 12 English 2 and 11 English 2, which had mean scores of 7.28 and 6.96, respectively English-specialized students scored between 4.50 and 8.75, with the highest score of 8.75 achieved by students in the 12th grade classes.
In the analysis of WAT scores, 12 English 2 demonstrated the highest average, characterized by minimal variation among students, reflected in a Standard Deviation (S.D) of only 0.73 Conversely, the class with the lowest average WAT score was identified.
10 English 1, where students also indicated the greatest difference in scores, however
Class Observations Min Max Mean Standard
4.2.3 The correlation between strategies and vocabulary knowledge
The correlation coefficient (r), as outlined in Ith's "Guideline for Interpreting Correlation Coefficient" (2009), varies from -1, indicating a perfect negative correlation, to 1, representing a perfect positive correlation A weak correlation is identified when r is between 0.2 and 0.4, a moderate correlation occurs when r is between 0.4 and 0.6, and a strong correlation is observed when r ranges from 0.6 to 0.8.
4.2.3.1 The correlation between Direct learning strategies and vocabulary knowledge
4.2.3.1.1 Direct learning strategies and the breadth of vocabulary knowledge
Spearman’s Rank Correlation Test between DLS and the Breadth of Vocabulary Knowledge
Direct compensation guessing strategy Correlation
Note: *: Correlation is significant at the 0.05 level
Table 4.5 highlights four strategies that positively correlate with vocabulary breadth: direct cognitive creative, direct cognitive practice, direct cognitive analyzing, and direct memory applying Among these, the first three strategies show moderate correlations of 0.476, 0.540, and 0.562, while the direct memory applying strategy demonstrates a stronger correlation of 0.655 with vocabulary knowledge.
4.2.3.1.2 Direct learning strategies and the depth of vocabulary knowledge
Table 4.6 indicates that four strategies—direct cognitive practice, direct compensation guessing, direct cognitive analyzing, and direct memory applying—are positively correlated with the depth of vocabulary knowledge Notably, only the direct cognitive analyzing and memory applying strategies demonstrate a significant impact on enhancing vocabulary depth.
30 strategy had the moderate correlation, with the figure reaching 0.403 and 0.456, greater than that the two other strategies
Spearman’s Rank Correlation Test between DLS and the Depth of Vocabulary Knowledge
Direct compensation guessing strategy Correlation
Note: *: Correlation is significant at the 0.05 level
4.2.3.2 The correlation between Indirect learning strategies and vocabulary knowledge
4.2.3.2.1 Indirect learning strategies and the breadth of vocabulary knowledge
Table 4.7 reveals a moderate positive correlation between all five ILS and vocabulary breadth, with correlation coefficients being relatively similar Notably, indirect cognitive creativity and indirect metacognitive planning exhibited the strongest correlations, with coefficients of 0.586 and 0.585, respectively.
Spearman’s Rank Correlation Test between ILS and the Breadth of Vocabulary Knowledge
Indirect metacognitive monitoring and evaluating strategy
Note: *: Correlation is significant at the 0.05 level
4.2.3.2.2 Indirect learning strategies and the depth of vocabulary knowledge
Spearman’s Rank Correlation Test Between ILS and the Depth of Vocabulary Knowledge
Indirect metacognitive monitoring and evaluating strategy
Note: *: Correlation is significant at the 0.05 level
Table 4.8 reveals a positive correlation between five strategies and vocabulary knowledge depth, with the indirect metacognitive planning strategy showing the strongest correlation, indicated by a correlation coefficient of 0.423.
In conclusion, English-specialized students at Le Hong Phong Gifted High School predominantly employed direct strategies for vocabulary learning, particularly evident among 10th graders, who achieved higher scores in the Vocabulary Levels Test In contrast, 11th and 12th graders excelled in the Word Associates Test A positive correlation was found between certain direct learning strategies and vocabulary knowledge, with direct memory and cognitive analyzing strategies showing a stronger relationship with both the breadth and depth of vocabulary knowledge Additionally, most indirect learning strategies, especially the metacognitive planning strategy, demonstrated a moderate to positive correlation with vocabulary knowledge breadth and depth.
Discussion
This study aimed to identify the most common vocabulary learning strategies utilized by English-specialized students at Le Hong Phong Gifted High School and to explore the correlation between these strategies and the students' vocabulary knowledge.
This study aimed to evaluate the receptive vocabulary size and depth of English-specialized students through two specific tests: the Vocabulary Level Test (VLT) for size and the Word Association Test (WAT) for depth These tests were selected due to their straightforward format and decontextualized items, allowing for the assessment of a larger number of vocabulary items in a short time frame Both the VLT and WAT have been widely utilized in vocabulary learning research, making them effective tools for measuring these critical aspects of vocabulary knowledge within the constraints of the study.
The validity of the tests is considered good due to uniform instructions and equal testing conditions for all participants, enhancing the study's reliability (Martin, 2011) However, the tests were limited in scope because they had to fit within a lesson, which reduced the number of items in the Vocabulary Level Test (VLT) and Word Association Test (WAT) This limitation may have affected the accuracy of the results; testing more words in both the size and depth tests could have yielded more precise outcomes.
The study revealed that students predominantly employed direct strategies for vocabulary learning, with direct cognitive practice strategies being the most utilized, followed by direct compensation guessing and cognitive analyzing strategies Notably, 10th-grade students favored direct learning strategies more than their peers in other grades, aligning with previous research indicating a preference for direct strategies among Chinese students (Teng, 2015) This preference may stem from the accessibility of direct strategies compared to indirect ones, which are typically favored by upper-intermediate learners (Ali, 2016) A significant distinction emerged in that Chinese students frequently used direct memory applying strategies, while English-specialized students at Le Hong Phong Gifted High School utilized them the least This suggests that the latter group focused more on direct cognitive practice strategies, which are effective for addressing learning challenges (Bereiter & Scardamalia, 1987) In terms of indirect strategies, English-specialized students prioritized indirect affective strategies, followed by metacognitive monitoring and evaluating, and planning.
The study identified 34 creative and indirect social cooperation strategies, aligning with findings from Netami et al (2011) in Iran However, it contrasts with Lawson & Hogben (1996), who noted that few learners employed direct memory strategies This discrepancy may stem from the differing contexts of English learning, particularly between Italian students and those in Asian environments.
The present study reveals a positive correlation between various direct and indirect strategies and both the depth and breadth of vocabulary knowledge, aligning with previous research (Barcroft, 2009; Gu, 2010; Gu & Johnson, 1996) Notably, direct strategies showed a stronger correlation with vocabulary dimensions, while indirect strategies also contributed significantly This contrasts with findings from Teng (2015) and Ali (2016), which indicated a stronger link between indirect strategies and vocabulary knowledge Although direct memory and cognitive practice strategies were the least utilized by English-specialized students, they exhibited the strongest correlation with vocabulary breadth In contrast, indirect affective strategies were most frequently employed, yet indirect cognitive creative and metacognitive planning strategies demonstrated the most significant correlation with vocabulary knowledge Consequently, students relying solely on emotional motivations for vocabulary acquisition may not achieve high VLT and WAT scores compared to those using indirect cognitive strategies Thus, students who practice self-planning, monitoring, and evaluating can expand their vocabulary and gain a deeper understanding of word usage.
CONCLUSION
Summary of findings
The analysis of data revealed several key findings regarding vocabulary learning strategies among English-specialized students at Le Hong Phong Gifted High School Notably, 10th grade students exhibited a preference for direct strategies, achieving higher scores in the Vocabulary Levels Test (mean scores of 7.87 and 7.74) compared to their 11th and 12th grade counterparts, who excelled in the Word Associates Test (average scores of 7.28 and 6.96) Additionally, a positive correlation was found between vocabulary breadth and four direct learning strategies: direct cognitive creative, direct cognitive practice, and direct memory applying strategies Furthermore, several direct strategies, including direct cognitive practice, direct cognitive analyzing, direct memory applying, and direct compensation guessing strategies, showed positive correlations with vocabulary depth Among these, direct memory applying and direct cognitive analyzing strategies demonstrated stronger correlations with both vocabulary breadth and depth Lastly, all five indirect learning strategies were moderately correlated with vocabulary breadth, while only the indirect metacognitive strategy showed a moderate correlation with vocabulary depth.
Pedagogical implications
The current study emphasizes the significance of indirect vocabulary learning strategies, which show a strong correlation with vocabulary knowledge Research focusing on vocabulary size and depth provides valuable insights into learners' linguistic development.
36 language skills, which can provide not only researchers, teachers but students as well with new insights into learning and teaching word knowledge
Learners often seek to understand their vocabulary size and word knowledge By regularly taking vocabulary tests, they can track their progress, while teachers gain insights into their students' learning advancements, enabling more effective instructional planning.
Teachers at Le Hong Phong Gifted High School must gain a clearer understanding of their English-specialized students' vocabulary knowledge and gaps The current study highlights the need for educators to enhance students' awareness of vocabulary learning strategies and to encourage more frequent usage of these strategies, including both familiar and underutilized ones Raising awareness about the significance of these strategies can lead to improved word acquisition and overall English proficiency Therefore, incorporating metacognitive strategy training into existing English lessons is recommended to effectively bolster students' English language skills (Nguyen & Gu, 2013).
The findings suggest that relying solely on direct strategies for memorizing vocabulary is inadequate for achieving deep vocabulary knowledge English teachers should integrate indirect strategies that facilitate deeper processing of words, enhancing students' vocabulary acquisition Additionally, educators should promote the use of metacognitive strategies, such as self-planning, self-monitoring, and self-evaluation, to help learners effectively manage their learning experiences both in and out of the classroom.
To do this, teachers could encourage students to make their learning schedule and design learning tasks and materials Overall, language teaching should shift the role
37 from the teachers to the learners because students need to take active responsibility for their own vocabulary learning (Nation, 2008).
Limitations and suggestions for future research
The current research has significantly advanced vocabulary teaching and learning; however, it has notable limitations The study's participants were exclusively from a single high school, indicating a need for a broader sample that includes gifted high schools across Vietnam and various educational levels to enhance inclusivity To obtain more reliable insights into Vietnamese EFL learners' word knowledge, future research should involve larger sample sizes that represent both English-majored and non-majored learners nationwide Additionally, expanding the study to encompass learners of all ages will provide a more comprehensive understanding of EFL vocabulary knowledge Future investigations should also incorporate diverse methods, such as interviews and class observations, to explore students' adaptation of learning strategies and their perceived effectiveness Furthermore, the current study's focus on receptive vocabulary knowledge highlights the necessity of examining both receptive and productive vocabulary to improve the accuracy of research findings, warranting further studies that assess speaking and writing skills.
Conclusion
Many language teachers recognize the importance of vocabulary learning strategies in teaching English, yet this aspect is often neglected in EFL contexts (Venla, 2016) A study involving 186 English-specialized students at Le Hong Phong Gifted High School in Nam Dinh City revealed a positive correlation between vocabulary learning strategies and vocabulary knowledge The findings indicated that students with a higher level of vocabulary knowledge were more likely to employ effective direct and indirect strategies, including direct memory application and cognitive and metacognitive planning.
Implementing 38 effective strategies is crucial for enhancing vocabulary teaching and learning, as these strategies significantly improve learners' self-regulation in their educational processes Traditionally, teachers act as lecturers, delivering information while students passively listen and take notes However, when students take charge of their own learning, the teacher transitions to a facilitator or coach, guiding learners in utilizing resources and developing their vocabulary acquisition strategies.
In this collaborative classroom environment, both the teacher and students actively contribute to lesson content, emphasizing the importance of student engagement Students are encouraged to take responsibility for their own vocabulary learning, fostering a sense of ownership in their educational journey.
In conclusion, this study enhances the understanding of the connection between vocabulary learning strategies and vocabulary knowledge for both teachers and students It provides valuable pedagogical implications, enabling learners to adopt effective learning strategies while guiding teachers to modify their instructional approaches, ultimately improving the effectiveness of vocabulary teaching and learning.
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Vocabulary Learning Strategy Use Questionnaire
My name is Tran Thi Bao Ngoc, the senior majoring in English teaching at University of Languages and International Studies I am conducting the thesis with the topic
“The correlation between vocabulary learning strategies and vocabulary knowledge of English-specialized students at Le Hong Phong Gifted School”
This questionnaire aims to assess how often you utilize vocabulary learning strategies, focusing on identifying the most frequently employed autonomous methods Rest assured that all responses will remain confidential Please select the option that best represents your usage from the provided five choices Thank you for your participation.
1= Never; 2=Rarely; 3=Sometimes; 4=Usually; 5=Always
1 I categorize the new words into different groups such as words related to animals, weather, etc
2 I use online tools to learn new words
3 I pay attention to new words when watching English movies
4 I picture the usage of new words in my mind
5 I listen carefully to the teachers when they are explaining new words
6 I practice the new words I have learned in writing
7 I refer to the dictionary each time when I am not sure about a word
8 When my classmates give their answers, I compare their usage of English with those I have in my mind
9 When my classmates speak or write in
English, I will think whether I can use better words in my own way
10 I learn vocabulary by finding out the contextual clues of the words
11 I learn new vocabulary by consulting the relevant usage of the new words
12 I look at how a certain word is used differently in different contexts
13 I make a list of some difficult words that I easily forget
14 I try to remember the words in a context in which it has been used
15 I repeat the new words frequently
16 I try to memorize the new words by making it into a sentence
17 I evaluate what words I have learned after the lesson
18 I use logical relations (cause and effect, comparisons and contrast) to guess the meaning of unknown words
19 I figure out the meaning of unknown words from context
20 I learn new words by using the word-part clues (prefix, root, suffix)
21 I communicate in English with classmates who have a better command of English
22 I ask teachers or peers the meaning of unknown words
23 I relate the words that I am learning during class to my experiences
24 Each time when a teacher asks questions,
I try to answer the question in my mind
25 I set a goal or plan and stick to it for learning new vocabulary
26 When guessing the meaning of a new word, I try to find examples that help me find out the meaning of that word
27 I know the words that are important for learning
28 I find my mistakes in learning new words and correct them
29 I try to read many reading materials to enlarge my vocabulary out of class
30 I always encourage myself to speak the newly-learned word in English
31 I take part in many English activities to practice my English
32 I learn vocabulary because I think it is the core skill of learning English
33 I learn vocabulary for pleasure or interests in knowing more about English
34 I learn vocabulary because it can help me understand more reading materials
35 I learn vocabulary because it can show that I am more proficient in English
36 I learn vocabulary to help in passing the exam
37 I learn vocabulary because I want to get a better grade in my studies
38 I learn vocabulary because I want to achieve academic success
39 I learn vocabulary because I want to have a wide English vocabulary
40 I learn vocabulary for the satisfaction in learning a new word
In this exercise, you will match six words from the left column with three definitions on the right Select the three correct words that correspond to the definitions provided and write their corresponding numbers next to each meaning For example, if the first word matches the first definition, you would write "1" next to it.
1 a end or highest point b this moves a car c thing made to be like another
For each correct answer, you get one point, so the maximum possible score is 120 points
6 tip a end or highest point b this moves a car c thing made to be like another
6 thread a loud deep sound b something you must pay c having a high opinion of yourself
5 stage a money for work b a piece of clothing c using the law in the right way
5 theatre a a drink b office worker c unwanted sound
6 tax a chance b twelve c money paid to the government
6 stretch a make wider or longer b bring in for the first time c have a high opinion of someone
6 seize a grow b put in order c like more than something else
6 threaten a make b choose by voting c become like water
6 social a not easy b very old c related to god
6 slight a beautiful b small c liked by many people
6 solution a formal and serious manner b winner of a sporting event
6 vacation a holiday b good quality c wool covering used on beds
48 c building where valuable objects are shown
6 tradition a long formal dress b goods from a foreign country c part of the body which carries feeling
6 pond a group of animals b spirit who serves god c managing business and affairs
6 muscle a advice b a place covered with grass c female chicken
6 resolve a live in a place b follow in order to catch c leave something permanently
6 toss a look closely b stop doing something c cry out loudly in fear
6 tumble a suffer patiently b join wool threads together c hold firmly with your hands
4 naked a thin b steady c without clothes
4 normal a usual b best or most important
6 supreme c knowing what is happening
6 zeal a eagerness b loan to buy a house c small stones mixed with sand
6 switch a small hill b day or night before a holiday c soldiers who fight from horses
6 trumpet a musical instrument b seat without a back or arms c speech given by a priest in a church
6 streak a a kind of tree b system of belief c large gun on wheels
6 volunteer a map b large beautiful house c place where metals are made and shaped
6 revive a think about deeply b bring back to health c make someone angry
6 shatter a have a rest b break suddenly into small pieces c make someone feel shy or nervous
6 resent a exchange letters b hide and wait for someone c feel angry about something
6 specific a weak b concerning a city c difficult to believe
6 tragic a enough b fully grown c alone away from other things
4 evidence a written agreement b way of doing something c reason for believing something is or is not true
6 stability a plan b choice c joining somethin g into a whole
4 license a male or female b study of the mind c entrance or way in
5 motivation a collecting things over time b promise to repair
6 phenomenon a broken product c feeling a strong reason or need to do somethin g
6 vehicle a end b machine used to move people or goods c list of things to do at certain time
6 specify a change b say somethin g is not true c describe clearly and exactly
6 retain a keep b match or be in agreement with c give special attention to something
6 minimize a make smaller b guess the number or size of somethin g c recognizi ng and naming a person or thing
6 sole a last b stiff c meaning “no” or
6 supplementar y a next to b added to c concernin g the whole world
6 tentacle a small barrel b soft white stone c tool for shaping wood
6 throttle a kindness b set of musical notes c speed control for an engine
6 tier a middle class people b row or level of something c cloth with a pattern or gold or silver threads
6 vicar a priest b release from prison early c medicine to put on wounds
4 mosaic a light joking talk b a rank of British nobility
4 loot a steal b scatter or vanish
6 viscount c picture made of small pieces of glass or stone
6 vie c twist the body about uncomfor tably
6 scrawl a write carelessly b move back because of fear c put something under water
6 swagger a walk in a proud way b kill by squeezing someone’ s throat c say suddenly without thinking
6 vindictive a immense b against the law c wanting revenge a indolent b nocturnal c obsolete d torrid e translucent f wily a lazy b no longer used c clever and tricky
This test aims to assess your understanding of lexical items For each adjective provided, you must select four options that include the correct synonyms and collocations related to that word, positioned either on the left or right side.
1 sudden beautiful quick surprising thirsty change doctor noise school
The words here on the left side may help to explain the meaning of
The words here on the right side are nouns that may come after
“sudden” in a phrase or a sentence
There are 8 words in the box, but only FOUR of them are correct You have to choose which the four correct words are
“sudden” means “happening quickly and unexpectedly”, so the correct answers on the left side are “quick” and “surprising”
We do not normally say “a sudden doctor” or “a sudden school”, but we often say “a sudden change” and “a sudden noise”, so
“change” and “noise” are the correct answers on this side
You should mark the answers like this:
1 sudden beautiful quick surprising thirsty change doctor noise school
The test involves 40 items You will receive one point for each correct option The maximum point is 160
1 beautiful enjoyable expensive free loud education face music weather
2 bright clever famous happy shining color hand poem taste
3 calm open quiet smooth tired cloth day light person
4 natural expected helpful real short foods neighbors parents songs
5 fresh open quiet smooth tired cloth day light person
6 general closed different usual whole country idea reader street
7 bare empty heavy uncovered useful cupboard feet school tool
8 acute hidden often rich sharp angle hearing illness stones
9 common complete light ordinary shared boundary circle name party
10 complex angry difficult necessary sudden argument passengers patterns problem
11 broad full moving quiet wide night river shoulders smile
12 conscious awake healthy knowing laughing face decision effort student
13 convenient easy fresh near suitable experience sound smoke weather
14 dense crowded hot noisy thick forest handle smoke weather
15 curious helpful interested missing strange accident child computer steel
16 distinct clear famous separate true advantage meanings news parents
17 dull cloudy loud nice secret color knife place rock
18 direct honest main straight wide fence flight heat river
19 favorable helpful legal possible positive habit response teacher weather
20 secure confident enjoyable fixed safe game job meal visitor
21 tight close rough uncomfortable wet bend pants surface wood
22 violent expected smelly strong unlucky anger death rubbish storm
23 chronic continuing local serious unplanned accident examination illness shortage
57 effective small solid useful group kitchen medicine string
25 crude clever fair rough valuable behavior drawing oil trade
26 domestic home national regular smooth animal movement policy speed
27 profound bright deep exact great effect machine taste thought
28 fertile dark growing private special business egg mind soil
29 formal fast loud organized serious bomb education growth statement
30 independent changed equal important separate child country ideas prices
31 original careful closed first proud condition mind plan sister
32 sensitive feeling interesting sharp thick clothes instrument skin topic
33 professional paid public regular religious advice manner musician transport
34 critical clear dangerous important rough festival illness time water
35 synthetic artificial electronic expensive simple drug meal radio sound
36 liberal free moderate plenty valuable crops furniture parents transport