A study on vocabulary learning strategies used by the secondyear English major students at Thuongmai University

ABSTRACT
One of the biggest challenges that students will encounter during the process
of foreign language learning is learning vocabulary. Vocabulary knowledge is
viewed as a critical tool for second language learners because limited vocabulary in
a second language impedes successful communication. Hence, in the case of
learning vocabulary in a second language, students need to be aware of vocabulary
learning strategies.
This study aims at investigating vocabulary learning strategies used by the
second-year English major students at Thuongmai University. Besides, the research
paper suggested some possible solutions to help students better their vocabulary
learning. There are five categories of vocabulary learning strategies as
determination, memory, social, cognitive, and metacognitive mentioned in the
study. These categories cover 28 strategies that were included in the research
questionnaire. A total of 120 second-year students from the English participated in
the study. Because the data collection tools used in this research project were survey
questionnaires, the findings were coded and analyzed by quantitative methods.
From the results obtained, the student’s awareness of the importance of
vocabulary learning strategies in their English learning process was realized. Most
students highly evaluated the role of vocabulary learning strategies in learning
English. Among all strategies which were included in the survey questionnaire, the
most commonly used strategy was using English-Vietnamese dictionary, and the
least used was asking the teacher to check flashcards or word list for accuracy.
Based on the research findings of the study, some suggestions on students’
vocabulary learning strategies were withdrawn, along with some recommended
suggestions for further research.


ACKNOWLEDGEMENTS
In order to complete this graduation paper, I have received many invaluable
bits of help and encouragement from my teachers, family, and friends during the
procession of the research.

First and foremost, I would like to express my deepest respect and profound
gratitude to my supervisor, Mrs. Hoang Thu Ba, for her wholehearted support and
helpful guidance. I am lucky enough to have her consideration encouragement,
comments, and instructions, which are decisive factors leading to the completion of
this study.
Besides, I would like to send my sincere thanks to all the teachers in the
English Faculty of Thuongmai University for giving me professional knowledge
through each lecture, which helped me a lot in fulfilling this research.
I also owe a great debt of gratitude to the second-year English major students
at Thuongmai University, who spent their valuable time participating in the conduct
of my survey questionnaire. Without their help and assistance, this research would
not have been completed.
Last but not least, never enough thanks are sent to my precious family and
friends, who lent me more strength and motivation during the procession of the
study.
I’m looking forward to receiving comments and suggestions from teachers and
readers to complete the thesis successfully. Thank you so much!
Sincerely,
Ly
Ngo Van Ly


TABLE OF CONTENTS
ABSTRACT..............................................................................................................i
ACKNOWLEDGEMENTS....................................................................................ii
TABLE OF CONTENTS.......................................................................................iii
LIST OF ABBREVIATIONS..................................................................................v
LIST OF TABLES AND CHARTS........................................................................vi
1.1 Rational.............................................................................................................. 1
1.2 Previous studies.................................................................................................2

1.3 Aims of the study...............................................................................................4
1.4 Research subjects..............................................................................................4
1.5 Scope of the study..............................................................................................5
1.6 Research methodology......................................................................................5
1.6.1 Research design.............................................................................................5
1.6.2 Population and sample..................................................................................5
1.6.3 Research instruments....................................................................................6
1.6.4 Data collection...............................................................................................6
1.6.5 Data analysis..................................................................................................7
1.7 Organization of the study.................................................................................7
CHAPTER 2: LITERATURE REVIEW...............................................................8
2.1 Definition of vocabulary...................................................................................8
2.2 Vocabulary learning strategies.........................................................................8
2.2.1 Definition of vocabulary learning strategies.................................................8
2.2.2 The importance of vocabulary learning strategies in language learning
and teaching.............................................................................................................9
2.2.3 Classification of vocabulary learning strategies.........................................10
CHAPTER 3: FINDINGS AND DISCUSSION..................................................16
3.1. Student’s awareness of vocabulary learning strategies................................16
3.2. Vocabulary learning strategies used for discovering a new word’s meaning....19
3.2.1 Determination strategies................................................................................19
3.2.2 Social strategies.............................................................................................22
3.3. Vocabulary learning strategies used for consolidating a word in memory.24


3.3.1. Social strategies............................................................................................24
3.3.2. Memory strategies.........................................................................................25
3.3.3. Cognitive strategies.......................................................................................26
3.3.4. Metacognitive strategies...............................................................................28
3.4. Students’ use of all strategies in six categories..............................................29

CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS........................32
4.1. Suggestions on students’ vocabulary learning..............................................32
4.1.1. The need for vocabulary learning strategy training....................................32
4.1.2. Learner responsibility...................................................................................32
4.1.3. Dictionary strategies.....................................................................................33
4.1.4. Memory strategies.........................................................................................33
4.1.5. Use of vocabulary.........................................................................................34
4.2. Limitations of the study and suggestions for further research....................34
CONCLUSION......................................................................................................35
REFERENCES......................................................................................................37
APPENDIX............................................................................................................... I


LIST OF ABBREVIATIONS
No.
1
2
3
4
5
6
7
8
9
10

Abbreviations
VLS
LLS
DET

SOC
MEM
COG
MET
L1
L2
TMU

Meaning
Vocabulary Learning Strategies
Language Learning Strategies
Determination strategy
Social strategy
Memory strategy
Cognitive strategy
Metacognitive strategy
First Language
Second Language
Thuongmai University


LIST OF TABLES AND CHARTS
Table 1: Gu and Johnson’s (1996) classification of vocabulary learning strategies. 11
Table 2: Schmitt’s (1997) classification of vocabulary learning strategies..............14
Table 3: Nation’s (2001) classification of vocabulary learning strategies................15
Table 4: Student’s use of all strategies in six categories..........................................30
Chart 1: Years of learning English...........................................................................16
Chart 2: Student’s awareness of vocabulary learning strategies..............................17
Chart 3: Time students spend practicing VLS each day...........................................18
Chart 4: Students’ opinion about VLS being taught in class....................................19

Chart 5: Students’ use of Determination strategies..................................................20
Chart 6: Students’ use of Social strategies...............................................................22
Chart 7: Students’ use of Social strategies...............................................................24
Chart 8: Students’ use of Memory strategies...........................................................25
Chart 9: Students’ use of Cognitive strategies.........................................................27
Chart 10: Students’ use of Metacognitive strategies................................................28


CHAPTER 1: OVERVIEW OF THE STUDY
1.1 Rational
In the past decades, economic and cultural communication with foreign
countries has become active in Vietnam. Hence, one of the most significant needs
that has been generated is language learning and teaching. There is no doubt that a
second or foreign language plays an essential role in today’s world since it gives
people an open door to the world. Among approximately 6500 languages that
originated in numerous communities, and English is considered one of the most
popular languages globally. English is the official language in 53 nations nowadays.
It is also spoken as the first language by around 400 million people worldwide.
Since English is the most common language, many people try to learn English
as a second language or third language. In this respect, vocabulary knowledge plays
a pivotal role in language learning and production since “without grammar little can
be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972: 111).
The lack of vocabulary knowledge influences the other five language skills, such as
speaking, reading, writing, listening and translating. Unfortunately, a lot of students
find it hard to acquire vocabulary. Gu and Johnson cite Meara (1996:655), who
claimed that “learners themselves readily admit that they experience considerable
difficulty with vocabulary, and most learners identify the acquisition of vocabulary
as their greatest single source of problems.” Concerning the complexity of this
issue, it is safe to say that vocabulary learning strategies play a crucial role in
language learning as a part of language learning strategies. Thus, being aware of

these strategies is suitable for both teachers and students.
Though many efforts have been made to develop vocabulary language
learning, the real achievement has not been very satisfactory. This may be caused by
different reasons. One of the reasons may be this point that differences among
individuals such as differences in social class, attitude, gender, aptitude, culture, and
motivation (Oxford, 2001). Another reason may be that there is no universal method
or techniques that can be created for language learning and teaching. Consequently,
the methods or strategies which work for one learner may not work for another one

1


since the methods or strategies which work for one learner in a specific condition
may not work for the same one in a different setting.
In the process of integrating into the world, Vietnam also pinpoints the
importance of learning and teaching English to educate an adequate number of
English users to adapt to new conditions. However, in Vietnamese Universities in
general and Thuongmai University in particular, vocabulary is partly ignored.
Although vocabulary is the biggest problem for most students, it does not receive
appropriate attention and is left to students to achieve vocabulary themselves.
Students are usually instructed to look up a dictionary to find the meaning of the
words that they first encounter. Subsequently, most students are unaware of their
own learning styles and tend to exploit vocabulary learning strategies ineffectively.
For the above-mentioned reasons, the researcher investigated commonly used
vocabulary learning strategies of students at Thuongmai University as well as give
out valuable solutions to improve their vocabulary learning. The researcher decided
to conduct a study on the topic:
“A study on vocabulary learning strategies used by the second-year English
major students at Thuongmai University.”
The researcher hoped that each student could find out their method to learn

vocabulary in an easier, faster, more enjoyable, more self-directed, more effective
way.
1.2 Previous studies
Vocabulary learning strategies play an important role in the process of
language learning of every learner. Therefore, many studies have been conducted to
investigate on vocabulary learning strategies (VLS) for the past third-ty years.
Related to language matter in vocabulary learning strategies used by students,
Katarzyna Maria Nosidlak (2013) conducted a study on vocabulary learning
strategies of the advanced students. The purpose is to present the research results
on 102 English philology students at the Pedagogical University of Cracow, Poland.
The study focuses on the vocabulary learning strategies used by the advanced
English students who are considered successful language learners. The author tries
to discover and systematize the strategies used, especially by this group, which

2


successfully deals with countless new vocabulary items daily. After a thorough
analysis, the study showed that the advanced students use diverse and multiple
sources of new words; the Internet is the most popular source of new vocabulary;
traditional sources of vocabulary are still popular among advanced students of
English. The research also revealed that students on the higher proficiency levels
use fewer and fewer kinds of different strategies, but they use similar strategies.
Also, Gu and Johnson (1996) proposed two main dimensions of vocabulary
learning strategies for their research. The study focused on the relationship between
vocabulary learning strategies. Gu and Johnson investigated the vocabulary
strategies used by 850 non-English major students at a China university by using a
questionnaire with those of a vocabulary test and a language proficiency test. It was
found that two main dimensions of vocabulary learning strategies are metacognitive
regulation and cognitive strategies, which cover six subcategories: guessing, using a

dictionary, note-taking, rehearsal, encoding, and activating. While contextual
guessing, the skill of using a dictionary, note-taking, encoding, and activating
correlated positively with both vocabulary size and general proficiency test;
rehearsal was found to be the strongest negative predictor of both two tests.
In Schmitt’s study (1997) conducted among 600 Japanese students in order to
assess which vocabulary learning strategies the learners actually used and how
helpful they believe those strategies to be, the result showed that the learners used
dictionary, repetition, word spelling, and contextual guessing most frequently. On
the other hand, they used few semantic maps and imagery strategies and considered
them the least useful.
Besides, Zou Nigjue (2011) reported on the study of the strategies use of
Chinese English majors in vocabulary learning, the individual differences between
effective and less effective learners in applying vocabulary learning strategies, and
the relationship between their strategies and their outcome in English learning. In
this research, 118 junior English major students in Chinese University participated.
Students were asked to take a vocabulary test and answer a vocabulary-learning
questionnaire. The research findings were coded and analyzed by quantitative
methods. The result also showed that seven vocabulary learning strategies, namely

3


applied, categorization, dictionary strategy, cooperation, elaboration, media, and
self-monitoring, are positively correlated with the vocabulary test scores.
In Vietnam, Do Thi Kim Oanh (2012) carried out a research project on English
vocabulary learning strategies used by students. The study’s purpose is to explore
the vocabulary learning strategies that the first-year students at Hai Phong
Community College commonly use. Two hundred seventy-six participants were
chosen randomly from the first-year students enrolled in the college in the academic
year 2011-2012. The results showed that most students used a bilingual dictionary

to learn vocabulary. They also asked the teachers for the meaning of new words.
Although many studies have been conducted to explore vocabulary learning
strategies adopted by language learners and the relationship between vocabulary
learning strategies and vocabulary size, little attention has been paid to the language
learners’ awareness of the importance of vocabulary learning strategies. Hence, the
researcher attempted to carry out this study to not only figure out vocabulary
learning strategies used by the second-year English major students but also the
students’ awareness of the importance of vocabulary learning strategies.
1.3 Aims of the study
The study aims at investigating the strategies used by the second-year English
majors in vocabulary learning at Thuongmai University. To be specific, the first step
is to find out the students’ awareness of the importance of vocabulary learning
strategies; second, to explore vocabulary learning strategies that the second-year
English major students commonly used during the vocabulary learning process.
In order to accomplish the aims mentioned above, the study targets at finding
the answer to the following questions:
1) What is the students’ awareness of the importance of vocabulary learning
strategies?
2) What vocabulary learning strategies do the second-year English majors
commonly use at Thuongmai University?
1.4 Research subjects
The research subject of this graduation paper is the second-year students
majoring in English at Thuongmai university. There was a total of 120 students

4


from Faculty of English participated in helping answer the question under the study.
Most of them have learned English since they were in junior school.
1.5 Scope of the study

The present study was conducted at Thuongmai University, Hanoi, Vietnam.
Because of the limitations of time and knowledge, the study only focused on
investigating vocabulary learning strategies commonly used by second-year
students from Faculty of English. The research project was conducted for two
months, starting from February 2021 to April 2021.
1.6 Research methodology
1.6.1 Research design
The graduation paper was conducted on the basis of the quantitative research
method. The quantitative method is used when the researchers are going collect and
analyze numerical data. It can be used to find patterns and averages, make
predictions, causal test relationships, and generalize results. The author found the
quantitative research method easy to carry out and suitable to the context of this
study. Other than that, it is also accurate, objective, and effective. Therefore, the
researcher tried to collect data quantitively to achieve the aims of the study
mentioned above.
1.6.2 Population and sample
The study was conducted at Thuongmai University. The university is located
in Hanoi, Vietnam, and was established in 1960. It ranked among the best
universities specialize in the commercial field in Vietnam.
The conducted of data collection for this research was carried out on 120
students in order to explore the vocabulary learning strategies they often used to
learn English vocabulary. All the participants were second-year students majoring in
English at Thuongmai University, and the age of the students ranged from 19 to 20.
Most of them have learned English since they were in high school. The researcher
selected the participants purposely. Second-year students, rather than first-year
students, are chosen to participate in the graduation paper because sophomores are
more acquainted with their study at university than freshmen. As a result, they may
be more aware of exploiting their English vocabulary learning strategies. It is likely

5

that second-year students have received appropriate input to answer the vocabulary
learning strategies questionnaire. For these above reasons, the main focus of the
study is on second-year students majoring in English at Thuongmai University.
1.6.3 Research instruments
Regarding the aims of the research, the study was conducted in the
quantitative method. The instruments used in this study were survey questionnaires.
Verma and Mallick (1999) pointed out that questionnaires are “one of the most
widely employed tools in educational research.” Moreover, questionnaires are also
considered very useful since it helps the author save “researcher time,” “researcher
effort” and “financial resources.” Hence, the researcher wants to take advantage of
this method to classify students’ vocabulary learning strategies.
The survey questionnaire, which was to collect quantitative information, aims
to seek information about the second-year English major students’ awareness of
vocabulary learning strategies and find the vocabulary learning strategies that
students used most frequently. The researcher designed a questionnaire consisting of
simple and specific questions. It included two parts as follow:
Part 1 is designed to seek general information about the students’ awareness of
the importance of vocabulary learning strategies.
Part 2 is about vocabulary learning strategies. Since all participants were
English major students, the survey questionnaire was designed completely in the
English language. The students were asked to tick any vocabulary learning
strategies they often used during their language learning process.
1.6.4 Data collection
The data collection of this study was conducted through survey questionnaires.
All the questionnaires were delivered to 120 second-year students from Faculty of
English. The questionnaire was divided into two parts. Before filling out the survey,
participants were told that their cooperation was voluntary. They were also asked to
answer honestly to ensure the accurateness of the study’s results. The survey

remained anonymous to lessen the propensity to answer in the way they think
researchers would like. Participants were asked to point out whether or not they
would use a particular strategy to learn vocabulary.

6


The researcher also used online surveys as they are convenient and suitable to
the context of Covid-19. The questionnaires were recorded to summarize and
analyze the results and transferred to tables and charts with specific numbers.
1.6.5 Data analysis
After the data has been collected successfully, they are processed with the
quantitative method. The quantitative data gathered in the questionnaires were
converted into percentages. The researcher used Microsoft Office, which is known
as one of the most popular spreadsheet software that enables the calculation to show
the results through specific tables and charts.
1.7 Organization of the study
The study is divided into four parts. Each part deals with an essential aspect of
the study.
Chapter 1: “Overview of the study” is the introduction of the study, which
contains the rationale, previous studies, aim of the study, research subjects, scope of
the study, and the organization of the story.
Chapter 2: “Literature review” presents a theoretical background of language
learning strategies and vocabulary learning strategies. Moreover, the classifications
of language learning strategies and vocabulary learning strategies are viewed to set
up the theoretical framework for the investigation in chapter 3.
Chapter 3: “Research finding” the researcher has justified and described the
research method in full detail together with presenting the results of the study
Chapter 4: “Recommendation and suggestions” identifies some solutions to
improve teaching and learning English in general, and English vocabulary in

particular at Thuongmai University, as well as the limitations of the study and
suggestions for further study.
Also, “References” and “Appendix” will be listed on the study's last pages.

7


CHAPTER 2: LITERATURE REVIEW
2.1 Definition of vocabulary
There are various definitions of vocabulary according to different scholars.
Linse (2005:121) defined vocabulary as the collection of words that an individual
knows. While Neuman and Dwyer as cited in Bintz (2011:44), stated that
vocabulary is the words someone must know in order to communicate effectively:
words in speaking (expressive vocabulary) and words in listening (receptive
vocabulary). Another expert, Hornby (2006:1645), said vocabulary is all the words
that a person knows or uses when talking about particular subjects in particular
languages.
From some definitions about vocabulary above, vocabulary can be defined as
the words of a language, including single items and phrases that an individual needs
in learning a language, especially to communicate with others effectively. In other
words, vocabulary is all the words in a particular language that a particular person
knows and uses to communicate effectively.
Vocabulary is crucial to the English language because, without sufficient
vocabulary, learners cannot understand others or express their ideas. Wilkins
(1972:111) once said, “without grammar, very little can be conveyed; without
vocabulary, nothing can be conveyed.” It means even without grammar, people still
can manage to communicate. In contrast, it is impossible for people to express any
ideas without vocabulary. Vocabulary is an indispensable element in language
learning. The lack of vocabulary knowledge will bring many troubles to language
learners. Therefore, it is important for students to acquire more vocabulary and

employ the appropriate vocabulary learning strategies to develop greater fluency
and expression in English.
2.2 Vocabulary learning strategies
2.2.1 Definition of vocabulary learning strategies
It is seen that vocabulary learning strategies have received a considerable
amount of attention since the early 1970s for their crucial role in language learning.
So far, there has been no unanimity among the scholars regarding the definitions of

8


VLS. Vocabulary learning strategies are part of LLS, which are considered an art of
learning strategies.
Wen Qiufang (2003) defined VLS as “behaviors or actions which learners use
to make learning more effective.” With reference to the definitions of Wen Quifang,
VLS can be defined as “behaviors or actions which learners use to make vocabulary
learning more effective.”
Catalan (2003) proposed a more detailed and concrete definition of VLS:
“Vocabulary learning strategies are knowledge about the mechanisms (processes,
strategies) used in order to learn vocabulary as well as steps or actions taken by
students to find out the meaning of unknown words, to retain them in long-term
memory, to recall them at will, and to use them in the oral or written mode.”
In general, most of the research projects which have been studied provides a
similar viewpoint about VLS.
2.2.2 The importance of vocabulary learning strategies in language
learning and teaching
For many people, learning a second or even third language is very important
for them to accomplish their future careers. It is particularly true in some countries
where students’ English ability is usually considered an indispensable requirement
in order to find a good job. For these reasons, people have paid more attention to

how to learn a language effectively. In which vocabulary performs a vital role in
learning a language. Hence, all students should acquire an awareness of vocabulary
learning strategies since proper strategy could help them enhance their vocabulary
learning efficiency.
According to Nation (2001), the main benefit of all learning strategies in
general is that they facilitate students to take control of their learning process so that
students likely take more responsibility for their studies. With a variety of
vocabulary learning strategies, learners should decide what kind of strategy they
would like to use to get their desired results. In order to emphasize the importance
of vocabulary learning strategies, Chamot (1999) stated, “Differences between more
effective learners and less effective learners were found in the number and range of
strategies used, in how the strategies were applied to the task, and in whether they

9


were appropriate for the task.” Therefore, if learners can choose suitable strategies
for their learning process, they will be able to achieve success.
It is no doubt that VLS plays an essential role during the process of language
learning of students. Therefore, teachers should train students how to use VLS and
help them become better language learners. However, there are cases that learner
who also use the same VLS while becoming unsuccessful comparing to others.
Therefore, helping students find good LLS and teach them to develop and use these
VLS accordingly is an extremely important task of language teachers.
2.2.3 Classification of vocabulary learning strategies
Many definitions of vocabulary learning strategies have been proposed in the
history of language researching. Consequently, a considerable number of
researchers have made attempts to categorize them.
Some noteworthy classifications of vocabulary learning strategies proposed by
Gu and Johnson (1996), Schmitt (1997), and Nation (2001) will be discussed and

explained in more detail below.
2.2.3.1 Classification of Gu and Johnson (1996)
Gu and Johnson (1996) classified second language (L2) vocabulary strategies
into cognitive, metacognitive, memory, and activation strategies.
Cognitive strategies in Gu and Johnson’s classification entail guessing
strategies, dictionaries, and note-taking strategies, while metacognitive strategies
include selective attention and self-initiation strategies. Memory strategies are
divided into rehearsal and encoding categories. Finally, activation strategies consist
of those strategies through which the learners actually use new words in different
contexts.
An overview of Gu and Johnson’s taxonomy of vocabulary learning strategies
would be summarized in the following table.
Category
Cognitive

Sub-category
 Guessing strategies:
-

Using background knowledge/wider context

-

Using linguistic cues/immediate context.



Dictionary strategies:

10

Metacognitive

Memory

Activation

-

Dictionary strategies for comprehension

-

Extended dictionary strategies

-

Looking-up strategies



Note-taking strategies:

-

Meaning-oriented note-taking strategies



Usage-oriented note-taking strategies
Selective attention:

-

Identifying essential words for comprehension



Self-initiation:

-

Using a variety of means to make the meaning of words

clear
 Rehearsal strategies:
-

Using word lists

-

Oral repetition

-

Visual repetition



Encoding strategies:

-

Association/Elaboration

-

Visual encoding

-

Auditory encoding

-

Using word structure

-

Semantic encoding



Contextual encoding
Using new words in different contexts

Table 1: Gu and Johnson’s (1996) classification of vocabulary learning strategies
2.2.3.2 Classification of Schmitt (1997)

Norbert Schmitt (1997) has developed a comprehensive inventory of
vocabulary learning strategies. He divided the strategies into two major groups. One
group is to discover the meaning of new words when learners encounter them for
the first time, and the other group is to consolidate the meaning of words when
learners encounter them again. The former group includes determination and social
11


strategies, and the latter includes cognitive, metacognitive, memory, and social
strategies.
Determination strategies are used by an individual when faced with
discovering a new word’s meaning without recourse to another person’s expertise,
while social strategies represent the interaction with other people to improve
language learning. Memory strategies involve relating the word to be retained with
some previously learned knowledge, using some form of imagery or grouping.
Meanwhile, cognitive strategies exhibit the common function of manipulation or
transformation of the target language by the learner. Finally, metacognitive
strategies contain a conscious overview of the vocabulary learning process and
making decisions about planning, monitoring, or evaluating the best ways to study
(Schmitt, 2000:135-136).
This taxonomy is partly based on Oxford’s (1990) categorization scheme. The
details would be illustrated in the following table:
Strategy group
DET

Strategy
Strategies for discovering the meaning of a new word
 Analyze part of speech
 Analyze affixes and roots
 Check for L1 cognate

 Analyze any available pictures or gestures
 Guess from textual context
 Bilingual dictionary
 Monolingual dictionary
 Word lists

SOC

 Flashcards
 Ask teacher for L1 translation
 Ask teacher for paraphrase or synonym of new word
 Ask teacher for the sentence including the new word
 Asking classmates for meaning

 Discover new meaning through group work activity
Strategies for consolidating a word once it has been encountered

12


SOC

 Study and practice meaning in a group
 Teacher checks students’ flashcards and word lists for accuracy

MEM

 Interact with native speakers
 Study word with a pictorial representation of its meaning
 Image word’s meaning

 Connect word to a personal experience
 Associate the word with its coordinates
 Connect word to its synonyms and antonyms
 Use semantic maps
 Use “scales” for gradable adjectives
 Peg method
 Loci method
 Group words together to study them
 Group words together spatially on a page
 Use new word in sentences
 Group words together within a storyline
 Study the spelling of a word
 Study the sound of a word
 Say new word aloud when studying
 Image word form
 Underline the initial letter of the word
 Configuration
 Use Key word method
 Affixes and roots
 Part of speech
 Paraphrase the word’s meaning
 Use cognates in study
 Learn the words of idiom together
 Use physical action when learning a word

13


COG

 Use semantic feature grids
 Verbal repetition
 Written repetition
 Word lists
 Flashcards
 Take notes in class
 Use the vocabulary section in textbook
 Listen to tape of word lists
 Put English labels on physical objects

MET

 Keep a vocabulary notebook
 Use English-language media (songs, movies, newscasts, etc.)
 Testing oneself with word tests
 Use spaced word practice
 Skip or pass new word
 Continue to study over time

Table 2: Schmitt’s (1997) classification of vocabulary learning strategies
2.2.3.3 Classification of Nation (2001)
In a more recent attempt, Nation (2001) proposed the classification of various
vocabulary learning strategies. The vocabulary learning strategies in the
classification are divided into three general classes, including planning, source, and
processes.
Planning strategies concern on deciding what words and aspects of words to
focus on, what strategies to use and how often to give attention to certain words.
Meanwhile, sources strategies involve ways to find out information about words.
This information may embrace all aspects of word knowledge and can be found in
the word itself (word part analysis), the context (guessing from context), sources of

reference (dictionaries), or L1 (via analogy). Finally, processes strategies consist of
ways to remember words and make them available for use.
The whole classification could be seen in the table below:

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General class of strategies
Planning

Source

Processes



Types of strategies
Choosing words



Choosing the aspects of word knowledge



Choosing the strategies




Planning repetition
Analyzing the words



Using context



Consulting in a reference source in L1 or L2




Using parallels in L1 and L2
Noticing



Retrieving



Generating

Table 3: Nation’s (2001) classification of vocabulary learning strategies
2.2.4 Summary
In summary, although the classifications mentioned above may differ in terms
of strategies they categorize, they all gave a broad list of vocabulary learning
strategies that are widely applicable by foreign language learners.

Nation’s (2001) taxonomy is quite simple; it is probably the strongest point of
this classification. There are only classes and types of strategies that are mentioned
in plain terms. Its simplicity is in contrast with Schmitt’s (1997) taxonomy which
has up to 58 strategies, and Gu and Johnson’s (1996) taxonomy which uses many
psychological terms such as cognitive, metacognitive, self-initiation, etc. However,
the other two also have distinct advantages over Nation’s classification.
For its comprehensive research of learner’s vocabulary learning strategies,
Schmitt’s (1997) taxonomy is an effective and suitable research instrument to
investigate vocabulary learning strategies used by a particular group or learners.
Therefore, the researcher decided to choose Schmitt’s taxonomy as the basis for the
data analysis procedure of the study on vocabulary learning strategies used by the
second-year English major students at Thuongmai University.
CHAPTER 3: FINDINGS AND DISCUSSION
3.1. Student’s awareness of vocabulary learning strategies

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The data about the student’s awareness of vocabulary learning strategies
during their language learning process was collected through the research survey.
First and foremost, the data described student’s years of learning English would be
shown in the following pie chart:

Years of learning English
37.50%

62.50%

Less than 5 years

5 to 7 years

7 to 9 years

More than 9 years

Chart 1: Years of learning English
According to the chart, most students who participated in the survey
questionnaire have been learning English for more than nine years (62.5%). This
means that they started learning English since they were in primary school. The rest
of the participants (37.5%) have been learning English for seven to nine years,
which means that they started learning English since they were in secondary school.
No students asked in the survey said they had learned English for less than 5 years,
or five to seven years. Therefore, it can be noticed that all students have a rather
long-time learning English.
Regarding the issue of knowing vocabulary learning strategies, there were
approximately 109 participants (90.8%) claimed that they had ever heard of VLS,
while only 12 students (9.2%) said that they had never heard of that. The researcher
believes that this term was familiar to most of them since they are English major
students. Some students said they did not know about VLS because they only
learned vocabulary out of habit, and they did not think of it as a vocabulary learning
strategy.
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It is important for each student to recognize the role of vocabulary learning
strategies in the English learning process. Chart 2 below presents detailed
information for this issue:

Student's awareness of vocabulary learning strategies

15.80%

84.20%

Very important

Important

Not important

Chart 2: Student’s awareness of vocabulary learning strategies
As shown in chart 2, all students have already recognized the importance of
vocabulary learning strategies. There were101 students, which meant 84.2% of the
participants agreed that vocabulary learning was very important in learning English.
Other 19 students (15.8%) find it important. There was no one underrate the role of
vocabulary learning strategies in learning English. In summary, all students who
participated in the survey questionnaire were aware of the VLS role in their English
learning process.
Learning vocabulary is a challenging process for all learners. Hence, spending
time practicing VLS to improve their vocabulary is very necessary. Chart 3 below
shows the time students spend practicing VLS each day.

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T ime students spend practicing VLS each day
11.60%

32.50%
1.70%

54.20%

Less than 30 minutes
1 hour- 3 hours

30 minutes- 1 hour
More than 3 hours

Chart 3: Time students spend practicing VLS each day
According to the chart, over half of the students (54.2%) said they spent 30
minutes-1 hour each day practicing VLS. Approximately 32.5% of them spent less
than 30 minutes practicing VLS, while 14 respondents (account for 11.6%) stated
that they practiced VLS from 1 hour to 3 hours a day. Even worse, only 1.7% of the
informants spent more than 3 hours practicing VLS each day. It means that most
students (86.7%) spend less than 1-hour practicing VLS. Even though all students
recognized the importance of the VLS in the language learning process, they did not
spend much time practicing these strategies. The researcher believes that the
students should take more time to learn vocabulary and practice vocabulary learning
strategies in order to enhance their vocabulary knowledge.

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Students' opinion about VLS being taught in class
20.80%

79.20%

Yes

No

Chart 4: Students’ opinion about VLS being taught in class
It is fascinating to notice that even though almost all students had already
known about VLS, 79.2% of students still agreed that VLS should be taught in
class, while the other 20.8% disagreed. When being questioned about the reasons,
some of them said that they wanted to receive the instruction from teachers to make
the vocabulary learning process more effective; some others left the answer blank.
However, some students still said that they would learn vocabulary learning
strategies independently at home, then there was no need to teach these strategies in
class.
In conclusion, most students (79.2%) agreed that vocabulary learning
strategies should be taught in class. The researcher believes that although almost all
students had already known about VLS, they still need the teachers’ help to find out
the appropriate kind of strategies they should use to accomplish good results.
3.2. Vocabulary learning strategies used for discovering a new word’s
meaning
3.2.1 Determination strategies

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