LITERATURE REVIEW
Vocabulary in second language learning and teaching
Vocabulary encompasses not only individual words but also compounds and multi-word idioms, as highlighted by Ur (1996), who states that it includes "the words we teach in the foreign language." Similarly, Richards and Platt (1992) offer a comparable definition, emphasizing the multifaceted nature of vocabulary.
Vocabulary encompasses a collection of lexemes, which includes words, compound words, and idioms According to Read (2000), vocabulary is viewed as an inventory of individual words along with their meanings Various definitions suggest that vocabulary represents the complete set of words within a language, as noted by Hornby (1995).
1.1.2 The status of vocabulary in language teaching and learning
Over the past two decades, vocabulary teaching and learning have evolved significantly According to McCarthy (1990), vocabulary is the most crucial element of any language course Regardless of a student's proficiency in grammar or mastery of pronunciation in a second language (L2), effective communication is impossible without a robust vocabulary to convey diverse meanings.
Since the mid-1980s, there has been a significant resurgence of interest in vocabulary's role in second language acquisition, leading to numerous studies on bilingual lexicon, vocabulary acquisition, and retrieval processes Vocabulary is a fundamental aspect of language, as highlighted by Coady and Huckin (1997), who emphasize that "vocabulary is central to language" and that "words are of critical importance to the typical language learner." Understanding these elements is crucial for effective second language learning.
In today's educational landscape, vocabulary plays a crucial role in the teaching and learning of foreign languages The acquisition of vocabulary in a second language (L2) has garnered significant interest among researchers, educators, curriculum developers, and theorists, highlighting its importance in effective language instruction.
1.1.3 Main characteristics of vocabulary in business context
Vocabulary plays a crucial role in second language learning and teaching, particularly in the context of English for Specific Purposes (ESP) This section will explore the definition of ESP vocabulary and highlight its key characteristics within a business environment.
English for Specific Purposes (ESP) focuses on learning English for particular objectives, primarily divided into two categories: English for Occupational Purposes (EOP), which is aimed at job-related language skills, and English for Academic Purposes (EAP), designed for academic study Currently, ESP encompasses various specialized fields, including English for Technicians and English for Business, catering to diverse professional and educational needs.
Technical words are specialized terms that pertain to specific fields such as engineering, medicine, and linguistics These terms are frequently found in specialized textbooks and are characterized by their precise meanings within their respective disciplines Their high frequency of use within these fields highlights their importance and relevance.
According to Nation (2001), specialized vocabulary constitutes about 5% of the total words in a text These specialized terms are defined as words that appear frequently within a specific subject area but are rare or less common in other fields (Nation and Chung, 2004).
Main characteristics of vocabulary in business context
Specialized English, including medical, technical, and business English, is defined by its unique lexicon According to Nguyen Phuoc Vinh (2011), Business English encompasses various fields, meaning that the definitions of words often relate to multiple subjects, such as accounting, finance, banking, and marketing This article will delve into the morphological and semantic characteristics of vocabulary specific to financial, accounting, and banking English (Vinh, 2011).
Financial, accounting, and banking English utilizes straightforward terminology, including terms like "asset," "bear," "capital," "debit," "earnings," and "fraud." Many of these words are composite, featuring a clear internal structure that aids in understanding.
According to the Longman Business English Dictionary (2007), compound nouns are a significant component of business English vocabulary Nguyen and Ton (2010) highlight that collocations, particularly combinations of nouns and adjectives with nouns, are essential characteristics of financial, accounting, and banking English Their analysis of the collocations of compound nouns in the Longman Business Dictionary reveals that the term "account" has 65 collocations, "asset" has 13, and "balance" has 14, among others.
In the fields of finance, accounting, and banking, certain verb + preposition compounds play a significant role in terminology, including terms like buy-back, buy-in, take-out, take-over, turn-over, write-back, write-down, and write-off.
In financial English, certain compound phrases follow the pattern of count noun plus adjective, where the noun takes a plural inflection, similar to legal terms like "attorneys general" and "courts-martial." Examples include "accounts payable," "bills receivable," and "shares outstanding," highlighting the unique grammatical structure within this specialized vocabulary.
Certain financial terms can pose challenges for learners and translators, including "dormant account," "liquid asset," "idle balance," "baby bond," "cooperative bank," and "red-chip company." These compounds often have specific meanings that can complicate understanding and interpretation of financial texts.
Vocabulary memorization
Language learning requires effective memorization, which is the process of storing new information in memory (Schmitt, 1997) Various studies and dictionaries offer multiple definitions of memorization, highlighting its significance in the language acquisition process For instance, Richards and Platt provide insights into the concept, emphasizing its role in learning new languages.
Memorizing is the conscious process of establishing information in memory, where learners actively engage in the act of memorization (1992) According to the Oxford Advanced Learner's Dictionary (2005), it involves carefully learning something to remember it exactly This technique aligns with the cognitive learning strategy known as rehearsal (O'Malley & Chamot, 1990) Essentially, memorization is a deliberate mental effort aimed at storing various types of information, including names, appointments, facts, and visual or auditory data, for later recall.
Vocabulary acquisition differs from grammar learning, as it relies more on the accumulation of individual words rather than a set of rules A key challenge in teaching and learning vocabulary is understanding how memory functions Researchers, such as Thornbury (2002), identify various systems that govern memory processes.
Short-term memory refers to the brain's ability to retain a limited amount of information for brief periods, typically lasting only a few seconds This type of memory is crucial for tasks like repeating a word just heard from a teacher However, effective vocabulary acquisition requires more than mere retention; it necessitates various cognitive processes to transfer words into long-term memory.
Working memory, as defined by Alan Baddeley and Graham J Hitch (2010), is a limited capacity component of the human memory system that temporarily stores and manipulates information for cognitive tasks Klimesch (1994) identifies four key characteristics of short-term memory: limited capacity, primarily serial processing, its role as a temporary working store, and its control processes Information typically remains in working memory for approximately twenty seconds, with the articulatory loop facilitating the processing of new material, akin to a repeating audiotape that keeps the short-term store refreshed Moreover, the ability to retain words in working memory is a strong predictor of language learning aptitude, indicating that greater proficiency in holding words correlates with a smoother foreign language learning experience.
Long-term memory functions as a vast storage system, in contrast to working memory, which is limited in capacity and lacks lasting content It boasts an immense capacity for information retention over time To effectively transfer new information into long-term memory, it is essential to adhere to specific principles outlined by Thornbury (2002).
Repetition plays a crucial role in vocabulary retention, as encountering a word multiple times throughout a reading activity significantly enhances students' ability to remember it long-term By strategically spacing these encounters, learners are more likely to reinforce their understanding and recall of the word, making repetition an effective educational tool.
Retrieval is a vital form of repetition that enhances learning Engaging in activities that require students to recall new information, such as incorporating it into writing tasks, significantly improves their ability to remember and utilize that knowledge in the future.
Spacing - it is useful to split memory work over a period rather than to mass it together in a single block
Pacing - to respect different learning styles and pace, students should be ideally given the opportunity to do memory work individually
Utilizing words in engaging ways is essential for committing them to long-term memory, adhering to the "Use it or lose it" principle.
Cognitive depth - the more decisions students make about the word and the more cognitively demanding these decisions are, the better the word is remembered
Personal organizing - personalization significantly increased the probability that students will remember new items It is achieved mainly through conversation and role-playing activities
Imaging - easily visualized words are better memorable than those that do not evoke with any pictures Even abstract words can be associated with some mental image
Mnemonics - tricks to help retrieve items or rules that are stored in memory The best kinds of mnemonics are visuals and keyword techniques
Motivation - strong motivation itself does not ensure that words will be remembered Even unmotivated students remember words if they have to face appropriate tasks
Attention - it is not possible to improve vocabulary without a certain degree of conscious attention.
1.2.3 Factors affecting ESP vocabulary memorizing
According to Ur (1996), several factors influence our ability to remember certain words more effectively than others, including the characteristics of the words, the conditions under which they are learned, and the teaching methods employed This article will explore these factors in detail.
Nation (2001) highlights that specific lexis poses significant challenges in teaching and learning English for Specific Purposes (ESP) He emphasizes that ESP learners struggle not only with unfamiliar vocabulary but also with a lack of experience in the distinct conceptual frameworks of the discourse communities that utilize these terms Moreover, ESP lexis presents a complex puzzle for learners, as it embodies the values and conventions inherent to these communities, which are often unfamiliar to those outside the group.
Bowker and Pearson (2002) highlight that technical and general words can share overlapping meanings, which can lead to confusion among learners Additionally, words with multiple meanings pose challenges, as learners may hesitate to embrace a second, contrasting definition after grasping the first Furthermore, unfamiliar concepts can complicate the learning process of certain words.
Research indicates that learners exhibit varying levels of vocabulary strategy use, highlighting the importance of consciously applying these strategies to enhance vocabulary acquisition (Macaro, 2005) Furthermore, Cohen (1996) points out that many learners fail to develop a comprehensive repertoire of strategies, which hinders their ability to independently advance in language learning.
Daller, Milton, and Treffers-Daller (2007) emphasize that individual differences and learning strategies significantly influence vocabulary memorization Effective memorization strategies involve linking new words to existing knowledge through imagery or grouping, which is crucial for committing new vocabulary to memory Schmitt (2000) identifies twenty-seven memorization techniques within a comprehensive vocabulary learning strategy taxonomy, such as using pictorial representations to enhance understanding While various memorization strategies exist, the key challenge lies in their effective application tailored to the needs of individual learners.
According to Sun (2010), individual learner differences significantly influence how words are stored in memory He identifies three key aspects of these differences that impact word retention.
THE INVESTIGATION
Research methodology
This study investigates the challenges second-year non-English major students encounter in memorizing English for Specific Purposes (ESP) vocabulary and seeks to identify potential solutions to these issues By addressing two key research questions, the research aims to enhance understanding of the difficulties faced by students and explore effective strategies for improving vocabulary retention in ESP contexts.
(1) What are the 2 nd year non-English major students’ difficulties in memorizing ESP vocabulary in the textbook “English for Finance”?
(2) What are the possible solutions to help the learners memorize ESP vocabulary better?
There are two groups of participants: students and teachers Group 1 involves
A study involving 100 students from four departments at the AOF reveals that 31 are from Accounting, 23 from Banking and Insurance, 29 from International Finance, and the remainder from Taxation and Customs Currently in their second term of the second year, these students have completed both General English (GE) and English for Specific Purposes (ESP) courses A significant majority, 78%, hail from rural areas, while 22% are from urban settings, with females comprising 79% of the cohort Notably, 87% of the students had prior English language instruction, and among the 13% who did not, 2% had no foreign language experience, while the others had learned French Additionally, Group 2 consists of 16 ESP teachers at the AOF, boasting teaching experience ranging from 4 to 25 years.
To collect data, two instruments, questionnaire for students and interview for teachers are used
The questionnaire, designed based on literature related to English for Specific Purposes (ESP) vocabulary learning, as well as the researcher’s four years of teaching experience at AOF and discussions with fellow English teachers, consists of four main sections The first part gathers information about students' backgrounds, including their place of residence, major, and English learning status The subsequent sections focus on students' challenges in memorizing ESP vocabulary: Part II addresses their opinions on the ESP course book and vocabulary, Part III evaluates their perceptions of teachers' vocabulary instruction, and Part IV explores their views on their own vocabulary learning The complete questionnaire can be found in Appendix 1.
The semi-structured interview aims to gather teachers' insights on the vocabulary presented in English for Specific Purposes (ESP) course books, their students' vocabulary retention, and their teaching methodologies Additionally, the interview seeks recommendations for enhancing students' vocabulary memorization skills For a complete list of interview questions, please refer to Appendix 2.
Data for the investigation was collected by distributing questionnaires to 100 students during class time Clear instructions were provided for each question to ensure accurate responses After completing the questionnaire, respondents were encouraged to read it carefully and answer honestly, with the freedom to take as much time as needed to finish.
For teachers‟ deep understanding, thorough answers and great contribution, the interview questions were delivered before having interviews with them
The questionnaire responses were analyzed using descriptive statistics, allowing for a clear examination of the collected data To enhance understanding and facilitate comparison, the raw data was transformed and presented in tables and charts Additionally, common themes from the open-ended interview questions were identified and analyzed.
Data analysis and discussion
This section presents the findings from the student questionnaire and teacher interviews, which will inform the proposed solutions aimed at enhancing the retention of English for Specific Purposes (ESP) vocabulary.
2.3.1.1 The results collected by questionnaire on the target language input
Topics of reading texts are…to your own knowledge
According to you, reading texts contain…new vocabulary items
There are…phrases, compounds in each unit
New vocabulary items are…repeated in the next units
Meanings of vocabulary items are…
C unfamiliar 78 There are…vocabulary practice exercises in each unit
Vocabulary practice exercises in each unit are…
Table 1: Students‟ opinion on the syllabus and ESP vocabulary in the course book
Regarding students‟ opinion on the syllabus and ESP vocabulary, table 1 shows that:
A recent study reveals that 61% of students find the reading topics in their course unfamiliar, while only 27% feel a connection to their background knowledge after completing the lessons in Vietnamese This indicates that students face significant challenges in retaining information when it is presented in a language they are still learning.
A significant 63% of students find that reading texts contain numerous new vocabulary items, making it challenging for them to retain all the words after each unit Only 2% selected the option indicating few new words, while the majority opted for an average amount Additionally, 67% of students report encountering many phrases and compounds in each unit, further complicating their ability to memorize new vocabulary effectively.
A recent survey indicates that students believe new vocabulary items are seldom repeated in subsequent units, with 62% responding "rarely" and the remainder selecting "sometimes." This suggests that students have limited opportunities to encounter and review new vocabulary, hindering their ability to retain these words in long-term memory.
Only 5% of students find the meanings of vocabulary items in the book very familiar, while a significant 78% consider them unfamiliar Memorizing general English can be challenging for students, but it becomes even more difficult when it comes to English for Specific Purposes (ESP) vocabulary, which often has multiple specialized meanings and overlaps with general English This overlap leads to confusion regarding meanings among students.
Over half of the students (51%) believe there are insufficient vocabulary practice exercises in each unit, while a larger percentage (58%) find these exercises boring This suggests that while many students desire more vocabulary practice, the lack of engaging content hinders their ability to consolidate and memorize vocabulary effectively.
1.3.1.2 The results collected by questionnaire on the teachers’ vocabulary teaching methods
Teachers are crucial in facilitating language acquisition and vocabulary development for students Nevertheless, data from Table 2 reveals that educators at the AOF are struggling to effectively support students in their vocabulary memorization efforts.
Your teacher spends….time presenting new vocabulary items
Your teacher…teaches you to pronounce new vocabulary items
Your teacher… tests your learned vocabulary items
Your teacher trains you in memorizing new vocabulary items
Your teacher‟s vocabulary presenting ways are…
What techniques for presenting new words does your teacher often use?
(you can choose more than one)
B saying the words clearly and writing them on the board
C translating all the words into Vietnamese
D using mimes, gestures, and facial expressions
E using target language to define new words
Table 2: Students‟ opinion on their teachers‟ vocabulary teaching methods
Nearly half of the students (48%) reported that their teachers dedicate significant time to presenting and explaining new vocabulary, focusing on meanings, parts of speech, and occasionally connotations in Vietnamese However, pronunciation receives less emphasis, with 49% of students stating that their teachers rarely teach them how to pronounce vocabulary correctly, while 35% indicated it happens only sometimes This lack of focus on pronunciation contributes to students' difficulties in memorizing vocabulary effectively.
Engaging students in vocabulary exercises and providing corrections aids in reinforcing their learning Despite this, only 11% of students reported that their teachers frequently assign and review these exercises, while 34% indicated that this occurs sometimes, leaving the majority, 55%, feeling that such practices are infrequent.
“rarely” This makes students inactive in their vocabulary practicing and reviewing
Many students are unaware of how to effectively apply memory strategies due to a lack of instruction from their teachers A staggering 95% of students reported that their teachers do not provide guidance on memory techniques, while only a mere 5% indicated that they receive such instruction.
This is also a great difficulty for students to memorize vocabulary
Research indicates that over 66% of students find their teachers' methods for presenting new vocabulary unengaging, with many labeling it as "boring." Traditional techniques, such as writing on the board and translating words into Vietnamese, are still prevalent, accounting for 34% and 72% of the approaches used These findings highlight a growing disconnect between teachers' vocabulary presentation methods and students' interest levels.
2.3.1.3 The results collected by questionnaire on students’ vocabulary learning
You feel it….to study ESP vocabulary
You are…in learning vocabulary during class lessons
You use new vocabulary items to discuss and communicate during class and after- class time
Memorizing ESP vocabulary items is…
You learn ESP vocabulary at home…
Table 3: Students‟ opinion on their own vocabulary learning
The effectiveness of vocabulary memorization largely hinges on individual students' learning approaches However, as illustrated in Table 3, various challenges emerge from students' vocabulary acquisition efforts.
A recent study reveals that student interest in learning English for Specific Purposes (ESP) vocabulary is low, with only 23% finding it engaging, while 41% consider it boring This lack of motivation is further highlighted by the fact that 81% of students acknowledge their passivity in vocabulary acquisition Additionally, 78% of students admit to rarely using the vocabulary learned in class for discussions or communication outside of the classroom.
A significant 68% of students find vocabulary memorization challenging, yet only 16% dedicate time to studying at home daily Meanwhile, 53% engage in vocabulary learning occasionally, primarily before tests This tendency, coupled with a sense of laziness and the perceived difficulty of memorizing vocabulary, significantly impacts students' ability to effectively learn new words.
Effective vocabulary strategies are crucial for successful language learning, as highlighted in the article Table 4.1 presents commonly used vocabulary strategies, emphasizing those that have proven to be the most effective.
Which vocabulary strategies do you often use to memorize vocabulary?
A Connect words to personal experience 18
C Connect new words with known words 11
D Group words on topics such as: kinds of banks, etc 42
E Make sentences with new words 5
F Write down all new words in a notebook and learn them 49
G Rote- learn words and their Vietnamese equivalents 74
J Study and practice vocabulary through group work (e.g test each other‟s vocabulary)
Your3 most effective strategies are…
A Connect words to personal experience 5
C Connect new words with known words 6
D Group words on topics such as: kinds of banks, etc 28
E Make sentences with new words 4
F Write down all new words in a notebook and learn them 15
G Rote- learn words and their Vietnamese equivalents 27
J Study and practice vocabulary through group work (e.g test each other‟s vocabulary) 11
Table 4.1: Students‟ vocabulary memorizing strategies used
From figures shown on table 4.1 above, the comparison between question 19 and
20 is made in chart 1 below:
Chart 1: The comparison between used strategies and effective ones
Some suggested solutions
Based on an analysis of the challenges faced by students and the solutions proposed by teachers during interviews, along with insights from the author's research on vocabulary memorization theories, this article presents practical recommendations to address these difficulties These suggestions are aimed at English for Specific Purposes (ESP) learners, educators, curriculum developers, and material writers.
2.4.1 Material writers and curriculum developers
Material designers should perform a needs analysis and establish clear learning objectives relevant to their field before developing educational materials This approach ensures the creation of engaging and informative content that includes concise, visually appealing passages featuring new vocabulary By incorporating repeated exposure to these vocabulary items in subsequent passages, along with sufficient exercises, learners can effectively practice and reinforce essential learning strategies.
Curriculum developers should prioritize the scheduling of specialized courses like accounting, auditing, and banking before English for Specific Purposes (ESP) classes By offering these essential specialized courses first, students can gain a solid understanding of key concepts, laying a strong foundation for their subsequent ESP learning.
To enhance the effectiveness of learning English for Specific Purposes (ESP), it is crucial to consider class size, with a recommendation of at least 35 students per class This optimal size allows teachers to design engaging materials and vocabulary practice exercises more efficiently Additionally, improving teaching facilities is essential to support innovative and interesting vocabulary instruction.
To ignite passion and motivation in students' learning of English for Specific Purposes (ESP) vocabulary, teachers must employ effective teaching techniques In addition to traditional methods such as clearly articulating words and writing them on the board or translating them into Vietnamese, it is essential to incorporate visual aids like pictures and images to enhance vocabulary acquisition.
Teachers should dedicate more time to developing engaging activities, such as word network gap-filling, guessing games, and brainstorming sessions, to enhance vocabulary practice Incorporating discussions around topics and identifying known words can further enrich the learning experience Additionally, providing students with regular opportunities to practice and utilize their vocabulary through weekly or monthly progress tests and summarizing previous units is essential for reinforcing their learning.
ESP teachers should enhance their specialized knowledge by engaging with economics literature, newspapers, and relevant TV programs in both Vietnamese and English This practice will boost their confidence in presenting and explaining new ESP vocabulary, ultimately fostering students' trust in their teachers' expertise and leaving a positive impression.
Furthermore, teachers should also focus more on presenting pronunciation by asking students to pronounce new vocabulary items several times chorally or individually
Teachers should guide students in employing memory strategies, including linking new words to personal experiences, utilizing synonyms and antonyms, and associating unfamiliar terms with known vocabulary Additionally, grouping words by topics—such as types of banks or branches of economics—should be incorporated into early lessons to enhance students' effective use of these strategies.
To enhance vocabulary retention, students should strive to make new words meaningful by actively engaging with them Often, students forget recently learned words because they merely read or write them without deeper consideration This lack of connection leads to poor memory retention To combat this, students can create mental images, organize information, and relate new words to their existing knowledge, thereby reinforcing their understanding and recall.
To enhance vocabulary retention, students should dedicate more time to practicing and rehearsing learned words through vocabulary exercises and summarizing reading materials Frequent review of new vocabulary significantly improves memory recall, allowing for a broader vocabulary base.
Regularly testing acquired knowledge is essential for students to reinforce their vocabulary skills Implementing frequent vocabulary exercises encourages students to be more diligent and engaged in their learning process Additionally, students can enhance their understanding by playing games with peers or collaborating in pairs or groups, allowing them to mutually assess and review vocabulary.
To enhance vocabulary retention, students should minimize interference by avoiding the learning of new materials while awake, as this can lead to increased forgetting Reviewing vocabulary just before sleep can yield unexpectedly positive results Additionally, students should refrain from trying to memorize too many new words at once, as the overwhelming number of words can hinder retention Instead, they can utilize short intervals, such as moments before or after meals, or during breaks, to memorize or review new vocabulary Making the most of these small pockets of time, like while commuting or waiting for class to start, can significantly improve their vocabulary learning.
Students should also take an active part in class-time vocabulary learning (using learned words to discuss and communicate), taking notes in a well- organized plan
To enhance learning at home, students should focus on understanding word families, parts of speech, and word groups Taking organized notes is essential for effective study and retention of these concepts.
Students often take notes like:
Current account (n): tài khoản séc Liquidity (n): tính thanh khoản Legal tender (n): đồng tiền pháp định
Relying on a basic note-taking system for language learning is ineffective, as it presents a simplistic, outdated view of language and lacks flexibility for updates or refinements This method fails to provide essential information such as pronunciation and does not accommodate the evolving understanding of word usage and derivatives To enhance their learning, students should adopt a more comprehensive framework that includes relevant details and allows for additional notes, ensuring a richer and more adaptable study experience.
Equilibrium /,i:kwi'libriəm/(n): sự cân bằng, điểm cân bằng e.g
Equilibrium for a particular goods means that the demand of that goods equals the supply
Commodity /kə'mɔditi/ (n): a product or a raw material that can be bought and sold Ex: They need more commodities for supplying their new markets
Students are encouraged to dedicate additional time to exploring various memory strategies (refer to appendix 6) in order to identify the most suitable and effective techniques for their individual learning needs.
Conclusion
The study aimed to explore the challenges second-year non-major students encounter in memorizing ESP vocabulary while using the "English for Finance" course book at the Academy of Finance Employing a mixed-method approach, it utilized both qualitative and quantitative techniques, including questionnaires and interviews Participants included second-year non-major students and their instructors at the AOF.
This article explores theoretical concepts of vocabulary, focusing on English for Specific Purposes (ESP) and the significance of vocabulary instruction in today's educational landscape It highlights the unique characteristics of ESP vocabulary and discusses memorization theory The study's findings provide a basis for developing effective strategies to enhance students' retention of ESP vocabulary.
Second-year students face several challenges in memorizing English for Specific Purposes (ESP) vocabulary from the textbook "English for Finance." These difficulties stem from the nature of the ESP curriculum, the specific characteristics of ESP vocabulary, the teaching methods employed by educators, and the students' individual approaches to vocabulary learning.
To answer the second research question, What are the possible solutions to help the learners memorize ESP vocabulary better?, ESP-material redesigning, more suitable
To enhance the memorization of English for Specific Purposes (ESP) vocabulary, material writers, curriculum developers, and teachers should focus on developing effective schedules, utilizing engaging vocabulary presentation techniques, and emphasizing pronunciation Students are encouraged to invest time in exploring memory strategies, making vocabulary meaningful, practicing regularly, testing their knowledge, minimizing interference, and actively participating in class to improve their learning outcomes.
In general, better memorization of vocabulary, especially ESP vocabulary requires much consideration and efforts of not only students themselves but also teachers, material writers and curriculum developers.
Limitations of the study
Despite the researchers' efforts, the study has inherent limitations Conducting the research as an experimental study could have enhanced the credibility of the proposed solutions Additionally, redesigning English for Specific Purposes (ESP) materials is a complex task that cannot be accomplished quickly Furthermore, creating an effective ESP curriculum requires careful planning to accommodate the needs of over 12,000 students at the Academy each year.
g
Equilibrium for a particular goods means that the demand of that goods equals the supply
Commodity /kə'mɔditi/ (n): a product or a raw material that can be bought and sold Ex: They need more commodities for supplying their new markets
Students should dedicate additional time to exploring various memory strategies to identify the most effective ones that suit their learning needs.
This section of the study provides an overview of the research, highlighting key findings and proposing solutions to enhance ESP vocabulary retention for second-year non-English major students using the course book.
“English for Finance” Finally, the limitations of the study and some recommendations for further research are made
The study aimed to explore the challenges faced by second-year non-major students in memorizing ESP vocabulary while using the course book "English for Finance" at the Academy of Finance Employing a mixed-methods approach that included both qualitative and quantitative research, the investigation utilized questionnaires and interviews Participants included second-year non-major students and their instructors at the Academy of Finance.
This article explores theoretical concepts related to vocabulary, focusing on English for Specific Purposes (ESP) and emphasizing the significance of vocabulary teaching and learning in contemporary education It highlights the unique characteristics of ESP vocabulary and discusses the theory of memorization The study's findings provide a basis for identifying practical solutions to enhance students' ability to memorize ESP vocabulary effectively.
Second-year students face several challenges in memorizing English for Specific Purposes (ESP) vocabulary from the textbook "English for Finance." These difficulties stem from the nature of the ESP curriculum, the specific characteristics of ESP vocabulary, the teaching methods employed by instructors, and the students' individual approaches to vocabulary learning.
To answer the second research question, What are the possible solutions to help the learners memorize ESP vocabulary better?, ESP-material redesigning, more suitable
To enhance the memorization of English for Specific Purposes (ESP) vocabulary, material writers, curriculum developers, and teachers are encouraged to implement strategies such as developing structured schedules, utilizing effective vocabulary presentation techniques, and focusing on pronunciation Students are advised to dedicate time to explore and apply memory strategies, make vocabulary meaningful, engage in regular practice, test their knowledge frequently, minimize interference, and actively participate in class activities related to vocabulary learning.
In general, better memorization of vocabulary, especially ESP vocabulary requires much consideration and efforts of not only students themselves but also teachers, material writers and curriculum developers
Despite the researcher's efforts, the study inevitably has limitations Conducting the study as experimental research could enhance the credibility of the proposed solutions Additionally, redesigning English for Specific Purposes (ESP) materials is a complex task that cannot be completed quickly Furthermore, developing an effective ESP curriculum requires careful consideration, especially when addressing the needs of over 12,000 students at the Academy each year.
Memory strategies play a crucial role in enhancing recall, yet this study has not extensively explored their effectiveness among students or the optimal timing for their application Future research will focus on conducting experimental studies to investigate how these memory strategies can assist English for Specific Purposes (ESP) students in memorizing specialized vocabulary.
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39 Thornbury, Scott (2002) How to Teach Vocabulary Longman
1 Longman Business English Dictionary (2007), Longman
2 Longman Dictionary of Language Teaching & Applied Linguistics, (1999),
3 Oxford Business English Dictioary (2005), Oxford University Press
4 Tu Dien Kinh Te – Kinh Doanh Anh – Viet (2000), Nguyen Duc Dy & et al,
Science and Technics Publishing House
This survey aims to gather insights on the challenges faced in memorizing English for Specific Purposes (ESP) vocabulary at the Academy of Finance Your thoughtful and serious responses will greatly contribute to my research and assist in developing effective strategies for improving students' memorization skills Thank you for your valuable participation.
Please, answer the following questions by circling suitable answers or writing if necessary
Did you learn English before entering at AOF? A Yes B No
If no, which language did you learn? ………
II Students’ opinion on ESP vocabulary in the course book
1 Topics of reading texts are… to your own knowledge
2 According to you, reading texts contain… new vocabulary items
3 There are….phrases, compounds in each unit
4 New vocabulary items are…repeated in the next units
5 Meanings of vocabulary items are…
6 There are….vocabulary practice exercises in each unit
7 Vocabulary practice exercises in each unit are…
III Students’ opinion on their teachers’ vocabulary teaching
8 Your teacher spends……… time presenting new vocabulary items
9 Your teacher………teaches you to pronounce new vocabulary items
10 Your teacher… tests your learned vocabulary items
11 Your teacher trains you in memorizing new Vocabulary items?
12 Your teacher‟s vocabulary presenting ways are……
13 What techniques for presenting new words does your teacher often use? (you can choose more than one option)
B saying the words clearly and writing them on the board
C translating all the words into Vietnamese
D using mimes, gestures, and facial expressions
E using target language to define the new words
IV Students’ opinion on their own vocabulary learning
14 You feel it……….to study ESP vocabulary
15 You are…in learning vocabulary during class lessons
16 You… use new vocabulary items to discuss and communicate during class and after- class time
17 Memorizing ESP vocabulary items is…
18 You learn ESP vocabulary at home…
19 Which vocabulary strategies do you often use to memorize vocabulary?
A Connect words to personal experience
C Connect new words with known words
D Group words on topics such as: kinds of banks, branches of economics, etc
E Make sentences with new words
F Write down all new words in a notebook and learn them
G Rote- learn words and their Vietnamese equivalents
J Study and practice the meaning through group work (e.g test each other‟s vocabulary)
20 Your 3 most effective strategies are…………
(write the letters on the twentieth question)………
1 What problems do you have when teaching ESP vocabulary to the 2 nd - year students at the AOF?
2 What do you think about ESP vocabulary in the course book “English for Finance” in terms of: - relevance to students‟ major
3 What problems do you find from your students‟ vocabulary memorization when working with the book “English for Finance”?
4 What techniques and activities do you often use to present new words? a using visual aids (objects, pictures,…) b saying the words clearly and write them on the board c translating all the words into Vietnamese d using mimes, gestures, and facial expressions e using target language to define the new words f other ways (please specify)………
5 What techniques and activities do you often use to help your students to review and memorize the taught words? a making sentences with words b completing sentences c filling in the gaps d choosing the words that have the nearest meaning to the given words e matching words f reordering words g asking and answering questions h discussing i playing games j other ways (please specify)………
6 What recommendations should be made to improve your students‟ vocabulary memorizing?
APPENDIX 3 Some suggested activities for teachers’ applying to teaching vocabulary
(Adapted from Ur (1996), Gairns, R and Redman, S (2004), Kate Kinsella (2005),
Goal: - introduce new vocabulary or check learnt vocabulary items
- Write a single word in the centre of the board
- Ask students to brainstorm all the words they can think of that are connected with it
Invite multiple students to the board to write down words they associate with the term "price." Randomly call on as many students as possible to vocalize their thoughts, and document their contributions as demonstrated with the word "price."
Goal: to introduce the vocabulary of a new reading passage
- Give students new texts (or texts in the course book)
- Ask students to underline or mark with fluorescent pens all the words they know
Students should collaborate in pairs or small groups to share knowledge, with one student teaching something unknown to their peers Following this, they should work together to deduce the meanings of any remaining unmarked items.
- Bring the class together to hear the results, check guesses and teach new items where necessary
Goal: for students‟ vocabulary revision
- Write on the board a number of vocabulary items (learnt items in previous lessons)
- Jumble the words (not appear in categories)
Students should independently categorize items into three or four groups, with greater effectiveness achieved when teachers allow them to determine the categories themselves and articulate their reasoning.
- Sort the word cards by category (e.g., words related to people, words related to things)
- Find words that have certain connotations such as positive and negative, good and bad, desirable and undesirable
- Sort words by part of speech (e.g., N, V, Adv, Adj)
- Make sentences using pairs of words
- Group words and then explain basis of groupings
Goal: Help review vocabulary and summarize the contents of the reading texts
- Write down on the blackboard the chart
- Ask students close their books and do this one in several minutes
- Ask one students come to blackboard to fill in
- Ask another one to stand in front of the class and make a presentation on money basing on that information
- Ask these others listen to and then correct information
- Give students comment on their work and then correct the table
- Ask the other one using the correct information to make another presentation
Hints: - This kind of activity should be used at the beginning to check old lessons or at the end of the lesson to consolidate the information
Token money E.g paper note, dollars
Medium of exchange Measure of value Commodity money
Store of value Standard of differed payment
Goal: help students consolidate and build more vocabulary with its origin
Encourage students to explore the connections between words by providing them with a verb, noun, or adjective Challenge them to identify related words that stem from the given term and complete the accompanying chart This engaging activity enhances vocabulary skills and deepens their understanding of word origins.
- Ask them to work in pairs and then compare
- Ask them to explain the meanings of the words in English to their partners
- Call students to blackboard to fill in
- Call several students to explain meanings of the words during their friend‟s work on blackboard
- Then correct the information and ask students chorally pronounce the words
- Dictate the word to be taught and have students record in square
- Have students suggest examples of the word and record a number of examples
- Have students provide non-examples of the concept and record of number of non-examples
- Finally, have students write a definition of the concept
(to go bankrupt) Supply supplier
APPENDIX 4 English vocabulary test (30 minutes)
I For each of the following words, write a sentence that makes its meaning clear (3 pts) fiscal policy stock exchange contractionary deposit equity venture capital
II Match the words on the left with their definitions on the right (3 pts)
1 Pension a Money paid on what is inherited after someone died
2 Inheritance tax b Money paid to people with a handicap
3 Disability allowance c Money paid to people after a certain age
4 Child benefit d Money chargeable on a loan
5 Saving account e Money paid towards the cost of raising a family
6 Interest f An account that is used mainly for keeping money
III Teacher dictates these following words, the students write down (2 pts) profitability, permanent, fluctuation, inventory, over- stringent, negotiate
IV Teacher dictates these following Vietnamese words, the students write down