Rationale
"Grammar alone conveys limited meaning, but vocabulary is essential for effective communication." This well-known saying highlights the critical role of vocabulary in language mastery The significance of a robust vocabulary cannot be overstated, as it is fundamental to expressing ideas clearly and accurately in any language.
Language can be likened to a house, where grammar serves as the cement and vocabulary represents the bricks essential for construction To communicate effectively in English, one must possess a solid understanding of grammar alongside a rich vocabulary Vocabulary plays a crucial role in both speaking and writing, enabling learners to convey messages and comprehend others Even if sentences are grammatically flawed, the appropriate use of key words can still facilitate understanding Conversely, a lack of vocabulary can lead to discomfort and hinder self-expression Furthermore, vocabulary is vital not just for personal communication but also for academic success, as standardized tests like TOEFL, IELTS, and GMAT emphasize vocabulary knowledge Therefore, prioritizing vocabulary acquisition is essential for learners aiming to enhance their English communication skills.
Over the years, methodologists have actively sought effective strategies for teaching English vocabulary, focusing significantly on the role of teachers and teaching tools Fortunately, there has been a notable shift in language teaching and learning in recent decades, with a greater emphasis on learners and their learning processes This transformation is evident in various aspects of language education and applied linguistics Influential works on learning strategies have been published by experts such as Oxford (1990), O'Malley and Chamot (1990), Nunan (1991), and Nation, highlighting the importance of learner-centered approaches.
(1990) and so on Some books on vocabulary learning strategies have been
4 written by such scholars as Nation (1982, 1990, and 2001), Rubin and Thompson (1994) and Taylor (1990), etc
In Vietnam, there has so far been some research on vocabulary learning strategies However, research on vocabulary learning strategies employed by students at HPU
As an English Major, I frequently encounter students' inquiries about effective vocabulary learning strategies and techniques for retaining new words I believe it is essential to share successful methods for mastering English vocabulary, which is why this topic captivates my interest.
Objectives of the study
This study aims to investigate the common strategies employed by students in vocabulary acquisition and examines the correlation between these vocabulary learning strategies and gender differences.
In order to establish a theoretical framework for the investigation in this thesis, the literature on language learning strategies, vocabulary learning and related issues is reviewed.
Research Questions
The study set out to seek answers to the following research questions:
1 What vocabulary learning strategies are commonly used by the students of 2 nd -year English majors at Hai Phong Private University (HPU)?
2.Do students’ gender have any impacts on their use of vocabulary learning strategies?
Scope of the study
This study aimed to explore the vocabulary learning strategies utilized by second-year English majors at Hai Phong Private University (HPU) and to examine the differences in strategy usage based on gender The findings are intended to enhance both English teaching and learning practices, particularly in vocabulary acquisition, at HPU.
Method of the study
In order to achieve the aims of the study mentioned above, the quantitative analysis is the main tool for analyzing the data, which is collected from the questionnaire
After the data is analyzed and discussed, the findings will be showed and some conclusions will be drawn and some suggestions will be raised in the thesis.
Design of the study
Introduction
This chapter provides a concise overview of research on learning strategies, highlighting key concepts related to both learning strategies and vocabulary acquisition It also examines the classification of learning strategies in general and specifically focuses on vocabulary learning strategies, establishing a theoretical framework for the investigation discussed in the subsequent chapter.
Language learning strategies
2.2.1 The definitions of learning strategies
Research on learning strategies, especially language learning strategies, is gaining significant popularity However, linguists have yet to reach a consensus on the definitions of these learning strategies.
Learning strategies are essential mental processes that learners utilize to acquire and apply a target language (Nunan, 1991) While Nunan emphasizes these strategies as solely cognitive, Richard et al (1992) expand the definition to include intentional behaviors and thoughts that enhance understanding and retention of new information Additionally, Weinstein and Mayer (1986) highlight that these strategies are aimed at facilitating learning and are consciously employed by learners to influence their motivation and the organization of new knowledge.
Oxford (1990:8) defines learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective and more transferable to new situation.”
According to Ellis (1997), learning strategies are specific techniques or approaches that learners use to acquire a second language (L2) These strategies can be categorized as either behavioral or mental, and they are generally focused on solving problems related to language learning.
Rubin (in Wenden and Rubin 1987:19) is even more explicit when he defines learning strategies as “any set of operations, steps, plans, routines used
Learning strategies are techniques employed by learners to effectively acquire, store, retrieve, and utilize information O'Malley and Chamot (1990) describe these strategies as unique methods of processing information that improve comprehension, learning, and retention In essence, learning strategies are essential tools that facilitate the learning process and help individuals regulate their educational experiences.
“special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information.”
Learning strategies are understood through various lenses, including cognitive, social, and pragmatic perspectives As a result, researchers have focused on creating a taxonomy of learning strategies rather than providing a singular definition This approach highlights the complexity and multifaceted nature of how individuals learn.
2.2.2 The characteristics of learning strategies
Learning strategies are intentional techniques and approaches that students use to enhance their ability to learn and remember linguistic and content information These strategies aim to make the learning process more efficient, enjoyable, self-directed, and effective, while also ensuring that knowledge can be easily applied to new situations.
Wenden and Rubin (1987: 7-8) claimed that learning strategies were composed of the following components:
1 They are specific actions or techniques
2 They can be observable or non-observable / mental
4 They can contribute directly or indirectly to learning
5 They may be consciously employed and became automatized
Table 1: Components of learning strategies
Oxford (1990:9) offers a more comprehensive list of the features of language learning strategies as the following:
Features of language learning strategies
1 Contribute to the main goal, communicative competence
2 Allow learners to be more self-directed
3 Expand the role of the teacher
5 Are specific actions taken by the learner
6 Involve many aspects of the learner, not just the cognitive
7 Support learning both directly and indirectly
12 Are influenced by a variety of factors
Table 2: Features of language learning strategies
In the literature, like the definition of learning strategies, learning strategies are classified differently by different scholars
Wenden (1991:18) divides learning strategies into two broad groups as follows:
Cognitive strategies refer to the mental processes that learners employ to effectively understand both linguistic and sociolinguistic information Additionally, self-management strategies play a crucial role in overseeing and regulating the learning process In the realm of cognitive psychology, these self-management strategies are often referred to as metacognitive or regulatory strategies.
Rubin (1987) distinguishes between strategies that directly enhance learning and those that do so indirectly, identifying three types of strategies utilized by learners that contribute to language acquisition.
Learning strategies can be categorized into two primary types: cognitive and metacognitive strategies Cognitive learning strategies involve the specific steps or processes utilized in learning and problem-solving, which necessitate direct analysis, transformation, or synthesis of information According to Rubin, there are six key cognitive learning strategies that enhance the learning experience.
Nine essential cognitive learning strategies play a crucial role in language acquisition, including clarification/verification, monitoring, memorization, guessing/inductive inferencing, deductive reasoning, and practice Additionally, indirect strategies such as creating opportunities for practice and utilizing production tricks further enhance the learning process.
Naiman et al (in O’Malley and Charmot, 1990) propose a classification schema that encompasses five main categories of learning strategies: an active task approach, understanding language as a system, recognizing language as a tool for communication and interaction, managing affective demands, and monitoring second language (L2) performance.
O’Malley and Charmot (1990) analyzed learning strategies in parallel with language learning Learning strategies were defined as complex cognitive skills O’Malley divides language learning strategies into three main subcategories:
Metacognitive strategies focus on reflecting on learning processes, including planning, monitoring, analyzing, and assessing, which enhance overall learning indirectly In contrast, cognitive strategies are more task-specific and involve direct manipulation of learning materials, encompassing techniques such as rehearsal, organization, inferencing, summarizing, deducing, imagery, transfer, and elaboration Additionally, social affective strategies emphasize the importance of social interaction and collaboration in the learning experience.
According to Stern (1992), there are five main language learning strategies These are as follows:
Oxford (1990:9) see the aims of language learning strategies as being oriented towards the development of communicative competence Oxford
Language learning strategies can be categorized into two main classes: direct and indirect, which are further divided into six subgroups In this framework, metacognitive strategies enable learners to manage their own learning processes, while affective strategies address emotional needs such as confidence Social strategies promote interaction with the target language, cognitive strategies involve mental processes for understanding learning material, memory strategies focus on information retention, and compensation strategies assist learners in bridging knowledge gaps to maintain communication.
Oxford’s (1990:17) taxonomy of language learning strategies is shown in the following:
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 1 Structured reviewed d Employing action
1 Using physical response or sensation
2 Using mechanical techniques 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
3 Highlighting 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
II Affective strategies a Lowering your anxiety
1 Using progressive relaxation, deep breathing, or mediation
3 Rewarding yourself c Taking your emotional temperature
4 Discussing your feelings with someone else a Asking questions
1 Asking for clarification or verification
2 Asking for correction b Cooperating with 1 Cooperating with peers
III Social strategies others 2 Cooperating with proficient users of the new language c Empathizing with others
2 Becoming aware of others’ thoughts and feelings
Vocabulary and vocabulary learning strategies
Understanding a word extends beyond merely knowing its definition, as highlighted by Cook (2001:61), who asserts that “a word is more than its meaning.” To fully grasp a word, one must consider four key aspects: its form, which includes spelling and pronunciation; grammatical properties, such as its category and structural possibilities; lexical properties, encompassing appropriate word combinations; and both general and specific meanings.
According to Stahl (1999:15), word knowledge can be categorized into four distinct levels: first, words that one has never encountered; second, words that one has heard but does not understand; third, words that can be recognized in context and loosely associated with their meanings; and fourth, words that one fully understands.
Yings (2000) identifies various types of context clues that aid readers in deciphering the meanings of unfamiliar words These include morphological elements like derivation, reference words such as pronouns, and cohesion through co-occurrence Additionally, readers can rely on definitions, antonyms, synonyms, and hyponyms often found within the same sentence Other helpful clues include alternatives, restatements, examples, summaries, comparisons, contrasts, and even punctuation.
According to Nation (1990), what is involves in “knowing” a word depends on whether a word is learned for receptive skills or for productive skills Taylor
Understanding a word goes beyond just its spelling, morphology, pronunciation, and meaning in the learner's native language It also requires knowledge of collocations, register, and polysemy—where a single word can have multiple meanings, such as "foot" in the context of both anatomy and a staircase Additionally, learners must grasp homonyms, which are different words that share the same spelling and pronunciation, like "lie" in the context of resting on a sofa versus deceiving someone.
The aspects of words mentioned above can be examined in detail as followed:
When learning a new word, it is essential for learners to understand both its pronunciation and its spelling This comprehensive approach ensures a deeper grasp of the word, enhancing vocabulary retention and usage.
Understanding grammar is essential for learners, as words can change form and meaning based on context When acquiring new vocabulary, it's crucial to grasp these nuances alongside the basic word form For instance, learners should recognize that the noun "foot" has an irregular plural, which is "feet."
Collocation refers to the regular combination of words that are used together in a specific language, highlighting the restrictions on word pairing in appropriate contexts Understanding collocation is essential for effective communication, as it helps learners grasp how certain words naturally fit together For instance, while we say "throw a ball," we use "toss a coin," illustrating the importance of using words in their correct collocational contexts.
+Word meanings include denotation, connotation, appropriateness and meaning relationship
The denotation refers to things or concepts For example, “tiger” denotes an animal that eats meat or “rose” denotes a kind of flowers with red color and
The connotation includes stylistic, affective, evaluative, intensifying values, pragmatic, communicative values Connotation of a word may or may not be indicated in a dictionary definition
Appropriateness is a nuanced aspect of meaning that determines the suitability of a word in specific contexts Understanding whether a term is common, rare, or considered taboo in polite conversation is essential for learners Additionally, recognizing whether a word is more frequently used in writing than in speech, or if it is better suited for formal rather than informal discourse, can enhance communication skills Moreover, awareness of dialectal differences further aids in selecting the right language for the right audience.
Associations or meaning relationships illustrate how the meanings of different items connect with each other Key types of these relationships include synonyms, which are words with similar meanings; antonyms, which are words with opposite meanings; hyponyms, which are more specific terms under a broader category; co-hyponyms, which are words that share the same superordinate term; and superordinates, which represent broader categories that encompass various specific items Understanding these relationships enhances our grasp of language and meaning.
2.3.2.1 Vocabulary learning strategies - The definitions
Language learning strategies have numerous definitions, but there is no official definition for vocabulary learning strategies, likely because they are a subset of both language learning and general learning strategies For this research, vocabulary learning strategies are defined based on Rubin's (1987) framework, as cited in Schmitt (1997), which characterizes learning strategies as the processes involved in obtaining, storing, retrieving, and utilizing information Consequently, vocabulary learning strategies encompass any methods that influence this comprehensive process.
It is believed that the characteristics of learning strategies introduced by Rubin and Oxford as mentioned above are also true to vocabulary learning strategies
2.3.2.2 Classifications of vocabulary learning strategies
Word knowledge is an essential component of communicative competence (Seal, 1991), and it is important for both production and comprehension in a foreign Knowing a word involves knowing:
a great deal about its general frequency of use, syntactic and situational limitations on its use
its underlying form and the form that can be derived from it,
the network of its semantic features and,
the various meaning associated with the item
Understanding a word encompasses its spelling, pronunciation, collocations, and appropriateness, highlighting that lexical competence extends beyond merely defining words (Nation, 1990) This comprehensive knowledge requires diverse strategies for effective acquisition, prompting foreign language learners to employ various vocabulary learning techniques Language researchers have classified these strategies, with notable taxonomies proposed by Gu and Johnson (1996), Schmitt (1997), and Nation (2001), which are summarized below.
In 2001, Nation introduced a taxonomy of vocabulary learning strategies categorized into three main classes: 'planning', 'source', and 'processes' These strategies focus on generating new vocabulary through methods such as creating context, forming collocations, and constructing sentences with the new words Additionally, mnemonic strategies and the application of words in various contexts across the four language skills are highlighted as effective generating strategies.
Gu and Johnson (1996) list second language (L2) vocabulary learning strategies as follows:
Metacognitive strategies include selective attention and self-initiation techniques, which are crucial for effective learning Selective attention helps learners identify key vocabulary necessary for understanding a text, while self-initiation strategies enable them to clarify the meanings of words through various methods.
Cognitive strategies outlined in Gu and Johnson’s taxonomy include guessing techniques, effective dictionary use, and note-taking methods Learners employing guessing strategies leverage their prior knowledge and utilize linguistic cues, such as grammatical structures, to infer the meanings of unfamiliar words.
Memory strategies are classified into rehearsal and encoding categories
Rehearsal strategies, such as word lists and repetition, play a crucial role in memory retention Encoding strategies include various techniques like association, imagery, visual and auditory encoding, semantic understanding, and contextual cues Additionally, analyzing words through their prefixes, stems, and suffixes enhances comprehension and retention.
THE STUDY
Research questions
As mentioned above, the aim of the study is to seek answers to the following research questions:
1 What vocabulary learning strategies are commonly used by the students of 2 nd -year English majors at Hai Phong Private University (HPU) ?
2.Do students’ gender have any impacts on their use of vocabulary learning strategies?
Participants
A study involving 25 second-year English majors at Hai Phong Private University (HPU) included 55 female and 10 male students, all aged 19 These participants have been studying English for 5 to 8 years and hail from various regions of Vietnam, with the majority coming from Hai Phong.
To gather data for the study, a survey questionnaire was selected as it is a straightforward and well-known method for collecting information from students, offering a more time-efficient alternative compared to other data collection tools.
The questionnaire was aimed at measuring the frequency of vocabulary learning strategy use The strategies were based on the study done by Schmitt
(1997) and most of the items in the questionnaire were also chosen from Schmitt’s questionnaire due to the researcher’s interest
The questionnaire was structured into two main sections: the first focused on gathering personal information from participants, while the second addressed the strategies they employed It featured 25 items categorized into five groups: Determination, Social, Memory, Cognitive, and Metacognitive strategies Participants rated each strategy on a 5-point Likert scale, indicating the frequency of use from "never" to "always." A detailed table of vocabulary learning strategies included in the questionnaire is provided below.
Group of strategies Questions in the questionnaire
Table 7: Vocabulary Learning Strategies in The Questionnaire
DET Guessing from textual context (Q1)
SOC Ask teacher for an L1 translation (Q4)
SOC Ask teacher for a sentence including the new word (Q5)
SOC Ask classmates for meaning (Q6)
SOC Discover new meaning through group work activities (Q7)
SOC Ask teacher for checking flash cards or word lists for accuracy (Q8) SOC Interact with native speaker (Q9)
COG Take note in class (Q10)
COG Study words through talking to classmates (Q15)
MEM Associate new words with known words (Q16)
MEM Associate the word with its synonyms and antonyms (Q17)
MEM Group words together to study them (Q18)
MEM Use new word in sentences (Q19)
MEM Explaining the meaning in your own English (Q20)
MET Study words through television programs (Q21)
MET Skip or pass new word (Q22)
MET Study words through newspapers, magazines or stories (Q24) MET Continue to study word over time (Q25)
Data collection procedure
The questionnaire, which took approximately 30 minutes to complete, was administered during the students' English class Students were informed that participation was voluntary and their responses would be kept confidential They were encouraged to provide honest opinions, which was essential for the success of the research The study aimed to enhance their overall English learning experience, with a specific focus on improving their English vocabulary skills.
Data analysis procedure
The questionnaire data were coded for statistical analysis to identify commonly used vocabulary learning strategies among HPU students and their frequency of use High frequency indicates strategies used "always" or "usually," while low frequency refers to those used "sometimes" or "rarely." Each question will be analyzed within its respective vocabulary learning strategy group, with percentage counts calculated Additionally, mean values of strategy use will be assessed to explore potential differences based on students' gender.
3.5.1 Applying Determination strategies to learning English vocabulary
Q1 Q2 Q3 always usually sometimes rarely never
Figure 1: Students’ use of DET strategies in vocabulary learning
According to the findings, 44% of respondents frequently identified the meaning of new words by inferring from the context, while less than half employed this strategy infrequently, with 52% indicating low usage Notably, only 4% of participants reported never using this approach.
In our English learning environment, the use of monolingual dictionaries appears to be infrequent, with 24% of respondents indicating they never utilize them Additionally, 32% reported using monolingual dictionaries, while 44% employed them only occasionally.
The survey results reveal that a significant majority of informants, 84%, frequently utilize English-Vietnamese bilingual dictionaries Notably, every participant reported consulting these dictionaries at least occasionally when encountering new vocabulary.
3.5.2 Applying Social strategies to learning English vocabulary
Q4 Q5 Q6 Q7 Q8 Q9 alwasys usually sometimes rarely never
Figure 2: Students’ use of SOC strategies in vocabulary learning
In question 4, 40% of the informants usually asked their teacher to translate a new word into Vietnamese, 32% sometimes and 16% rarely did so 4% always and 8% never asked for their teacher’s help
To effectively learn and retain new vocabulary, many individuals seek assistance from teachers or friends to create sentences using these words Interestingly, a survey indicated that up to 36% of respondents occasionally request their teachers or peers for help in this learning process.
32 to make a sentence containing a new word Only 12% always, 24% rarely and 12% never did so
In a recent survey, it was found that 48% of students frequently ask their classmates to translate new words into Vietnamese, while 36% do so occasionally This highlights the importance of peer support in language learning.
In a study on the use of group settings for learning and practicing word meanings, only 12% of participants reported always engaging in this method, while 32% indicated they usually utilized it An equal percentage, 32%, stated they rarely practiced in a group, and 8% never participated in such activities.
In response to whether they consulted their teacher for clarification on meaning or spelling, a significant majority (64%) reported using this strategy infrequently, while 12% indicated that they never utilized it.
Engaging with native speakers is an excellent method for enhancing vocabulary skills Recently, the presence of voluntary foreign teachers at schools has provided students with valuable opportunities to practice their English However, only 16% of respondents consistently took advantage of these opportunities, while 28% did so usually, 12% sometimes, 24% rarely, and 20% never engaged in this practice.
3.5.3 Applying Memory strategies to learning vocabulary
Q16 Q17 Q18 Q19 Q20 always usually sometimes rarely never
Figure 3: Students’ use of MEM strategies in vocabulary learning
Question 16 asks whether the informants associated a new word with the words they have already known More than a half of them (56%) used this strategy with low frequency Only 8% of them always did so 32% of them usually employed it Meanwhile, 4z% of them never used this strategy
Effective vocabulary consolidation can be achieved through various sense relationships, including coordination, synonymy, and antonymy Despite this, a significant portion of informants—48% sometimes and 16% rarely—reported using these strategies, while only 4% consistently employed them, and an equal percentage never utilized them.
A study revealed that 32% of participants consistently grouped words by topics or types for effective learning, while 36% occasionally employed this strategy, and 16% used it rarely.
Up to 12% of them never did so
To our surprise, the majority of the informants reported that they sometimes (48%) or rarely (20%) made sentences to study or practiced the meaning of words (question 19)
Explaining the meaning of vocabulary in your own words is an effective study strategy, yet only 4% of respondents always use this method, while 28% do so usually In contrast, over half of the participants (52%) sometimes or rarely apply this technique, and 16% never utilize it.
3.5.4 Applying Cognitive strategies to learning vocabulary
Q10 Q11 Q12 Q13 Q14 Q15 always usually sometimes rarely never
Figure 4: Students’ use of COG strategies in vocabulary learning
Taking notes in class is an effective strategy for learners, as evidenced by a survey where 80% of respondents reported frequently taking notes, while only 20% did so infrequently.
Incorporating new words into a diary is an engaging strategy for language learning; however, a study revealed that over half of the participants (44%) used this method infrequently Meanwhile, 40% of respondents employed it frequently, and 16% never utilized this approach at all.
Overall vocabulary learning strategy use
The vocabulary strategies identified in the questionnaire, including Determination, Social, Cognitive, Memory, and Metacognitive strategies, were effectively utilized by second-year English students at HPU.
The findings indicate that Memory strategies were the most frequently employed, while Metacognitive strategies were utilized the least Additionally, Cognitive and Determination strategies were used more often than Social strategies.
The differences in the use of vocabulary learning strategies in terms of
As I know, vocabulary learning strategy use was affected by many factors, namely, place of living, years of learning English, attitude, self-rated English proficiency, motivation, gender, field of study and so on However, the researcher only focused on gender Also, it is impossible to cover so many things in such a minor thesis
This study investigates the influence of gender on vocabulary learning strategies, specifically examining the differences in strategy use between male and female students By calculating and comparing the means, the research aims to reveal how gender impacts vocabulary acquisition methods.
Numbe rs Strategies Femal e Male
1 Guess from the textual context 3.20 3.40
5 Ask teacher or friend for a sentence including new words 2.77 2.40
7 Discover new meaning through group work activities 3.30 3.05
8 Ask teacher for checking students’ flash cards or word lists for accuracy 2.47 2.35
9 Associate new words with known words 3.40 2.95
10 Associate the word with its synonyms and antonyms 3.19 3.15
11 Group words together to study them 3.11 3.15
12 Use new word in sentences 3.09 3.00
15 Study words through television programs 2.96 2.25
20 Explaining the meaning in your own English 2.98 2.85
21 Skip or pass new word 2.13 2.35
23 Study words through newspapers, magazines or stories 2.81 2.60
24 Study words through talking to classmates 2.77 2.30
25 Continue to study word over time 3.23 3.10
Table 9: Comparisons of Strategy Use by Gender
The study revealed that the use of vocabulary learning strategies among male and female students showed minimal differences, with females generally employing strategies more frequently Notably, females preferred strategies such as taking notes in class (M=4.13) and using bilingual dictionaries (M=4.20) In contrast, males had higher mean scores in four specific strategies, including guessing from textual context and using monolingual dictionaries Additionally, males were more inclined to skip new words and group words for study This suggests that females are more diligent in their approach to vocabulary learning, which may account for their greater overall strategy use.
Summary
This chapter outlines the study's context, background information on the subjects, and the research methodology employed It details the data collection instruments and procedures utilized in the study, with findings illustrated through tables and figures The analysis and discussion of these findings will be explored in the subsequent chapter.
ANALYSIS AND DISCUSSION
The differences in the use of vocabulary learning strategies in terms of gender
It can be concluded that gender did not affect strategy use significantly. More interestingly, the female preferred such strategies as “Take note in class”,
Research indicates that females tend to be more diligent in their language studies compared to males, who often rely on contextual guessing, monolingual dictionaries, or personal experiences to learn new vocabulary Males are more likely to overlook unfamiliar words, highlighting the need for strategies that encourage consistent vocabulary acquisition To enhance their learning, males should be motivated to frequently check new words and utilize effective methods such as taking notes in class and engaging with the vocabulary sections of their textbooks Both genders can benefit from these strategies to improve their language skills.
CONCLUSION
Summary and Implications
The study reveals that while there are no significant overall differences in vocabulary learning strategies between males and females, notable micro-level variations exist Males tend to rely more on strategies such as guessing from textual context, using monolingual dictionaries, seeking L1 translations from teachers, grouping words for study, and utilizing key words, often skipping new vocabulary In contrast, females prefer strategies like taking notes in class.
The study indicates that females utilized vocabulary strategies more frequently than males in their use of a bilingual dictionary To enhance their language skills, it is recommended that males be encouraged to adopt these strategies more consistently.
This study revealed notable insights regarding the influence of gender on vocabulary learning strategies among learners Both male and female students favored taking notes in class for new vocabulary and utilizing the vocabulary sections in their textbooks Conversely, connecting words to personal experiences emerged as the least favored strategy among participants.
Participants reported using various vocabulary learning strategies from the questionnaire, but the frequency of use was generally low Commonly used strategies included bilingual dictionaries, verbal and written repetition, note-taking in class, and remembering parts of speech Conversely, many strategies were rarely or never utilized, likely due to students primarily relying on dictionaries and teacher explanations for word acquisition In Vietnam, particularly at HPU, vocabulary is often taught through decontextualized activities in English classes, with significant instructional time spent on presenting and defining terms Students are typically expected to memorize vocabulary independently, with little guidance on effective learning strategies Consequently, simply providing word lists does not lead to effective learning, despite students' increasing recognition of the need to enhance their communicative skills.
43 competence of the target language and the recognition that a much larger vocabulary is needed to this end
Curriculum designers, teachers, and students must recognize the significance of a balanced and integrated approach for foreign language learners, especially in input-poor environments where resources like lab rooms and multimedia materials are scarce Relying solely on individual word learning neglects essential components such as communicative competence and vocabulary knowledge Therefore, it is crucial for teachers to actively engage in vocabulary instruction by providing systematic second language (L2) learning opportunities, fostering contextualized experiences, teaching effective word acquisition strategies, and guiding students on how to continue learning outside the classroom The ultimate goal is to promote learner autonomy, enabling students to enhance their vocabulary skills both inside and outside of class for better learning outcomes.
Limitations and suggestions for further study
This exploratory study provided a preliminary look at vocabulary learning among HPU students, highlighting the need for a larger and more diverse sample to achieve more generalizable results The reliance on self-reported data indicates that future research should incorporate additional methods, such as oral interviews, to gain deeper insights into learners' actual practices Ultimately, these efforts aim to foster more comprehensive investigations in the field of vocabulary acquisition.
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This questionnaire aims to explore students' vocabulary strategies Your honest responses to the following questions are greatly appreciated and will remain confidential, used solely for research purposes Your participation is invaluable for the completion of my graduation paper, and I sincerely thank you for your assistance.
Before answering the questions, please provide some personal information by circling the correct information or answering the following questions:
3 I am currently a student in class:
5 The group of students that you are studying:
6 How long have you been studying English?
To effectively enhance your vocabulary, employ various strategies for learning new words and reviewing those you've already mastered Identify and select the vocabulary learning techniques that resonate with you by circling your preferred options from the list provided.
1 Guessing from textual context a Always b usually c sometimes d rarely e never
2 Using monolingual dictionary a Always b usually c sometimes d rarely e never
3 Using bilingual dictionary a Always b usually c sometimes d rarely e never
4 Asking teacher for an L1 translation a Always b usually c sometimes d rarely e never
5 Asking teacher for a sentence including the new word
47 a Always b usually c sometimes d rarely e never
6 Asking classmates for meaning a Always b usually c sometimes d rarely e never
7 Discovering new meaning through group work activities a Always b usually c sometimes d rarely e never
8 Asking teacher for checking flash cards or word lists for accuracy a Always b usually c sometimes d rarely e never
9 Interacting with native speaker a Always b usually c sometimes d rarely e never
10 Taking note in class a Always b usually c sometimes d rarely e never
11 Keeping a vocabulary notebook a Always b usually c sometimes d rarely e never
12 Using verbal repetition a Always b usually c sometimes d rarely e never
13 Using written repetition a Always b usually c sometimes d rarely e never
14 Highlighting new words a Always b usually c sometimes d rarely e never
15 Studying words through talking to classmates a Always b usually c sometimes d rarely e never
16 Associating new words with known words a Always b usually c sometimes d rarely e never
17 Associating the word with its synonyms and antonyms a Always b usually c sometimes d rarely e never
18 Group words together to study them