Rationale of the study
Learning a second language (L2) presents significant cognitive challenges, particularly in vocabulary acquisition, which many consider the most difficult aspect of achieving proficiency (Meara, 1995; Milton, 2009; Nation, 2001; Schmitt, 2000) Vocabulary learning is characterized by its incremental nature, limitless potential, and dependence on the learner's experiences (Swain & Carroll, 1987) Recent research has shifted focus towards vocabulary learning strategies (VLS) to address the difficulties faced by L2 learners This shift reflects a move from teacher-centered approaches to learner-centered methodologies, emphasizing how learners can take charge of their language learning (Schmitt, 2000) Schmitt posits that the discrete nature of vocabulary makes it easier to apply learning strategies compared to more integrated language skills like reading, writing, speaking, listening, and grammar.
Acquiring a second language encompasses various factors including motivation, learner needs, the learning environment, effective learning strategies, and language awareness The significance of second language learning strategies is becoming more prominent According to Chamot and Kupper (1989), learning strategies play a crucial role in this process.
“techniques which students use to comprehend, store, and remember information and skills” (p.9)
Vocabulary strategies play a crucial role in language learning, forming a subset of broader learning strategies (Nation, 2001) These strategies promote self-direction among learners, fostering independence and responsibility in their educational journey As learners become more self-directed, they gain confidence, engagement, and proficiency in their language skills (Oxford).
Vocabulary learning strategies are crucial for students, as research indicates that while many learners employ various strategies for vocabulary acquisition, they tend to favor basic methods over more integrated tasks like listening and speaking This highlights the need for targeted training in vocabulary strategies, making strategy instruction a vital component of any foreign or second language program.
Learning strategies are essential tools for active, self-directed language learning, significantly linked to language achievement and proficiency (O'Malley & Chamot, 1990) Over the past four decades, research on second language (L2) learning strategies and vocabulary acquisition has enhanced our understanding of how vocabulary is acquired in L2 contexts Despite this progress, most studies on vocabulary learning strategies (VLS) have primarily concentrated on specific techniques, such as the keyword method, dictionary usage, and inferencing, often within controlled experimental settings.
There is a significant gap in research regarding learner-selected Vocabulary Learning Strategies (VLS), particularly in understanding the vocabulary learning process This study aims to address this gap by examining the VLS utilized by foreign language (FL) students at various stages of language development Furthermore, it will explore the effectiveness of these strategies in enhancing vocabulary acquisition and their correlation with overall language proficiency.
This study aims to investigate the vocabulary learning strategies employed by first-year non-English major students at this college The researcher seeks to gain a comprehensive understanding of the current practices and challenges faced by these students in their vocabulary acquisition process.
Aims of the study
This study aims to enhance the understanding of the vocabulary skills of freshmen at Tân Trào University, while also offering valuable insights for improving the teaching and learning of English as a foreign language.
Objectives of the study
This study aims to investigate the predominant self-selected vocabulary learning strategies used by first-year non-English major students at Tân Trào University, examine the reasons behind their preferences, and assess the effectiveness of these strategies as self-evaluated by the students.
In order to establish a theoretical framework for the investigation in thesis, the literature on language learning strategies, vocabulary, and related issues is reviewed.
Research questions
The study will be conducted to answer the following questions:
1 What are the most commonly-used vocabulary learning strategies by first year non-English major students at Tân Trào University?
2 Why do they use those preferred strategies?
3 How do they self-evaluate the effectiveness of those strategies to their vocabulary learning?
Scope of the study
This study focuses on the vocabulary strategies utilized by first-year non-English students at Tân Trào University, examining the factors influencing their strategy choices and the effectiveness of these self-selected methods in enhancing their vocabulary learning.
Method of the study
This study employs a mixed-method approach, incorporating both questionnaires and interviews Following the analysis and discussion of the data, the thesis will present key conclusions and offer relevant suggestions.
Design of the study
The thesis is divided into four chapters:
Chapter 1 includes the rationale, the objective, the research questions, the scope, the method and the design of the study
Chapter 2 explores the historical context of research on learning strategies, highlighting key concepts related to vocabulary acquisition It also reviews various learning strategies and their classifications, establishing a theoretical framework for the investigation presented in the subsequent chapter.
In Chapter 3, the study is presented It includes the context of the study, the research questions, the research method and the participants
Chapter 4 reveals the findings of the study on vocabulary learning strategies utilized by first-year non-English major students at Tân Trào University It explores the reasons behind their choices and evaluates the effectiveness of these strategies in enhancing their vocabulary acquisition.
In the last chapter - chapter 5, some major findings are presented and conclusions are withdrawn
THEORETICAL BACKGROUND
Introduction
This chapter provides a concise overview of research on learning strategies, highlighting key concepts from the history of vocabulary learning studies It also examines various learning strategies and their classifications, establishing a theoretical framework for the forthcoming investigation.
An overview of learning strategies research
Research on learning strategies has been inspired by two interwoven principles: cognitive psychology and second language acquisition O‟ Malley and Chamot (1990) provide a good overview on this issues
Cognitive psychology plays a crucial role in understanding second language acquisition as a complex cognitive skill Research in this area is primarily experimental and focuses on training learners to develop effective strategies for language learning, as highlighted by Anderson.
In the process of acquiring language skills, two types of knowledge play a crucial role: declarative knowledge, which encompasses factual information about the language, and procedural knowledge, which refers to the ability to understand and use the language dynamically without conscious thought The learning process unfolds in three stages: cognitive, associative, and autonomous Initially, in the cognitive stage, learners focus on acquiring basic declarative knowledge such as vocabulary and grammar rules, often leading to errors as they lack practical application Progressing to the associative stage, learners begin to minimize these errors and start to combine language elements more fluidly, while still not consciously applying the rules Finally, in the autonomous stage, learners can utilize their language skills effortlessly, with many previous errors being eliminated It is important to note that these stages overlap and the two types of knowledge are utilized throughout the learning process, highlighting that they are not strictly separate but rather interconnected.
This study on vocabulary learning strategies distinguishes between declarative knowledge, which encompasses awareness of learning strategies, and procedural knowledge, which involves the automatic application of language skills In the cognitive stage, learners recognize various learning strategies and their use in tasks The associative stage marks a transition where learners begin to apply these strategies more automatically, while the final autonomous stage sees learners utilizing strategies effortlessly and without conscious thought.
In the realm of second language acquisition (SLA), research on learning strategies has evolved independently from cognitive psychology, with distinct methodologies employed Early studies by Rubin (1975) and Stern (1975) sought to identify effective learner behaviors, which they termed "strategies." O'Malley and Chamot (1990) highlighted the challenge of distinguishing essential strategies for learning from those that may benefit other learners or should be combined for optimal effectiveness They emphasized the need to clarify the role of strategic processing in SLA from both empirical and theoretical perspectives, a suggestion that inspires further research in this area.
Language learning strategies (LLS)
1.3.1 The definition of language learning strategies
Strategies in language learning are defined as specific techniques employed to tackle problems related to second language input and output (Brown, 2001) These strategies can encompass both general approaches and particular actions aimed at facilitating second language acquisition (Cohen, 2000).
There is no consensus on the definition of language leaning strategies due to different interpretations of “strategy” and “learning” Different studies have given different definitions of language learning strategies
Learning strategies are essential tools employed by language learners to enhance their acquisition of new knowledge Stern (1983) distinguished strategies as overarching tendencies in learners' approaches, while techniques refer to specific observable behaviors (cited in Ellis, 1999) According to Weinstein and Mayer (1986), these strategies are intentional and aim to facilitate learning The primary goal is to influence the learner's motivation and emotional state, impacting how they select, acquire, and organize knowledge (O'Malley & Chamot, 1990) Tarone (1983) emphasized that learning strategies aim to develop both linguistic and sociolinguistic competence in the target language (p.67) Chamot (1987) described them as deliberate actions that help students learn and recall linguistic and content information (pp.71-84) Additionally, Rubin (1987) noted that these strategies directly influence the development of the learner's language system (p.22).
Learning strategies are defined as intentional actions, behaviors, or techniques employed by students to enhance their progress in developing second language (L2) skills (1992) These strategies aid in the internalization, storage, retrieval, and use of new languages, serving as essential tools for self-directed involvement in improving communicative ability According to Ellis (1999), these strategies can be behavioral, such as repeating new words aloud, or mental, like using context to infer meanings Cohen (1998) emphasized that learning strategies are consciously selected processes that highlight their unique nature Wenden (1998) further described them as mental steps or operations that learners utilize to acquire a new language and manage their learning efforts effectively.
Learning strategies can be defined in various ways, highlighting key differences among scholars Oxford (1992) characterizes these strategies primarily as behavioral, whereas Weinstein and Mayer (1986) and Ellis (1997) encompass both mental and behavioral aspects Additionally, Chamot's perspective contributes to this ongoing discourse about the multifaceted nature of learning strategies.
In 1987, it was noted that learning strategies are defined as "deliberate actions," while Cohen (1998) characterized them as "conscious" efforts However, some researchers have chosen not to engage with this concept Additionally, Stern (1983) asserted that learning strategies should be specifically defined.
In the field of language learning, the terms "approach" and "technique" are often viewed as more concrete, while some researchers prefer to use "strategies" to describe the behaviors identified by Stern (1983) as techniques Additionally, Rubin (1987) proposed that language learning strategies directly influence language development, contrasting with other researchers who consider their impact to be more indirect.
Learning strategies, often referred to as "learner strategies" or "language learning strategies," lack a uniform definition, highlighting the complexity of the field Various perspectives, including cognitive, social, and pragmatic approaches, contribute to this ambiguity As a result, researchers focus on developing taxonomies rather than definitive definitions Oxford (1990) provides a comprehensive list of features that characterize language learning strategies, emphasizing their multifaceted nature.
Contribute to the main goal, communicative competence
Allow learners to become more self-directed
Expand the role of teachers
Are specific actions taken by learners, not just the cognitive
Support learning both directly and indirectly
Are influenced by a variety of factors
1.3.1.3 Classification of language learning strategies
Researchers have made various attempts to create a classification system for language learning strategies; however, there is no consensus among scholars regarding the definitions and classifications of these strategies in the existing literature.
Cohen (2000) identified key language learning strategies that enhance the acquisition of new material These strategies involve recognizing and differentiating the material to be learned, organizing it into manageable categories such as nouns, verbs, adjectives, and adverbs, and ensuring repeated exposure through classroom activities and homework Additionally, when material is not naturally acquired, it is essential to commit it to memory using techniques like repetition, mnemonics, or other memory aids.
Oxford's (1990) comprehensive classification of language learning strategies emphasizes the development of communicative competence and is divided into direct and indirect strategies Direct strategies, which include memory, cognitive, and compensation strategies, focus on the mental processing of the target language, aiding in storing and retrieving new information, understanding and producing language, and bridging knowledge gaps Indirect strategies, encompassing metacognitive, affective, and social strategies, enhance language learning by facilitating organization, evaluation, emotional control, and increased interaction Metacognitive strategies empower learners to manage their own learning, while affective strategies help regulate emotions and motivations, and social strategies promote collaboration and communication in the target language.
Vocabulary and vocabulary learning strategies
Vocabulary encompasses all the words within a specific language or subject (Cowie, 1999), and is considered the most crucial element of any language course (Macathy, 1990) Understanding a word involves more than just knowing its definition; it also requires a deeper comprehension of its usage and context As Cook (2001) emphasizes, "a word is more than its meaning," highlighting the complexity of vocabulary knowledge.
(2001), knowing a word may involve four aspects: form of the word (for instance, spelling and pronunciation), grammatical properties (for instance, word combination and appropriateness), and general meaning and specific meaning
Word knowledge plays a crucial role in communicative competence, significantly impacting both the production and comprehension of a foreign language (Seal, 1991) According to Richard (1976:83), understanding a word encompasses several key assumptions that are vital for effective language use.
Understanding a word involves recognizing how likely it is to appear in both spoken and written language Additionally, we often have insights into the types of words that are commonly associated with it.
2) Knowing a word implies knowing the limitation on the use of the word according to variations of function and situation
3) Knowing a word means knowing the syntactic behavior associated with the word
4) Knowing a word entails the knowledge the underlying form of a word and the derivations that can be made from it
5) Knowing a word entails knowledge of the network of association between that word and other words in the language
6) Knowing a word means knowing the semantic value of a word
7) Knowing a word means many of the different meanings associated with a word
According to Nation (2005), understanding a word encompasses three key aspects: its form, meaning, and usage The form of a word involves its spelling, pronunciation, and structural components The meaning connects the word's form to its concept, including its definitions and associations with related terms Additionally, knowing how a word is used pertains to its grammatical role, such as its part of speech and the sentence structures it fits into, as well as its collocations and contextual appropriateness, including formality levels and usage restrictions.
In summary, understanding a word as defined by various scholars encompasses several key elements, including its form, meaning, and usage Consequently, effective vocabulary learning involves mastering not only the definitions of new words but also their forms and practical applications in context.
1.4.2 Factors affecting learners in learning English vocabulary
Brustall et al (1975) emphasized that success plays a crucial role in language learning, as it fosters a positive attitude among learners throughout their educational journey This favorable mindset not only enhances motivation but also significantly influences the effectiveness of vocabulary acquisition.
Factors influencing language learning also significantly impact vocabulary acquisition, as highlighted by Lightbrown and Spada (1999), who identify intelligence, aptitude, personality, motivation, attitudes, learner preferences, beliefs, age of acquisition, and activity types Similarly, Rubin and Thompson (1994) emphasize age, emotional aptitude, personality traits like extroversion, learning styles, and past experiences as key elements Nunan (1999) underscores the importance of learning strategies, asserting that awareness of these strategies enhances learning effectiveness Likewise, Ellis (1997) notes that successful learners employ a broader range of strategies at various developmental stages, suggesting that identifying and teaching crucial learning strategies can benefit students.
Effective vocabulary learning hinges on the implementation of appropriate learning strategies Numerous scholars, including Nation, Taylor, Oxford, and Rubin and Thomson, have developed various vocabulary learning strategies aimed at enhancing English learners' abilities to acquire and retain new vocabulary.
1.4.3.1 Definitions of vocabulary learning strategies
Vocabulary learning strategies are integral components of language learning strategies, which themselves fall under the broader category of general learning strategies (Nation, 2001) Defined by Cameron (2001) as the actions learners undertake to understand and remember vocabulary, these strategies encompass various techniques aimed at enhancing vocabulary acquisition Catalán (2003) adopts a comprehensive definition that includes the processes and actions students employ to identify unknown words, retain them in long-term memory, recall them when needed, and utilize them in both written and oral forms Similarly, Intaraprasert (2004) describes vocabulary learning strategies as techniques or behaviors that learners use to discover meanings of new words, retain knowledge of newly acquired vocabulary, and expand their overall vocabulary knowledge.
1.4.3.2 Classifications of vocabulary learning strategies
To effectively expand their vocabulary, language learners must employ a variety of vocabulary learning strategies tailored to their individual needs and goals, whether for comprehension in reading and listening or for production in speaking and writing According to Schmitt (2000), successful learners actively manage their learning by utilizing diverse strategies, structuring their vocabulary acquisition, and regularly reviewing and practicing new words Additionally, Gu and John (1996) emphasize the importance of strategy control, which involves selecting the most suitable strategies from available options and knowing when to adapt or change approaches.
Scholars have developed various methods for classifying language learning strategies, particularly in the context of vocabulary acquisition (Intaraprasert, 2004:10) These classification systems are essential for enhancing our understanding of vocabulary learning strategies Notable taxonomies in this field include those proposed by Cohen (1987; 1990), Rubin and Johnson (1994), and Decarrico (2001), which are summarized in the following discussion.
Cohen (1987; 1990) identifies three main categories of strategies for effectively managing vocabulary items: strategies for remembering words, semantic strategies, and vocabulary learning and practicing strategies These categories share common characteristics that enhance vocabulary acquisition and retention.
Rubin and Thomson (1994) identified three effective vocabulary learning strategies utilized by language learners: Direct Approach, Use of Mnemonics, and Indirect Approach These strategies encompass both conscious and unconscious learning processes, involving activities such as memorizing word lists, engaging in vocabulary exercises, and practicing through reading and listening.
Decarrico (2001) identified four key vocabulary strategies: guessing meaning from context, using mnemonic devices or the keyword method, maintaining vocabulary notebooks, and employing other learner strategies She noted that many language learners are not explicitly taught a significant number of words, leading to a predominantly implicit approach to vocabulary acquisition To enhance vocabulary learning, she recommended strategies that help learners both discover new word meanings and reinforce their understanding of words once encountered Consequently, effective language learning should incorporate independent vocabulary study through extensive reading and self-directed strategies.
Recent research on vocabulary learning strategies has gained momentum, with only two researchers proposing comprehensive lists Notably, Stőffer (1995) created a questionnaire featuring 53 items that specifically assess vocabulary learning strategies This questionnaire emphasizes the use of authentic language, physical actions, self-motivation, and visual aids in language acquisition.
Summary
This chapter provides an overview of the historical context surrounding vocabulary acquisition, highlighting key concepts such as learning strategies and their classifications It also discusses the various factors that influence vocabulary learning Additionally, a theoretical framework has been established to guide the investigation in the subsequent chapter.
The literature on language learning emphasizes key factors that influence vocabulary acquisition, shedding light on learners' behaviors during this process Understanding learning strategies is crucial, as they have emerged from two distinct fields: cognitive psychology, which analyzes and trains individuals in effective strategies, and second language acquisition, which focuses on the types of strategies employed Researchers have systematically categorized nonnative speakers' strategies through questionnaires, demonstrating reliability and validity in studies involving university students and company employees.
(1995) and Schmitt (1997) showed taxonomies of vocabulary learning strategies, no study has dealt with students at Tân Trào University.
METHODOLOGY
The context of the study
At Tân Trào University, General English is integrated into the curriculum for all departments, taught over the second, third, and fourth terms, totaling 150 periods The course aims to equip students with fundamental English skills, featuring three periods of instruction each week The selected textbook for this program is Lifelines Pre-intermediate (Hutchinson, 2000), and this research specifically examines the vocabulary learning strategies employed by students during their English courses.
Research questions
As mentioned above, the aims of the study is to seek answers to the following research questions:
1 What are the most commonly-used vocabulary strategies by first year non- English major students at Tân Trào University?
2 Why do they commonly use those strategies?
3 How do they self-evaluate the effectiveness of those strategies to their vocabulary learning?
Research method
This exploratory study utilized both interviews and questionnaires for data collection Interviews offered in-depth insights within specific contexts, while questionnaires provided a broader, albeit more superficial, overview Combining these methods can enhance the richness of the research findings (Drever, 1995:8).
Participants
A study involving 219 first-year non-English major students at Tân Trào University revealed that participants, aged 18 to 23, had been studying English for 7 to 12 years Most students hailed from various regions of Tuyen Quang province, with some having prior experience in learning languages like French and Russian Notably, the majority of these students lacked opportunities to learn English at language centers or practice with native speakers.
To gather data for the study, a questionnaire and interviews were developed to explore the vocabulary learning strategies employed by students, their motivations for using these strategies, and their self-assessments regarding the effectiveness of these methods in enhancing their vocabulary acquisition.
The questionnaire, detailed in Appendix 3, aimed to explore the vocabulary learning strategies utilized by the participating students It was developed using Schmitt's (1997) comprehensive taxonomy, making it well-suited for the study's target population.
The questionnaire, designed in Vietnamese to ensure comprehension among all participants, was divided into two parts The first part outlined the study's purpose and the researcher's expectation for honest responses regarding individual learning experiences, while also collecting personal information such as age, sex, place of birth, duration of English learning, and additional English learning experiences at centers The second part consisted of 33 items, with 32 focusing on students' vocabulary learning approaches categorized into five strategies: determination (DET), social (SOC), memory (MEM), cognitive (COG), and metacognitive (MET) The final question was open-ended, allowing students to share insights based on their unique learning experiences A detailed table of vocabulary learning strategies used in the questionnaire is provided below.
Group of strategies Questions in the questionnaire Number of questions
Table1: Vocabulary learning strategies in the questionnaire
In August, at the start of the academic year, students completed a questionnaire in their regular classrooms, taking approximately 30 minutes to provide their honest opinions To ensure the integrity of the data, the researcher emphasized that any copied responses would compromise the study's findings The purpose of the research was to enhance the students' language learning, and all personal information was kept confidential Once all questionnaires were submitted, the frequently used vocabulary learning strategies were identified, laying the groundwork for the second phase of data collection.
Interviews were conducted to investigate the preferred vocabulary learning strategies among six students selected from a pool of 219 participants across six classes These students were chosen based on their availability and willingness to participate in separate interviews, ensuring unbiased sharing of opinions Each interview lasted two hours and was conducted in Vietnamese to facilitate clear understanding The same set of questions was posed to all interviewees, focusing on the most commonly-used strategies, the reasons behind their preferences, and their self-evaluation of the effectiveness of these strategies in vocabulary learning The interviews were recorded for subsequent data analysis.
In-depth one-on-one interviews were conducted with six selected students over a two-hour period, and these sessions were recorded for ease of future analysis (refer to Appendix 5) The interviews focused on exploring the vocabulary learning strategies commonly used by learners, the reasons behind their preferred methods, and the perceived effectiveness of these strategies in enhancing vocabulary acquisition.
Data analysis procedures
The analysis of the questionnaire data utilized descriptive statistics to determine the frequency of strategies reported by students This approach enabled the identification of the most and least frequently employed strategies among students.
The qualitative data gathered from interviews were quantitatively analyzed to uncover common patterns in students' motivations for employing specific vocabulary learning strategies Additionally, key excerpts from students' responses were included to effectively illustrate these quantitative findings.
FINDINGS AND DISCUSSION
Quantitative data
The questionnaire provided valuable quantitative data for addressing the first research question, identifying the most commonly used vocabulary learning strategies In the data analysis, "high frequency" was defined as responses indicating "always" or "usually," while "low frequency" referred to "sometimes" or "rarely." Each question was analyzed individually within its respective vocabulary learning strategy group, with percentages calculated to highlight usage trends.
3.1.1 Students’ self-reported use of Determination strategies (DET)
Q1 Q2 Q3 Q4 never rarely sometimes ussually always
Figure 1: Students’ use of DET in vocabulary learning
The chart indicates that among the three DET strategies, the use of bilingual dictionary strategies was the most prevalent, with 39.7% of respondents indicating they use it usually and 37.4% stating they use it always.
The findings indicate that students infrequently utilize monolingual dictionaries, with 15.2% never using them and 30.2% rarely doing so Despite previous studies highlighting the effectiveness of guessing word meanings from context, over 70% of learners reported using this strategy infrequently Additionally, the use of flashcards is minimal, as only 6.4% of students employ them frequently, while 40% never use this method.
3.1.2 Students’ self-reported use of social strategies (SOC)
Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 never rarely sometimes ussually always
Figure 2: Students’ use of SOC in vocabulary learning
According to the chart data, a significant majority of students preferred seeking assistance from teachers for translation, with over 70% consistently requesting their teachers to translate new words into Vietnamese, while 30% occasionally did so.
Requesting paraphrases or synonyms from teachers can help uncover the meanings of unfamiliar words Despite this potential benefit, only 16% of respondents found this strategy enjoyable, and a significant 69% do not consider it highly valuable.
In addition to translating new vocabulary into their native language or providing synonyms and paraphrases, teachers can support students by offering sentences that incorporate new words However, survey results reveal that only 35.3% of students occasionally request such sentences from their teachers, while 30.6% do so rarely, and 20.6% never make this request.
The informants demonstrated minimal engagement in seeking clarification from their classmates regarding vocabulary meanings, with only 3.7% consistently using this strategy, 17.4% frequently employing it, and 34.6% occasionally utilizing it; conversely, 7.8% reported never using this approach.
The findings indicate that a significant majority of students (53.9%) rarely engage in group work activities to discover new meanings, while 15.5% never utilize this strategy In contrast, only a small percentage of respondents frequently participate in such collaborative efforts, with just 0.5% always and 8% usually employing this approach.
Many students initially found studying and practicing the meanings of words in a group to be unappealing However, over half of the participants expressed a preference for this collaborative learning strategy.
Asking teacher to check their flash cards or word lists for accuracy (question
11) were also less used by the students Less than 10% of the informants used this strategy with high frequency
Practicing new vocabulary by interacting with native speakers is an effective method for retention, yet many informants found this strategy challenging to implement In fact, 55.7% reported never engaging in such interactions, while only about 5% utilized this approach frequently.
3.1.3 Students’ self-reported use of Memory strategies (MEM)
Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 never rarely sometimes ussually always
Figure 3: Students’ use of MEM in vocabulary learning
Connecting vocabulary words to vivid personal experiences can enhance understanding of underlying concepts, which is considered effective for vocabulary learning However, survey results indicate that this method is not commonly chosen by students, with only 18.7% utilizing it frequently and 7.3% never employing this strategy.
Effective understanding of new vocabulary can be enhanced through sense relationships like coordination, synonyms, and antonyms However, survey results reveal a contrasting trend, showing that only 17.8% of respondents frequently utilize these techniques, while 50.2% use them rarely and 6.4% never engage with them at all.
In question 15, respondents were asked if they categorize words by specific topics or types The findings indicated that nearly half of the participants (33.5%) frequently used this method, while 22.2% did so rarely, and 11% never employed it.
Grouping words together within a storyline did not gained support from the students (question 16) About 20% used it with high frequency and 29.5% rarely did this and 20,5% denied using it
Question 17 aims at finding out whether the students use Key word method or not Many of the informants reported that they employ this strategy with low frequency (86.2%) Only 6.4% considered it to be one of their key strategies
Remembering affixes and roots (question 18) and parts of speech (question
19) were also less used by the students Only more than 30% adopted these strategies with high frequency
Paraphrasing the meaning of words is an effective strategy for overcoming a limited vocabulary, yet data reveals that its usage is surprisingly low, with only 51.6% of individuals employing this technique.
Learning the words of a collocation can help for productive use of a language (question 21) However, more than 60% of the informants sometimes or rarely did so 21.9% even never employed it
3.1.4 Students’ self-reported use of Cognitive strategies (COG)
Q22 Q23 Q24 Q25 Q26 Q27 never rarely sometimes ussually always
Figure 4: Students’ use of COG in vocabulary learning
Qualitative data
An interview was followed by the questionnaire in this research The interaction was hoped to provide necessary qualitative data for the second and the third research questions
The researcher aimed to explore the reasons behind students' choice of vocabulary learning strategies and assess their effectiveness By questioning informants about their motivations for using specific strategies and their self-evaluation of the impact on vocabulary acquisition, the study sought to offer logical insights into the selected strategies and their influence on learners' vocabulary development.
3.2.1 Reflection on the reasons for preferred vocabulary learning strategies
The interview data reveal that the majority of informants expressed remarkably similar reasons for their preferences, with their responses often aligning closely on various aspects.
1 Note taking help to concentrate more on the lessons
2/6 for later revision which dominated by learner‟s retention efforts for words‟ spellings, meanings and pronunciations resulting from teacher‟s requirement
6/6 a frequent strategy when learners were at schooling
L1 translation meet the teacher‟s requirement of translating texts
6/6 a frequent strategy when learners were at schooling
3 Verbal repetition an usual activities in class 5/6 support learners in retaining word‟ pronunciation
5/6 a frequent strategy when learners were at schooling
4 Written repetition help to remember word‟s spelling 5/6 meet the teacher‟s requirement of remembering word‟s spelling
3/6 a frequent strategy when they were at 4/6 schooling
5 Bilingual dictionary look for equivalent meanings in L1 2/6 meet teacher‟s requirement of looking up new words of the subsequent lesson
5/6 meet teacher‟s requirement of translating texts of the following lesson
Table 3: Reasons for preferred vocabulary learning strategies
All six informants confirmed that their preferred strategies for learning included written repetition, using a bilingual dictionary, taking notes, verbal repetition, and requesting L1 translations from their teacher.
Most informants highlighted that note-taking enhances their concentration during lessons and aids in remembering spellings, pronunciations, and meanings of new vocabulary All six participants acknowledged using this strategy for future revision, with Student 1 providing detailed reasons for its effectiveness.
To enhance my vocabulary, my teacher encourages me to memorize the spellings and meanings of new words I make it a habit to jot down these words for effective revision later on.
This strategy effectively aids learners by providing vocabulary items that encompass their meanings, spellings, and pronunciations, all of which are essential for retention and closely aligning with lesson content.
All six informants acknowledged that they frequently requested their teachers to translate texts from their books, indicating a reliance on teacher assistance for understanding unknown words This direct approach to seeking help was the primary method students utilized when faced with translation tasks For instance, one student noted that they consistently turned to their teachers for clarification.
In my classroom learning experience, I frequently inquired about the Vietnamese equivalents of new words I encountered My teacher encouraged us to translate texts from our books, and whenever I came across unfamiliar vocabulary, I would ask for both the pronunciation and meaning in Vietnamese.
The informants demonstrated a clear reliance on verbal repetition, a strategy they commonly employed in class Many recognized its effectiveness in aiding the memorization of word pronunciations For instance, Student 4 outlined multiple reasons for his consistent use of this technique, highlighting its benefits in enhancing language retention.
In class, my teacher frequently encouraged us to read new words aloud from the board, which helped me memorize their spellings after several repetitions I later applied this effective strategy at home to enhance my vocabulary and learn new words more efficiently.
Students found that combining written and verbal repetition significantly enhanced their ability to remember the spellings of new words They often employed both methods simultaneously for self-instruction, rather than treating them as distinct strategies.
To enhance my vocabulary, my teacher encouraged us to memorize the spellings and pronunciations of new words As a result, I often rewrote these words multiple times at home, incorporating both written and verbal repetition I found that this combined approach significantly improved my learning efficiency.
Students reported several reasons for using bilingual dictionaries, including the need to find equivalent meanings in Vietnamese and to look up new vocabulary for upcoming lessons as requested by their teacher Additionally, they mentioned the requirement to translate texts related to future lessons.
Using a bilingual dictionary significantly enhanced my understanding of Vietnamese equivalents My teacher frequently assigned us to translate texts from our book, and to grasp the meanings of new words, I consistently relied on bilingual dictionaries for assistance.
In response to the Question 7 inquiring into if the informants used to resort to those preferred strategies when they were at schooling, all of interviewees said “Yes,
I usually used these strategies when I was at schooling” in their answers without any hesitance
3.2.2 Learners’ self-evaluation on the effectiveness of the preferred strategies on vocabulary learning
In respect of benefits of those preferred strategies, all of the respondents gave almost the same answers to the last question For example, Student 4 reported that:
I think that these strategies assist me in retaining pronunciations, spellings, and equivalent meanings in Vietnamese of new words I think so
Many informants expressed uncertainty about the long-term effectiveness of their learning strategies, with one student stating, “I don’t know why many of the words I know for sure I have learned before, however, I can’t remember them now.” Another student echoed this sentiment, saying, “Many of the words in my books that I find quite familiar, but I can’t recall their meanings.”
Discussion
This section provides a detailed discussion of the findings from the survey and interview results, focusing on how they address the research questions It highlights the vocabulary learning strategies commonly employed by students, explores the reasons behind their choices, and evaluates the effectiveness of these strategies in enhancing vocabulary acquisition.
3.3.1 The most commonly-used strategies
A study conducted at Tân Trào University revealed that non-English major students utilized various vocabulary learning strategies, with cognitive strategies scoring the highest average (3.0) and metacognitive strategies the lowest (2.4) The survey identified several preferred strategies, including determination, social, memory, and cognitive strategies The average frequency of strategy use ranged from 1.8 to 4.2, indicating a tendency among students to favor specific methods Notably, strategies such as written repetition (M=4.2), asking for L1 translation (M=3.8), note-taking (M=3.6), verbal repetition (M=3.5), and using a bilingual dictionary (M=3.4) were particularly popular, demonstrating the commitment of students to these approaches.
3.3.2 The reasons for the preferred strategies
Results from the questionnaire and interviews revealed that learners primarily focused on cognitive strategies, including verbal and written repetition, note-taking in class, using bilingual dictionaries, and seeking L1 translations from teachers These strategies were identified as essential for enhancing understanding and retention of information.
Students embraced these strategies after recognizing their benefits in enhancing spelling, pronunciation, and understanding of word meanings, as demonstrated through classroom activities.
Repetition strategies, both written and verbal, are favored by learners for enhancing memory retention Student 4 noted, “After several repetitions, I could remember spellings of those,” highlighting the effectiveness of verbal repetition for learning new words at home Similarly, Student 1 shared, “I often combined both written repetition and verbal repetition,” emphasizing the efficiency gained from this dual approach This indicates that learners recognize the advantages of these "mechanical" methods in their studies, as supported by Bigg.
Research indicates that written repetition aids in retaining the phonological form of words, enhancing language storage and retrieval (Rubin, 1997) It has been suggested that this method reinforces correct word forms, with auditory input supporting long-term lexical retention (Kelly, 1992) Empirical studies on vocabulary rehearsal (Gary & Gary, 1982; Hill, 1994) highlight the effectiveness of various repetition strategies in early vocabulary acquisition For instance, Student 6 noted that bilingual dictionaries helped them find Vietnamese equivalents Additionally, taking notes was reported to enhance comprehension and retention, allowing learners to focus more on lessons (Student 1) Furthermore, learners demonstrated significant engagement in vocabulary-related activities, as evidenced by Student 2's practice of asking teachers for pronunciation and meanings in Vietnamese when encountering new words.
Learners utilized various strategies to fulfill their teacher's requirements for homework and classroom tasks, specifically focusing on the spelling, sound, and meaning of words For instance, Student 4 mentioned that their teacher often required them to read new words aloud in class Similarly, Student 1 noted that they were instructed to memorize the spellings and pronunciations of new vocabulary Additionally, Student 1 highlighted the importance of taking notes, stating that they were asked to remember both the spellings and meanings of new words Consequently, students relied on these methods to record new vocabulary for future revision In class, they were also tasked with translating texts from their books.
Students frequently utilized bilingual dictionaries for tasks such as translating texts from the book and looking up new vocabulary from upcoming lessons This reliance on bilingual dictionaries served as a practical reference tool to help them complete these assignments Additionally, the need to translate texts was a key reason why students sought their teacher's assistance with L1 translation strategies.
The study's findings suggest that the use of restricted strategies by students may be influenced by the Grammar Translation Method employed by their teachers Classroom activities predominantly focused on this method, emphasizing accuracy and frequent reliance on bilingual dictionaries (Kelly, 1969) During interviews, several students noted that their teachers required them to memorize the spellings, pronunciations, and meanings of new vocabulary, highlighting the method's impact on their learning processes.
Students frequently mention that their teachers assign them tasks such as translating texts or looking up new vocabulary from upcoming lessons According to Lightbrown and Spada (1999), the types of activities students engage in significantly influence their language and vocabulary acquisition Consequently, these instructional methods may directly contribute to the prevalent strategies employed in language learning today.
All respondents indicated that learners utilized similar vocabulary learning strategies during their schooling, with all interviewees affirming, “Yes, I usually used these strategies at my schooling.” This consistency suggests that the educational background of learners significantly influences their choice of learning strategies, a finding supported by Rubin and Thompson (1994:3-8), who also emphasize the role of prior schooling experiences in shaping strategy selection.
3.3.3 The effectiveness of those commonly-used strategies on vocabulary learning
The interview results indicated that learners predominantly relied on restricted strategies and translation tasks, believing these methods aided in retaining the sound, spelling, and meaning of words They viewed knowledge of a word as encompassing its spelling, sound, and equivalent meaning However, the questionnaire data revealed that students' vocabulary learning often overlooked essential aspects, such as synonyms, collocations, associations, appropriateness, and semantic value Learners appeared to neglect vital strategies that could enhance their understanding of words, including learning idiomatic expressions, associating words with their synonyms and antonyms, and utilizing English-language media This excessive focus on translation may limit opportunities for employing other strategies that foster productive competence and encourage dependence on the native language Additionally, their preferences may stem from past experiences.
Some learners have raised concerns about the long-term effectiveness of their chosen vocabulary strategies This skepticism is justified, as many commonly used methods primarily focus on identifying unfamiliar words However, these strategies often overlook essential techniques for retaining vocabulary in long-term memory and effectively recalling and utilizing these words in both written and spoken contexts (Schmitt).
Limiting learners to specific strategies can hinder their ability to develop essential skills for improving communicative competence Nunan (1999) emphasizes the significance of being aware of one's learning processes, stating that greater awareness leads to more effective learning Similarly, Ellis (1997) highlights that successful learners employ a wider range of strategies compared to their less successful counterparts and adapt their strategies at various stages of their development.
Summary of major findings
The study reveals that participants primarily rely on limited vocabulary learning strategies, such as verbal and written repetition, note-taking, requesting L1 translations from teachers, and utilizing bilingual dictionaries These commonly employed strategies fall under the categories of determination and cognitive strategies.
Homework vocabulary assignments, vocabulary assessments, and teaching methods rooted in the Grammar Translation Method significantly impact learners' selection of vocabulary learning strategies, along with their previous learning experiences.
The study indicates that learners recognize the advantages of specific strategies in retaining sounds, spelling, and equivalent meanings These strategies also enhance their concentration during lessons, particularly after applying them in classroom activities and homework assignments.
Conclusions
This study explores the vocabulary learning strategies employed by first-year non-English major students at Tân Trào University, examining their preferences and the effectiveness of these strategies as self-evaluated by the students.
The study reveals that learners often lack a comprehensive understanding of vocabulary, focusing primarily on surface features like phonology, orthography, and equivalent meanings Common vocabulary learning strategies fall short, failing to equip students with the necessary skills for effective language acquisition These strategies hinder learners from grasping essential aspects of word knowledge, such as collocation, synonyms, antonyms, and appropriateness, which are vital for developing linguistic and communicative competence Additionally, reliance on native language strategies restricts exposure to diverse methods that enhance long-term retention and recall of vocabulary Consequently, learners miss out on valuable classroom experiences that foster effective language learning Therefore, vocabulary instruction should encompass a variety of strategies to ensure a well-rounded development of learners' word knowledge.
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Appendix1: Oxford’s (1990) taxonomy of Language Learning Strategies
Class Set of strategies Specific strategies
I Memory strategies a Creating mental linkage
3 Placing new words into a context b Applying images and sounds
4 Representing sounds in memory c Reviewing well Structured review d Employing action
1 Using physical response or sensation
II Cognitive strategies a Practicing 1 Repeating
2 Formally practicing with sounds and writing systems
3 Recognizing and using formulas and patterns
5 Practicing naturalistically b Receiving and sending messages
2 Using resources for receiving and sending messages c Analyzing and reasoning
5 Transferring d Creating structure for input and output
Strategies a Guessing intelligently 1 Using linguistic clues
2 Using other clues b Overcoming limitations in speaking and writing
1 Switching to the mother tongue
4 Avoiding communication partially of totally
6 Adjusting or approximating the message
Group Set of strategies Specific strategies
I.Metacognitive strategies a Centering your learning 1 Overviewing and lining with already known material
3 Delaying speech b Arranging and planning your learning
1 Finding out about language learning
4 Identifying the purpose of language task (purposeful listening / reading/ speaking/ writing)
6 Seeking practice opportunities c Evaluating your learning 1 Self-monitoring
II Affective strategies a Lowering your anxiety
1 Using progressive relaxation, deep breathing, or mediation
3 Rewarding yourself c Taking your emotional temperature
2 Using checklist 3.Writing a language learning diary
4 Discussing your feelings with someone else
III Social strategies a Asking questions
1 Asking for clarification or verification
2 Asking for correction b Cooperating with others
2 Cooperating with proficient users of the new language c Empathizing with others
2 Becoming aware of others‟ thoughts and feelings
Appendix 2: Schmitt’s vocabulary learning strategies
Strategies for the discovery of a new word‟s meaning
DET Analyze part of speech
DET Analyze suffixes and roots
DET Analyze any available pictures or gestures
DET Guess from textual context
SOC Ask teacher for a L1 translation
SOC Ask teacher for paraphrase or synonym of new word SOC Ask classmate for meaning
SOC Discover new meaning through group work activity Strategies for consolidation a word once it has been encountered
SOC Teacher check students‟ flash cards or word lists for accuracy SOC Interact with native speakers
MEM Study word with a pictorial representation of its meaning
MEM Connect word to a personal experience
MEM Associate the word with its synonyms and antonyms
MEM Use „scales‟ for gradable adjectives
MEM Group words together to study them
MEM Use new words in sentences
MEM Group words together within a storyline
MEM Study the spelling of a word
MEM Study the sound of a word
MEM Say new words aloud when studying
MEM Underline initial letter of the word
MEM Use key word method
MEM Affixes and roots (remembering)
MEM Part of speech (remembering)
MEM Paraphrase the word‟s meaning
MEM Use cognates in study
MEM Learn the words of an idiom together
MEM Use physical action when learning a word MEM Use sematic feature grids
COG Take notes in class
COG Use the vocabulary section in your text books COG Listen to tape of word lists
COG Put English labels on physical objects
COG Use English-language media
COG Testing oneself with word tests
COG Use spaced words practice
COG Skip or pass new word
COG Continue to study word over time
Bảng câu hỏi này nhằm khảo sát chiến lược học từ vựng của sinh viên năm nhất không chuyên Anh tại Cao đẳng Tuyên Quang Tôi mong các bạn dành thời gian trả lời trung thực các câu hỏi dưới đây Tất cả thông tin sẽ được giữ bí mật và chỉ sử dụng cho mục đích nghiên cứu Sự hỗ trợ của các bạn sẽ giúp tôi hoàn thành luận văn thạc sĩ Xin chân thành cảm ơn sự giúp đỡ của các bạn.
Trước khi trả lời các câu hỏi, xin vui lòng cung cấp một số thông tin cá nhân bằng cách khoanh tròn những thông tin đúng hoặc trả lời các câu hỏi sau đây.
5 Em học tiếng Anh được bao lâu?
6 Ngoài thời gian học tiếng Anh tại trường Em có từng tham gia học thêm tiếng Anh tại các trung tâm Anh ngữ không?
Dưới đây là những chiến lược học từ vựng mà bạn có thể áp dụng để học từ mới hoặc ôn tập từ đã học Hãy chọn phương pháp học từ vựng mà bạn đã sử dụng bằng cách khoanh tròn một trong những đáp án có sẵn dưới đây.
STT Chiến lược hoc từ vựng
1 Đoán nghĩa các từ mới dựa vào ngữ cảnh a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
2 Tra từ điển Anh- Anh a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
3 Tra từ điển Anh- Việt a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
4 Ghi từ mới vào các tấm card nhỏ và mang theo để học khi có thời gian a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
5 Nhờ giáo viên dịch sang tiếng Việt a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
Khi học từ vựng mới, bạn có thể nhờ giáo viên giải thích bằng cách đơn giản hơn hoặc cung cấp từ đồng nghĩa Các từ chỉ tần suất như "luôn luôn", "thường xuyên", "thỉnh thoảng", "hiếm khi" và "không bao giờ" rất hữu ích trong việc diễn đạt ý kiến và thói quen.
7 Nhờ giáo viên cho ví dụ một câu trong đó có từ mới a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
8 Nhờ người khác dịch nghĩa của từ mới sang tiếng Việt a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
9 Học từ trong những hoạt động theo nhóm ở trên lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
10 Học và thực hành nghĩa của từ ngoài giờ học trên lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
Để đảm bảo danh mục từ của bạn chính xác về chính tả và nghĩa, hãy nhờ giáo viên kiểm tra thường xuyên Việc này giúp bạn củng cố kiến thức từ vựng và nâng cao khả năng sử dụng ngôn ngữ Hãy thực hiện điều này ít nhất là thỉnh thoảng để duy trì sự tiến bộ trong việc học.
12 Tận dụng mọi cơ hội nói chuyện với người nước ngoài a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
13 Gắn liền từ mới với từ đã biết a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
14 Học từ mới bằng cách gắn với từ đồng nghĩa, trái nghĩa của nó a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
15 Phân loại và nhóm từ theo chủ đề hoặc từ loại a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
16 Học từ theo nội dung một câu chuyện a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
17 Dùng phương pháp sử dụng từ khóa a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
18 Ghi nhớ nghĩa các tiền tố và hậu tố a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
19 Ghi nhớ từ loại của từ (danh từ, động từ, trạng từ, v.v) a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
20 Tự mình diễn giải lại từ theo cách đơn giản hơn a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
21 Học từ trong những cụm từ cố định a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
22 Học từ bằng cách đọc to nhiều lần a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
23 Học từ bằng cách đọc thầm a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
24 Học từ bằng cách viết đi viết lại nhiều lần a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
25 Ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
26 Dán tên bằng tiếng Anh lên các đồ vật xung quanh a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
27 Học từ bằng cách nói chuyện với các bạn trong lớp a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
28 Học từ mới từ những nguồn khác ngoài giáo trình (nghe nhạc, đọc báo, xem
TV, ) a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
Để tự kiểm tra trình độ từ vựng của bản thân, bạn có thể thực hiện các bài tập liên quan đến từ vựng Hãy thường xuyên làm những bài tập này để cải thiện khả năng ngôn ngữ của mình Bạn có thể tự đánh giá mức độ thường xuyên thực hiện, từ “luôn luôn” đến “không bao giờ”, để xác định tiến bộ của mình trong việc sử dụng từ vựng.
30 Học từ bằng cách làm bài tập điền từ vào chỗ trống a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
31 Bỏ qua từ mới a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
32 Ngày nào cũng giành thời gian học từ mới a luôn luôn b thường xuyên c thỉnh thoảng d hiếm khi e không bao giờ
33 Các cách khác mà em đã áp dụng:
Học từ vựng hiệu quả thường bao gồm việc tra từ điển Anh-Việt, nhờ giáo viên dịch sang tiếng Việt, đọc to nhiều lần, và viết đi viết lại nhiều lần Ngoài ra, ghi chép tất cả các từ mới xuất hiện trong giờ học cũng là phương pháp phổ biến mà các em áp dụng để nâng cao vốn từ vựng của mình.
Câu hỏi 2: Tại sao em sử dụng chiến lược ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp?
Câu hỏi 3: Tại sao em sử dụng chiến lược tra từ điển Anh-Viêt?
Chiến lược nhờ giáo viên dịch sang tiếng Việt giúp em hiểu rõ hơn về nội dung và ngữ nghĩa của bài học, từ đó nâng cao khả năng tiếp thu kiến thức Ngoài ra, việc đọc to nhiều lần giúp em cải thiện phát âm và khả năng ghi nhớ thông tin hiệu quả hơn.
Câu hỏi 6: Tại sao em áp dụng chiến lược viết đi viết lại nhiều lần?
Việc ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp giúp em củng cố và mở rộng vốn từ vựng của mình Em thường tra từ điển Anh-Việt, nhờ giáo viên dịch sang tiếng Việt, đọc to nhiều lần và viết đi viết lại để ghi nhớ từ mới hiệu quả hơn Đây là những phương pháp mà em thường áp dụng nhất trong quá trình học từ vựng khi còn học phổ thông.
Câu hỏi 9: Em giúp cô đánh giá hiệu quả của các chiến lược học từ vựng mà em hay áp dụng?
Nhiều học sinh thường áp dụng các phương pháp như tra từ điển Anh-Việt, nhờ giáo viên dịch sang tiếng Việt, đọc to nhiều lần, và viết đi viết lại để học từ vựng Họ cũng ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp Những cách này có phải là phương pháp học từ vựng phổ biến nhất mà các em sử dụng không?
Trả lời: Vâng, đúng ạ Đó là những cách mà em hay áp dụng khi học từ vựng
Câu hỏi 2 : Tại sao em sử dụng chiến lược ghi chép tất cả các từ mới xuất hiện trong các giờ học trên lớp?
Cô giáo yêu cầu học thuộc từ mới, vì vậy em ghi chép cách viết, phát âm và nghĩa của từ mới để có tài liệu học tập hiệu quả.
Câu hỏi 3 : Tại sao em sử dụng chiến lược nhờ giáo viên dịch sang tiếng Việt?
Cô giáo thường yêu cầu chúng em dịch các bài khóa trong sách Khi gặp từ mới, em thường hỏi cô để biết nghĩa tương đương trong tiếng Việt, giúp em hiểu rõ hơn về từ đó.
Lý do em sử dụng chiến lược đọc to nhiều lần là để ghi nhớ cách phát âm của từ mới một cách hiệu quả Việc đọc to không chỉ giúp cải thiện khả năng phát âm mà còn tăng cường trí nhớ từ vựng, giúp em tự tin hơn trong giao tiếp.
Câu hỏi 5 : Tại sao em áp dụng chiến lược viết đi viết lại nhiều lần?