INTRODUCTION
Rationale
The rapid rise of English as a global communication tool has significantly boosted its popularity in language education, particularly in Vietnam, where it has become the most sought-after foreign language since the economic open-door policy Following Vietnam's accession to the World Trade Organization, the demand for English has surged, especially for schooling and job opportunities Consequently, English for Specific Purposes (ESP) has gained traction in various educational, vocational, and academic institutions aimed at preparing a qualified workforce for society.
Vocabulary is crucial in learning English for General Purposes (EGP) and English for Specific Purposes (ESP), as it forms the foundation of effective communication To communicate independently in English, students must acquire a sufficient vocabulary and understand its accurate usage However, acquiring vocabulary, particularly technical terms in ESP, poses significant challenges, especially for students with limited English proficiency.
At State Commercial No5 School in Thanh Hoa, English is a mandatory subject for students, who begin studying English for Specific Purposes (ESP) in their first year without prior exposure to major subjects With limited vocabulary and grammar knowledge, students find it challenging to grasp ESP, particularly the specialized vocabulary Many express difficulties in learning and memorizing words effectively, a situation exacerbated by the complexity of technical terms related to their fields of study, which are often hard to pronounce and apply This issue has raised concerns among ESP educators.
As an ESP teacher, I received many questions from our students about the difficulties in learning ESP vocabulary such as: “ Why is it very difficult to remember new words?” or
To effectively learn English vocabulary, particularly in the context of English for Specific Purposes (ESP), it's essential to understand the challenges students face Despite the lack of research on these difficulties within our English teaching environment, a study was conducted to identify the underlying causes affecting students' ESP vocabulary acquisition By pinpointing the most significant factors influencing their learning, we can propose targeted solutions aimed at enhancing both the teaching and learning of ESP vocabulary at State Commercial No 5 School.
Aims of the study
This study investigates the factors influencing students' acquisition of English for Specific Purposes (ESP) vocabulary at State Commercial No 5 School By identifying these factors, the research aims to propose effective solutions to enhance students' learning of ESP vocabulary.
Research questions
The research is carried out with an attempt to find out answers to the following research questions:
1, What are the factors affecting students‟ learning of ESP vocabulary at State Commercial No5 School?
2, What solutions should be suggested to help the students learn ESP vocabulary effectively?
Scope of the study
This study focuses on identifying the key factors influencing vocabulary acquisition, particularly in the context of accounting-related terminology among students at State Commercial No 5 School Additionally, it offers solutions aimed at enhancing the English for Specific Purposes (ESP) vocabulary learning experience for these students.
Method of the study
To achieve the study's objectives, a quantitative research method was employed, with all comments, conclusions, and suggestions derived from the analysis of survey questionnaire data collected from students.
Design of the study
This study is organized into 3 main parts:
In this part the rationale, the aims, the research questions, the scope, the method, and the design of the study are presented
PART 2: Development: It consists of four chapters
Chapter 1 deals with the theoretical background of the research, which is related to the issues relevant to the topic of the research
Chapter 2 describes the context of teaching and learning ESP at State Commercial No5 School
Chapter 3 presents subjects of the study, data collection instrument, the analysis of data, conclusion and discussion
Chapter 4 offers some suggested solutions to improve the students‟ learning of ESP vocabulary at State Commercial No School
PART 3: Conclusion: This part presents a summary of the study, limitations and suggestions for further study.
Literature Review
Vocabulary in foreign language teaching and learning
Vocabulary is defined in various ways by different linguists and scholars, each reflecting their specialized perspectives Peny Ur (1996) describes vocabulary as the words taught in a foreign language, highlighting that it can include compounds or multi-word idioms Similarly, Pyles and Algeo (1970) emphasize that words are essential for communication, as they interlock sounds and meanings, allowing us to construct sentences and engage in diverse forms of discourse.
In this thesis, vocabulary encompasses the complete range of words within a language, including single words, phrases of two or three words that convey a single concept, and multi-word idioms whose meanings cannot be inferred from their individual components but must be understood within specific sentences or contexts.
1.1.2 Importance of vocabulary in language teaching and learning
In learning English as a foreign language, vocabulary plays a crucial role, often regarded as the most significant element alongside pronunciation and grammar As McCarthy (1990) notes, vocabulary constitutes the largest component of any language course, asserting that effective communication in a second language is impossible without a rich vocabulary Wilkins (1972) further reinforces this idea by stating that while grammar is important, it is vocabulary that truly enables meaningful communication.
Learning a foreign language heavily relies on having a broad vocabulary, as it enables learners to express themselves clearly and comprehend others effectively Conversely, a limited vocabulary can hinder communication and impede the process of learning English Consequently, mastering vocabulary is essential for language acquisition, and a rich vocabulary is vital for becoming a proficient language user.
Vocabulary learning in ESP
Vocabulary acquisition is crucial for mastering a second language, particularly for English as a Foreign Language (EFL) learners focused on specific purposes A robust vocabulary repertoire is vital, as highlighted by Nation (2001: 187), who suggests that learners should concentrate on specialized vocabulary after acquiring 2000-3000 general words To effectively access specialized vocabulary, learners must develop judgment regarding vocabulary usage, including which words to prioritize and when to focus on them, whether during class or independent study.
1.2.1 What is involved in knowing a word?
According to Miller & Gildea (1987), understanding a word goes beyond recognizing its appearance and pronunciation or knowing its dictionary definition; it also involves using the word correctly and comprehending it in different contexts Penny Ur (1996) emphasizes that when teaching vocabulary, educators should focus on several key aspects, including the written and spoken forms, grammar, collocation, and various meanings such as denotation, connotation, appropriateness, and relationships between words.
Understanding a word goes beyond its basic elements such as spelling, pronunciation, and meaning; it also encompasses knowledge of collocations, register, polysemy, and homonyms (Nation, 1990; Taylor, 1990) Additionally, Beck & McKeown (1991) and Nagy & Scott (2000) emphasize the importance of precision in word usage, the speed of comprehension, and the ability to effectively use words in various contexts, whether receptively or productively, and for diverse purposes.
These aspects of words will be examined in detail as followed:
English words have unique spellings and pronunciations, which learners must master, including any irregularities For many students, the intricate connection between sound and spelling in English can appear overwhelming and difficult to understand.
English features numerous homophones, such as "weight" and "wait," as well as words like "buy" and "by." Additionally, there are many similar-sounding terms that vary significantly in pronunciation, including "educate" and "economic."
Ruth Gairns and Stuart Redman (1986) emphasize the importance of guidance for foreign language learners in accurately using vocabulary Learners must understand the grammatical functions, the unpredictable changes in word forms, and the unique ways words connect within sentences Additionally, they should be aware of both regular and irregular forms, including singular and plural variations For instance, when learning the verb "buy," it is crucial to recognize its irregular past form, "bought."
There are various kinds of meaning, which include denotational meaning, connotational meaning, pragmatic meaning or appropriateness, and meaning relationship
The meaning of a word is largely defined by its real-world reference, known as its denotation, which is typically the type of definition found in dictionaries For instance, the term "dog" denotes a specific type of animal, particularly a common, domesticated carnivorous mammal.
The connotative meaning of a word encompasses its associations and the emotional responses it elicits, which often extend beyond its dictionary definition This includes the word's stylistic, affective, evaluative, and intensifying values, shaped by factors such as context, time, speaker, and purpose For instance, while the word "dog" generally evokes positive feelings of friendship and loyalty in British culture, it carries negative connotations of dirtiness and inferiority in many Arab cultures.
Appropriateness in language refers to the social and cultural suitability of a word or phrase in a given context Understanding this concept helps learners recognize whether a term is common, rare, or considered taboo in polite conversation For instance, while "depart" and "leave" share similar meanings, "depart" is more formal and typically used in writing rather than casual speech or informal discourse.
Understanding meaning relationships is crucial in vocabulary teaching and learning, as it illustrates how the meanings of words connect to one another Key relationships include synonyms, antonyms, hyponyms, co-hyponyms, superordinates, and translations For instance, words like "chap," "lap," and "fellow" can be considered synonyms for "man," while "cheap" serves as an antonym for "expensive."
When studying English for Specific Purposes (ESP), students primarily focus on denotational meanings, as technical vocabulary lacks connotational or pragmatic significance In contrast, semi-technical words, which are prevalent in technical texts, require learners to understand various meanings, making them essential for comprehensive comprehension.
For students, mastering a new word involves understanding its appropriate and effective use in various oral and written contexts; otherwise, the word risks becoming forgotten To utilize a word effectively, it is essential to learn its correct collocations with other words For instance, when studying the verbs "to make" and "to do," students should recognize their distinct meanings and usages to enhance their vocabulary retention and application.
“to perform” but can be distinguished by the words they collocate with We often say to do the homework but we cannot say to make the homework
Terminology refers to the specialized vocabulary used within a specific discipline, as defined by the Longman Dictionary of Applied Linguistics (1985) According to Nguyen Thien Giap (1985), terminology encompasses unique linguistic units, including words and fixed phrases, that convey definitions related to particular scientific fields.
In any language, there exist “special words in specialized fields or branches of human knowledge”, so terminology is defined in this thesis as technical words of a particular specialism, e.g accounting
Linguists such as Do Huu Chau, Nguyen Thien Giap, and Luu Van Lang emphasize that terminology possesses three key features: accuracy, systematic structure, and international relevance Similarly, English accounting terminology exhibits these essential characteristics.
Terminology must convey scientific concepts clearly and accurately to prevent confusion between different ideas It should be free from connotations, emotions, and ambiguity, ensuring that each term has a unique meaning This is especially crucial in fields like accounting, where specific terms like "net profit" and "discount rate" have precise definitions that eliminate any potential for misinterpretation.
Factors affecting vocabulary learning
Lightbown and Spada (1999) highlight that various factors influencing language learning also impact vocabulary acquisition, including age, aptitude, intelligence, personality, motivation, and attitudes Similarly, Rubin and Thompson (1994) identify key elements such as age, emotional aptitude, personality traits (like extroversion and tolerance for ambiguity), preferred learning styles, and past experiences as crucial to vocabulary learning.
Age plays a crucial role in the successful acquisition of second languages, as highlighted by Collier (1988), who emphasizes that a learner's age significantly influences language learning outcomes Research indicates that younger learners tend to excel in pronunciation, achieving a more native-like accent compared to adolescents and adults However, while younger individuals may have advantages in phonology, this does not necessarily extend to grammar acquisition, suggesting that age impacts different aspects of language learning in varying ways.
Research indicates that a minimum capacity for second language learning is essential for the process to occur, with individuals displaying varying levels of aptitude for language acquisition through both formal instruction and informal immersion (Lightbown and Spada, 1993) Aptitude significantly influences the rate of language acquisition, especially in formal classroom settings (Ellis, Rod 1985: 113) Consequently, individuals with high language aptitude can learn more quickly and easily than those with lower aptitude (Schmidt 1985: 285) Carroll (1965) identifies four key factors in language aptitude: phonemic coding ability, rote learning ability, inductive language learning ability, and grammatical sensitivity, with the first three being particularly relevant for vocabulary acquisition.
Thus, teacher can select appropriate teaching approach and activities based on learners‟ aptitude profile to accommodate their differences in aptitude
In his research paper on Second Language Acquisition and College English Teaching, Changya Li asserts that emotional factors such as learning motivation and attitudes significantly impact foreign language acquisition outcomes He highlights that a stronger motivation to learn fosters greater passion among learners, leading to more sustained learning efforts and an increased ability to overcome challenges (2009).
Motivation in language learning can be categorized into integrative motivation, instrumental motivation, resultative motivation, and intrinsic interest (Ellis, 1994) Integrative motivation is driven by a genuine interest in the culture and people of the target language, while instrumental motivation focuses on the practical benefits of learning a new language Learners exhibiting either type of motivation, or a combination of both, tend to show increased effort and perseverance Resultative motivation reflects the dynamic relationship between motivation and achievement, where high motivation fosters success in language learning, thereby sustaining motivation, while low motivation can lead to decreased achievement and further reduced motivation Additionally, intrinsic interest in specific learning activities, which can be more readily influenced by educators, plays a crucial role in motivating learners.
Motivation plays a crucial role in the success and speed of second language (L2) acquisition Without sufficient motivation, teaching a second language can be challenging in any learning environment It is essential to engage learners actively and foster their desire to learn, making it the teacher's responsibility to enhance student motivation effectively.
Personality significantly influences second language acquisition (SLA) and vocabulary acquisition According to Reza (as cited in Bitchener, Young & Cameron, 2005), personality is a key individual difference that impacts overall learning and is particularly crucial in the context of acquiring a second language.
Learning style refers to the unique manner in which an individual processes information, emotions, and behaviors in educational contexts (Smith, 1991) It encompasses a person's preferred methods for gathering, interpreting, organizing, and analyzing information (Davis, 1993) Understanding these styles is essential for optimizing learning experiences and enhancing educational outcomes.
In his analysis, Ellis (1994) explores various learning styles, including concrete, analytical, communicative, and authority-oriented styles, as identified by Willing (1987) He concludes that while learners exhibit diverse learning styles, it remains uncertain whether certain styles facilitate faster or more effective learning than others.
According to Laufer (1997: 7), intralexical factors which affect the difficulty of vocabulary learning include phonological factors, grammatical characteristics of the word and semantic features of the word
Research on the phonological factors that affect the difficulties of vocabulary acquisition has dealt with two characteristics of the new word: its pronounceability, and its length
Foreign learners often face phonological challenges, particularly with phonemes, their combinations, and suprasegmental features, as noted by Schmitt and McCarthy (1997: 142) These difficulties are largely influenced by the learner's first language (L1) system, which can hinder their ability to distinguish between certain phonemes, leading to confusion with words that differ only in these problematic sounds For instance, learners may struggle to differentiate between words like "durable," "divisible," "portable," and "recognizable." Additionally, pronouncing final consonant clusters, such as in "expenses," "managers," and "earnings," can also pose significant challenges.
Understanding phonological features and the phonotactic regularity of words significantly influences how accurately individuals perceive, articulate, and remember them Research indicates that foreign words that are challenging to pronounce are less effectively learned compared to more pronounceable terms like "liability," "mortgage," and "indebtedness."
Stress plays a crucial role in the pronounceability of words, as correct pronunciation relies on emphasizing the appropriate syllable (Chang, 2002) English language learners often face challenges due to the variable placement of stress, which must be memorized as part of a word's spoken form Additionally, the weakening of unstressed vowels adds to the complexity, especially for Vietnamese learners who may not encounter this feature in their native language.
Word length serves as an indicator of learning load, as noted by Bernhardt (1984) and Nation & Coady (1989) Coles (1982) found that longer words lead to increased errors in recognition tasks Ultimately, longer words are less frequently encountered, which can create processing difficulties for learners due to their complexity and the number of syllables involved (Alderson & Urquhart, 1984).
In summary, word length is typically assessed by the number of syllables, with longer words being more challenging to remember English learners, particularly those from a monosyllabic language background like Vietnamese, tend to find one-syllable words easier to memorize than two-syllable words, and two-syllable words easier than three-syllable words.
1.3.1.2 Grammatical characteristics of the word
Certain grammatical categories are perceived as more challenging to learn, with nouns generally considered the easiest and adverbs the most difficult, while verbs and adjectives fall in between According to Phillips (1981), nouns are learned more effectively than verbs or adjectives, though this distinction diminishes as learners become more proficient Despite grasping the meanings of some words, learners often mix up their parts of speech, occasionally substituting nouns for verbs, adjectives for nouns, or adverbs for adjectives.
The context of teaching and learning ESP at State Commercial No5 School.20 2.1 The teachers and their methods of teaching
The students and their background
At State Commercial No5 School, English learners aged 18 to 38 predominantly consist of female students from various northern provinces of Vietnam Many hail from rural areas with limited English learning opportunities, while others come from towns or cities with varying degrees of prior English education, ranging from three to seven years However, most students have not dedicated significant time to English during high school, focusing instead on subjects like mathematics and science to prepare for national exams Consequently, they enter the school as true beginners, facing challenges in learning English for Specific Purposes (ESP) alongside peers with different proficiency levels This situation complicates their ability to grasp ESP, particularly the specialized vocabulary required for their studies.
The accounting career is experiencing significant demand, leading to about 90% of students at the school enrolling in Accounting programs Similar to their peers in Finance and Business Administration, Accounting students must study English for Specific Purposes (ESP) during their first term They also engage in three key subjects—General Accounting, Business Accounting I, and II—by the end of their first year and into their second year This curriculum may contribute to the challenges they face in mastering accounting vocabulary.
The teaching materials and facilities
The book "Enterprise One" by C J More & Judy West serves as the sole textbook for Accounting students over 90 periods, targeting learners who require low-level English for business and everyday use It features a Workbook that complements the Students' Book, which comprises 10 units, each divided into 6 lessons, including a language focus for reviewing grammar, vocabulary, and pronunciation Each unit enhances students' skills in grammar, vocabulary, communication, and pronunciation through various activities in listening, speaking, reading, and writing Notably, the book includes a substantial amount of accounting vocabulary and forms, such as Loan Application Forms and Payslips, which can pose challenges for both teachers and students in the teaching and learning process.
Teaching facilities significantly influence the English learning process, impacting it both positively and negatively Unfortunately, our school lacks essential resources, such as an English laboratory and modern teaching aids like overhead projectors The only available tools for English instruction are a few poorly maintained portable cassette players and outdated textbooks.
The library offers a limited selection of materials, including magazines, newspapers, and Vietnamese books, primarily focusing on Accounting texts in Vietnamese rather than English, particularly English for Specific Purposes (ESP) resources This lack of diverse and adequate teaching materials highlights the inadequacy of the teaching facilities, which significantly hampers the effectiveness of English language instruction and learning.
The study
Subjects of the study
The study involved 100 Accounting students aged 18 to 38, all in their second term of the first year A significant majority, 84%, hail from rural or remote areas of Vietnam, while only 16% come from urban locations The gender distribution shows that 91% are female and 9% are male Most students, 91%, had prior English education before enrollment, with 25% having studied for over five years, 47% for more than three years, and 21% for two to three years; however, 7% had no English background, having studied French or Russian instead These variations in age, geographic background, and English proficiency present challenges in learning accounting vocabulary.
This study focuses on Accounting students due to their significant representation, comprising approximately 90% of the total student body at SCS, which raises concerns about training quality The findings will offer valuable insights for both teachers and students to enhance English for Specific Purposes (ESP) teaching and learning, ultimately improving the overall educational experience Additionally, these students are ideal subjects as they have completed the ESP course, making their English vocabulary proficiency a key area of interest for this research on ESP vocabulary learning.
Data collection instrument
The questionnaire serves as the primary tool for data collection in this survey-based study It is recognized as the most efficient method for gathering data on a large scale, primarily due to its time-saving advantages rather than any inherent superiority over other data collection methods.
The questionnaire for the students was designed with both close-ended and open-ended questions It consists of two sections:
- Section 1 was designed to gather the information about the students‟ background: genders, age, birthplace, years of learning English, and their proficiency levels in English
Section 2 focused on gathering information regarding the factors influencing students' learning of English for Specific Purposes (ESP) vocabulary This included examining students' attitudes towards ESP vocabulary acquisition, identifying challenges they face in learning, assessing their teachers' instructional methods, and understanding their expectations for improved outcomes in accounting vocabulary learning.
During the first class hour, students were provided with questionnaires in their classrooms and instructed to answer the questions sincerely Clear instructions were given before each question to ensure understanding, allowing students to provide appropriate responses Once completed, I collected the questionnaires to gather data for analysis.
Data analysis
The data analyzed in this part is obtained from the questionnaires which were answered by 100 students of Accounting The data is displayed in form of charts and tables
The questions in the questionnaire will be analyzed one by one by counting its percentage
1 How do you think of the importance of vocabulary in learning a foreign language?
Very important Important Not important
Chart 1 Students’ attitudes towards the importance of vocabulary learning
The chart reveals that an overwhelming 91% of students view vocabulary as a crucial aspect of language learning, with only 7% considering it important and a mere 2% deeming it unimportant This strong recognition of vocabulary's significance suggests that students are aware of its role in their English learning journey, which is expected to foster motivation to tackle the challenges they face in their studies.
2 What do you think of learning English vocabulary?
Not difficult Difficult Very difficult
Chart 2 Students’ attitudes towards learning of English vocabulary
According to the chart, a significant 87% of students strongly believe that learning English vocabulary is very challenging, while 9% acknowledge it as difficult In contrast, only 4% of students feel that learning English vocabulary is not difficult at all.
From the above data, we can come to the conclusion that the learning of English vocabulary is very difficult Therefore, the learning of ESP vocabulary is much more difficult
3 How do you usually learn ESP vocabulary?
In a recent survey of students, 50% reported that writing words in English multiple times is their preferred method of learning Meanwhile, 25% chose translating words into Vietnamese, and 9% favored memorizing the words Additionally, 8% preferred reading the words repeatedly, while 5% utilized the words to create sentences Lastly, 3% of students indicated they use other methods for vocabulary acquisition.
Table 1 Students’ strategies in learning ESP vocabulary
The analysis of vocabulary learning strategies among students reveals that 50% prefer to write words multiple times in English, while 25% opt for translating them into Vietnamese, indicating a focus on spelling and meaning rather than usage Only 9% of students resort to memorization, which often leads to quick forgetfulness, as highlighted by Decarrico (2001), who emphasizes the importance of understanding over rote memorization A mere 8% engage in repeated reading for pronunciation practice, and 5% create sentences with new vocabulary The remaining 3% utilize personalized methods, such as associating words with others.
4 What do you think is the most difficult in your learning a new word?
Its stress Its spelling Its collocation Its meaning Its use
Chart 3 Students’ difficulties in learning a new word
A significant number of students, specifically 32%, identified the application of new vocabulary as the most challenging aspect of learning a word While they may recognize a word in writing or speech, they often struggle to use it appropriately in various contexts, indicating a partial understanding of the word's meaning and form According to Nation (2001), true knowledge of a word encompasses its form, meaning, and basic usage Additionally, 21% of students found the meaning itself difficult to grasp, while 18% struggled with pronunciation Collocation was cited as a challenge by 16% of respondents, and a smaller percentage reported difficulties with stress (6%) and spelling (7%).
5 What do you think makes learning vocabulary of accounting difficult to you?
Can not pronounce correctly Don't know how to use words Cannot remember words Can not translate into Vietnamese
Chart 4 Students’ difficulties in learning vocabulary of accounting
A recent analysis reveals that 42% of students struggle with remembering accounting vocabulary, while 28% face challenges in translating terms into Vietnamese Additionally, 17% of students have difficulties with pronunciation, and 13% lack the ability to use these words in sentences This highlights the complexities of mastering accounting terminology, which may stem from ineffective learning strategies or insufficient guidance from teachers Furthermore, since students have not previously studied accounting before engaging with English for Specific Purposes (ESP), both educators and learners encounter significant challenges in acquiring accounting vocabulary.
6 How do your teachers present new words?
In a recent survey of teaching methods, 75% of teachers emphasized the importance of clearly articulating words and writing them on the board, alongside translating all terms into Vietnamese Additionally, 25% of educators utilized synonyms and antonyms, visual aids, and non-verbal cues such as gestures and facial expressions Notably, no teachers opted for defining new vocabulary using the target language or suggested alternative methods.
Table 2 Teachers’ techniques to present new words
The data indicates that only 25% of teachers utilized visual aids, mimes, gestures, and facial expressions when introducing new vocabulary, while the majority (75%) relied on the traditional Grammar-Translation method, translating words into Vietnamese or writing them on the board This approach tends to make students passive learners, as they are presented with a simple list of new words in English alongside their Vietnamese equivalents However, many accounting terms lack direct translations and require contextual understanding, leading to inadequate vocabulary explanations that diminish student motivation Consequently, students often feel bored and find the teaching methods ineffective This information highlights the need for teachers to explore more engaging and effective strategies for vocabulary instruction that align with student expectations.
7 Which way(s) of presenting new words do you think useful to you?
In a recent survey on effective teaching methods, 39% of students preferred using visual aids, while 22% favored translating all words into Vietnamese Additionally, 12% found using gestures and facial expressions helpful, and only 5% opted for defining new words in the target language Lastly, clear verbal articulation of words, accompanied by writing them on the board, was also noted as a significant method.
11 11% f, Using synonyms and antonyms 4 4% g, Other ways 7 7%
Table 3 Useful ways of new words presentation to students
According to the data presented, 39% of students found visual aids to be very helpful during the presentation stage, while 22% preferred translating words into Vietnamese Additionally, 11% and 12% of students reported that clearly articulating words, writing them on the board, and employing gestures and facial expressions were effective methods for introducing new vocabulary Presenting new words through songs, games, or TV shows was favored by 7% of students, and only 5% found using the target language for definitions useful Lastly, the use of synonyms and antonyms was the least favored, with just 4% of students considering it beneficial.
8 Which way of vocabulary practice are you most interested in?
In a recent survey of student engagement with new vocabulary, various activities were evaluated for their effectiveness Making sentences with new words was utilized by 5% of students, while 15% engaged in asking and answering related questions Filling gaps and completing sentences were slightly more popular, with 17% and 18% participation, respectively Finding synonyms and antonyms attracted 4% of students, and matching words was chosen by 16% The most favored activity was playing games, which involved 25% of students, while no participants reported using other methods.
Table 4 Students’ most interested way of vocabulary practice
According to the results, 25% of students strongly believe that practicing vocabulary through games enhances motivation and encourages the learning of new words, highlighting the significance of games in English vocabulary acquisition Following this, sentence completion (18%), gap-filling (17%), word matching (16%), and question-and-answer exercises (15%) also show similar effectiveness, indicating their usefulness in vocabulary assessments In contrast, tasks like finding synonyms and antonyms, as well as creating sentences with new vocabulary, are perceived as more challenging, with only 4% and 5% of students finding them manageable, respectively.
9 What would you like your teachers to do in vocabulary lesson?
Provide many examples of word usage
Use language activities in teaching vocabulary
Instruct you how to pronounce words correctly
Chart 5 Students’ interest towards teachers’ activities in vocabulary lesson
The pie chart reveals that 56% of students prefer their teachers to integrate vocabulary instruction with diverse language activities, while 18% desire more examples of word usage Additionally, 15% of students would like their teachers to conduct frequent vocabulary checks, and 11% seek assistance with correct word pronunciation.
10 What are your suggestions for better effects on learning accounting vocabulary?
Suggestions Number of students Percentage a, The teacher should use various techniques in teaching vocabulary
95 95% b, The teacher should provide us with strategies to learn vocabulary of accounting more effectively
97 97% c, The teacher should give and explain Vietnamese equivalents for the specific words
98 98% d, The teacher should help us to apply new vocabulary in the real context to make it easy to remember
97 97% e, Background knowledge of accounting should be equipped before starting the ESP course
Table 5 Students’ suggestions for better effects on learning accounting vocabulary
A significant majority of students (95%) expressed a desire to learn vocabulary in more engaging and effective ways than traditional methods They advocated for teachers to employ diverse techniques in vocabulary instruction Additionally, 97% of students requested vocabulary learning strategies and encouragement to apply new English for Specific Purposes (ESP) words in real-life contexts, which they believe would aid in retention Furthermore, 98% of students preferred that teachers provide and clarify Vietnamese equivalents for specific terms Lastly, 92% emphasized the importance of equipping them with foundational knowledge in accounting prior to commencing the ESP course.
Conclusion and discussion
The analysis indicates that the students' acquisition of accounting vocabulary at State Commercial No 5 School was ineffective, influenced by several factors.
The survey results reveal that while most students recognize the significance of English vocabulary, they struggle with vocabulary acquisition, particularly in accounting Their strategies, primarily repetitive reading and writing of words alongside their Vietnamese translations, are limited and ineffective To enhance vocabulary learning, teachers should introduce diverse strategies, as effective learning strategy instruction can foster independent and confident learners (Chamot, 1999) Additionally, students face challenges with accounting vocabulary due to issues such as incorrect pronunciation influenced by their mother tongue, poor word memory due to insufficient practice time, and improper word usage stemming from both mother tongue interference and intralingual errors For instance, students often mispronounce words like "receipt" and "expense," and misuse phrases like "a profitable company." Furthermore, the complexity of accounting terminologies, combined with a lack of foundational knowledge in the subject during their first year, exacerbates these difficulties, making it essential for educators to address these challenges in vocabulary instruction.
Teachers' methodologies significantly impact students' learning of English for Specific Purposes (ESP) vocabulary Many educators still rely on the outdated Grammar-Translation method, which tends to be uninspiring and can lead to disengagement Often, teachers neglect to incorporate visual aids, gestures, or facial expressions when introducing new vocabulary, primarily relying on translation techniques This approach fosters dependency among students and hinders their critical thinking skills Furthermore, insufficient focus on enhancing speaking and reading abilities results in students quickly forgetting newly learned words due to a lack of practice in both classroom settings and daily communication To improve ESP vocabulary acquisition, teachers must adapt their methods to accommodate diverse student levels and implement engaging activities that motivate learners.
Some suggested solutions
Training students to become self-studiers
Based on previous findings, one significant challenge faced by students is the understanding and retention of ESP vocabulary To assist students in overcoming these difficulties, it is crucial for teachers to encourage and facilitate self-study habits among them.
The teacher plays a crucial role in helping students grasp the vocabulary learning process as an active engagement, encouraging them to participate in various vocabulary activities rather than relying solely on lectures By fostering self-study skills, students become more motivated to learn and explore additional accounting materials, leading to significant improvements in their vocabulary, grammar, and background knowledge Additionally, frequent homework assignments provide students with opportunities to practice and reinforce their specialized knowledge.
If students become self-studiers and develop their autonomy in learning, not only students‟ difficulties will be overcome but also teacher‟ heavy task in lecturing will be reduced.
Providing students with different vocabulary learning strategies
Survey findings reveal that students have limited vocabulary learning strategies and anticipate guidance from teachers for effective vocabulary acquisition Effective strategies include learning words in groups, making associations, guessing meanings from context, and utilizing bilingual dictionaries.
By putting words which have something in common, students can remember them better and expand their vocabulary a lot Here are some words which have been sorted in groups
Group 1: yen, dollar, pound, mark, euro, pound, franc, (VN) dong
Group 2: managing director, sales manager, tours manager, secretary, accountant, clerk, personal assistant, typist
Group 3: rice, sugar, coffee, rubber, tin
Research indicates that students enhance their vocabulary retention by creating mental associations For instance, when learning the word "bank," individuals might connect it with related terms such as money, account, deposit, accountant, invest, loan, credit card, and cheque.
* Guessing words from the context
There are two useful ways that help students to guess the meaning of new words or phrases without dictionary by using structural formation and context clues
Understanding new words can be enhanced by analyzing their structural formation, including prefixes, suffixes, and parts of speech For instance, prefixes like "un-" and "dis-" typically convey negative meanings, as seen in words like "uncomfortable" and "dislike." Similarly, suffixes such as "-ful," "-able," and "-less" frequently appear in adjectives, exemplified by words like "helpful," "payable," and "useless."
Students can enhance their vocabulary by utilizing context clues, which allow them to infer the meanings of unfamiliar words or phrases By examining synonyms and antonyms within the same sentence or surrounding paragraphs, learners can deduce possible definitions For instance, in Unit Six – Lesson 5, this technique is effectively demonstrated.
We receive eight percent of the profits In addition, we get special terms for our tours
You underline the two words recieve and get with the same meaning, then make a guess
Many researchers advocate for the use of bilingual dictionaries as a valuable resource for self-directed learning, enhancing learners' engagement Bilingual dictionaries provide numerous benefits, including accurate spelling and insights into both formal and informal expressions Additionally, they contextualize words, demonstrating their practical usage in various situations.
“ a learner who makes good use of a dictionary will be able to continue learning outside the classroom” (Gairns, R & Redman, S 1986: 77)
Teachers should guide students in understanding how to look up word meanings, encouraging them to explore related expressions and find contextual examples Additionally, they should teach students how to interpret pronunciation, stress patterns, and identify the part of speech for each word.
Improving teachers’ techniques in teaching vocabulary
A recent study reveals that students face significant challenges in learning English for Specific Purposes (ESP) vocabulary, primarily due to poor memory retention, mispronunciation, and incorrect word usage Additionally, students express a desire for teachers to employ diverse teaching techniques To address these issues and meet students' expectations, several recommendations are proposed.
Teachers should adapt their techniques based on the diverse characteristics of their students, employing a variety of methods within the same class to enhance vocabulary lessons This approach helps to refresh the classroom environment and sustain students' interest and motivation Additionally, vocabulary instruction should be integrated into essential skills such as reading, speaking, listening, writing, and translation, rather than taught in isolation.
During the presentation stage of vocabulary instruction, teachers should enhance traditional methods, such as clear verbal communication and writing on the board, by incorporating visual aids, gestures, and facial expressions Utilizing techniques like translating words into Vietnamese, providing contextual examples, and engaging students in word games can significantly boost their vocabulary acquisition and motivation Visual materials, including real objects, photographs, and pictures, are effective in capturing students' attention Furthermore, examples that incorporate new words help students understand their relationships with other terms, facilitating deeper learning.
Students frequently encounter challenges with ESP vocabulary, particularly with terminologies, idiomatic expressions, and polysemantic words To address this, teachers should leverage previously learned terms and language from earlier units for clarification When necessary, providing Vietnamese equivalents can be more effective than lengthy English explanations, which may complicate understanding For instance, in Unit Six - Lesson 6, this approach can enhance comprehension and retention of new vocabulary.
- buy something on credit: mua chịu cái gì
- loan application form: đơn vay tiền
- amount of loan: số tiền vay
- rate of interest: lãi suất
- period of repayment: thời hạn thanh toán
- bank loan: tiền vay ngân hàng
To enhance vocabulary practice, teachers should implement a variety of engaging exercises that cater to different skill levels, including matching words, gap-filling, multiple choice, sentence creation, synonym and antonym identification, translation, and word games Given the limited class time, these activities can be assigned after each lesson and reviewed as warm-up exercises in the following class, lasting only 10-15 minutes This approach allows for effective review and reinforcement of vocabulary, making lessons more engaging and efficient, while fostering student interest and participation through diverse activities that encourage knowledge application Suggested activities can be conducted in the classroom or at home to further support student learning.
Aim: Revise learned word usage in Unit 6- Lesson 5
Source: Designed by the researcher to revise learned word usage in Unit 6- Lesson 5
Procedures: - The teacher gives 10 incomplete sentences with a given word in bracket
- Students open the bracket to complete the sentence For example:
1, The total… investment …is $30 million.(INVEST)
Aim: Check students‟ pronunciation of s- ending of plural nouns in Unit One- Lesson 6
Source: Activity sheet for homework
Procedures: Teacher gives some plurals ending with - s Ask students to put them in the correct columns For example:
Aim: Recall students‟ memory of learned words and word usage in Unit Six- Lesson 6
Source: Designed by the researcher to help students memorize words and revise word usage in Unit Six- Lesson 6
Procedures: - Teacher asks students to work in pairs and roleplay this situation:
As a customer at the bank seeking a loan to purchase a new car, I would like to inquire about the interest rate, repayment period, and required deposit for the loan Understanding these terms is essential for making an informed decision about my financing options.
Student B You are the bank manager Answer A‟s questions and ask A to fill in the loan application form
- Students work in pairs, roleplay the situation
B Good morning What can I do for you?
A Can I borrow $30 thousand from your bank?
Improving teachers’ professional knowledge
According to discussions with ESP teachers at State Commercial No5 School, a significant challenge faced by English for Accounting instructors is their limited knowledge of Accounting While Ellis and Johnson (1994) argue that it is a misconception for teachers to be subject matter experts, it is crucial for ESP teachers to possess a solid understanding of Accounting terminology to effectively teach vocabulary and formulate appropriate questions for their students.
“must know something about subject matters of ESP materials” (Hutchinson and Waters, 1987: 161) Some suggestions offered below are from the experience in teaching ESP of the teaching staff here
To effectively teach English for Accounting, ESP teachers must self-study Vietnamese accounting textbooks to enhance their subject knowledge and familiarize themselves with essential vocabulary and terminology Prior to each lesson, careful lesson planning is crucial, focusing on challenging topics and anticipating student questions If any difficulties arise, seeking assistance from ESP colleagues and accounting faculty is advisable.
To enhance the effectiveness of lessons, teachers should create additional exercises for students to complete after each class This approach not only makes lessons more engaging and efficient but also allows teachers to deepen their specialized knowledge by addressing challenging topics, ultimately helping them to prevent unforeseen issues in their teaching.
ESP teachers should engage in professional development by participating in training courses and attending workshops or lectures led by accounting experts This ongoing education ensures that teachers possess a deep understanding of the subject, enabling them to effectively address various challenges in accounting.
To enhance the teaching and learning of English for Specific Purposes (ESP), particularly accounting vocabulary at State Commercial No5 School, it is essential to implement placement tests at the beginning of the course These tests will help classify students by their English proficiency levels, allowing those with similar skills to learn together, thereby improving learning effectiveness This approach also assists teachers in selecting suitable materials and teaching methods Additionally, it is recommended that the ESP course be introduced in the second year, once students have a foundational understanding of their major subjects.