Khóa luận tốt nghiệp a survey study of motivation and learning strategies of 3rd year students in advanced translation classes at vietnam national university of agricultrure

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A SURVEY STUDY OF MOTIVATION AND LEARNING
STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED
TRANSLATION CLASSES AT VIETNAM NATIONAL
UNIVERSITY OF AGRICULTURE
KHẢO SÁT ĐỘNG LỰC VÀ CHIẾN LƯỢC HỌC CỦA
SINH VIÊN NĂM 3 TRONG LỚP DỊCH NÂNG CAO
TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student

: PHAM MAI TRANG

Student code

: 621231

Major

: ENGLISH

Supervisor

: PHAM HUONG LAN, M.A

Hanoi – 2021

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A SURVEY STUDY OF MOTIVATION AND LEARNING
STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED
TRANSLATION CLASSES AT VIETNAM NATIONAL
UNIVERSITY OF AGRICULTURE
KHẢO SÁT ĐỘNG LỰC VÀ CHIẾN LƯỢC HỌC CỦA
SINH VIÊN NĂM 3 TRONG LỚP DỊCH NÂNG CAO
TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student

: PHAM MAI TRANG

Student code

: 621231

Major

: ENGLISH

Supervisor

: PHAM HUONG LAN, M.A

Hanoi – 2021


CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report
entitled A survey of motivation and learning strategies of 3 rd year students in
Advanced Translation classes at Vietnam National University of Agriculture
submitted in partial fulfillment of the requirements for the degree of Bachelor in
English Language. Except where the reference is indicated, no other person’s
work has been used without due acknowledgment in the text of the thesis.
Hanoi, 2021

Pham Mai Trang

Approved by
SUPERVISOR

(Signature and full name)
Date: ……………………

i


ACKNOWLEDGEMENTS
In the process of completing this research paper for my graduation thesis, I
have received a great deal of support and encouragement from teachers and
friends.
Firstly, I would like to express my sincere gratitude to my supervisor Pham
Huong Lan, M.A for all support of my study, for her devotion, patience, and
immense knowledge. Thank you for giving me valuable advice and

wholehearted support during my thesis work.
Next, I am very grateful to the Faculty of Education and Foreign Languages
teachers for helping, instructing me, and undeniable helpful lectures.
Especially, I would like to express my thankfulness to all the students of
cohort 63 majoring in English at Vietnam National University of Agriculture for
helping me complete the survey.
Finally, I would like to thank my family and friends who have always stood
by me and supported and encouraged me to complete this report.
Ha Noi, June 2021

ii


ABSTRACT
This study investigates the level of motivation and finds out the learning
strategies of 3rd-year students when studying Advanced Translation at Vietnam
National University of Agriculture. 120 students were given a questionnaire
based on Gardner’s (1975) Attitude/Motivation Test Battery. The results of the
study have shown that students have a moderate level of motivation and tend to
be inclined towards instrumental motivation rather than integrative motivation.
The research findings also show that students have a variety of strategies for
learning advanced skills, particularly social strategies, which are used by the
majority of students in their learning. However, when studying the correlation
between motivation and learning strategy, the results show that motivation has a
great impact on students' learning strategies. Integrative motivation revealed a
positive correlation with six learning strategies. However, instrumental
motivation demonstrated a negative and significant correlation with some types
of learning strategies.

iii

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY ..................................................................... i
ACKNOWLEDGEMENTS .................................................................................. ii
ABSTRACT ......................................................................................................... iii
TABLE OF CONTENTS ..................................................................................... iv
LIST OF CHARTS AND TABLES ..................................................................... vi
LIST OF ACRONYMS....................................................................................... vii
PART 1: INTRODUCTION.............................................................................. 1
1.1.

RATIONALE FOR THE STUDY ........................................................... 1

1.2.

AIMS AND OBJECTIVE OF THE STUDY .......................................... 2

1.2.1

The aim of the study ................................................................................. 2

1.2.2. The objectives of the study ...................................................................... 2
1.3.

RESEARCH QUESTION ........................................................................ 3

1.4.

SCOPE OF THE STUDY ........................................................................ 3

1.5.

SIGNIFICANCE OF THE STUDY ......................................................... 3

1.6.

DESIGN OF THE STUDY ...................................................................... 4

1.7.

SUMMARY ............................................................................................. 5

PART 2: DEVELOPMENT ............................................................................... 6
Chapter 1: LITERATURE REVIEW ............................................................... 6
1.1.

REVIEW OF THE PREVIOUS STUDIES ............................................. 6

1.1.1. Overview of research in Vietnam context................................................ 6
1.1.2. Overview of research in the international context ................................... 7
1.2.

REVIEW OF THEORETICAL BACKGROUND .................................. 9

1.2.1. Motivation ................................................................................................ 9
1.2.2. Learning strategies ................................................................................. 12
1.2.3. The relationship between motivation and learning strategies ................ 16
1.3.

SUMMARY ........................................................................................... 16

iv


Chapter 2: METHODOLOGY ........................................................................ 18
2.1.

RESEARCH GOVERNING PRINCIPLES .......................................... 18

2.1.1. Research questions ................................................................................. 18
2.1.2. Research types ........................................................................................ 18
2.1.3. Research approaches .............................................................................. 18
2.1.4. Principles for data collection and data analysis ..................................... 19
2.2.

SUMMARY ........................................................................................... 21

Chapter 3: FINDINGS AND DISCUSSION .................................................. 22
3.1.

EVALUATION OF THE LEVEL OF MOTIVATION OF 3RDYEAR STUDENTS AND FINDING OUT THE TYPE OF
MOTIVATION THAT STUDENTS SHOW WHEN LEARNING
ADVANCED TRANSLATION. ........................................................... 22

3.1.1

Evaluation of the level of motivation of 3rd-year students when
learning Advanced Translation. ............................................................. 22

3.1.2. The type of motivation that students show when learning
Advanced Translation ............................................................................ 23
3.2.

THE KINDS OF LEARNING STRATEGIES ARE USED BY
STUDENTS ........................................................................................... 25

3.3.

CORRELATION BETWEEN MOTIVATION AND LEARNING
STRATEGIES ........................................................................................ 30

3.4.

SUMMARY ........................................................................................... 32

Part 3: CONCLUSION ..................................................................................... 34
1.

RECAPITULATION ............................................................................. 34

2.

CONCLUDING REMARKS ................................................................. 34

3.

LIMITATIONS OF THE STUDY ......................................................... 36

4.

RECOMMENDATIONS ....................................................................... 36

REFERENCES .................................................................................................. 38

v


LIST OF CHARTS AND TABLES
Table 3.1:

Level of Motivation of 3rd-year students at Vietnam
National University of Agriculture. ............................................ 22

Table 3.2:

Integrative motivation ................................................................. 23

Table 3.3:

Instrumental motivation .............................................................. 24

Table 3.4:

The Comparison between Integrative and Instrumental
Motivation ................................................................................... 25

Table 3.5:

The correlations between motivation and learning strategiesError! Bookma

Figure 3.1:

The use of memory-related strategies in learning Advanced
Translation ................................................................................... 25

Figure 3.2:

The use of cognitive strategies in learning Advanced
Translation ................................................................................... 26

Figure 3.3:

The use of compensation strategies in learning Advanced
Translation ................................................................................... 27

Figure 3.4:

The use of metacognitive strategies in learning Advanced
Translation ................................................................................... 28

Figure 3.5:

The use of social strategies in learning Advanced Translation........ 29

Figure 3.6:

The use of affective strategies in learning Advanced Translation ... 30

vi


LIST OF ACRONYMS
M1

: Integrative Motivation

M2

: Instrumental Motivation

MEM

: Memory-related strategies

COG

: Cognitive strategies

COM

: Compensation strategies

METACOG

: Metacognitive strategies

SOC

: Social strategies

AFF

: Affective strategies

vii


PART 1: INTRODUCTION
1.1. RATIONALE FOR THE STUDY
There are many factors that influence the success of learning a new language,
such as intelligence, motivation, preferences, personality, learning strategy, etc.
Among these, motivation and learning strategies are important factors that
receive the attention of many scholars around the world.
In the world, a large number of scholars have conducted studies on English
language motivation and learning strategies. For example, Brown (1994) claims
that learners will be successful if they have the right motivation. According to
Dornyei (1994), motivation is one of the decisive factors in learning foreign
languages. Or Ellis (1994) claims that motivation influences the degree to which
language learners persevere in learning, what kinds of actions they take, and
their actual achievement, in an overview of motivation studies. In 2009,
Pezhman Zare proposed a review of literature on learning strategies among EFL
/ ESL Learners. The author summarized the findings of previous studies on a
good language learner in this paper, referring to the concept of a language
learning strategy.
In Vietnam, quite a lot of research projects have also been carried out on the
topic of motivation. In his paper published in a scientific journal called "Foreign
language mechanics and some measures to promote English learning", Nguyen
Thanh Dung provided an overview of dynamics and suggested a number of

measures to help promote student motivation. Another article about motivation
was published in 2009 by Phan Van Hoa and Le Viet Ha, namely "An
investigation into the English learning motivation of upper secondary school
students in Quang Nam province".
At Vietnam National University of Agriculture, there are quite a few studies
on motivation and learning strategies. For instance, there was a student's
scientific research project by Tran Thi Thu Hien and her partners in 2017. The
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study's topic is "The degree of using the metacognitive learning strategy of
advanced students - high quality at Vietnam National University of Agriculture".
This study aims to improve students' reading skills. Another study is scientific
research on motivation by students, with the topic "Research on the relationship
between motivation and English learning outcomes of a group of 60 advanced
classes at Vietnam National University of Agriculture" conducted by a student
research group at Vietnam National University of Agriculture.
To proceed with further studies at Vietnam National University of Agriculture
and from my knowledge of the real situation of Advanced Translation learning
at Vietnam National University of Agriculture, I saw that students were not
excited enough to learn and did not show specific learning strategies.
Therefore, I would like to carry out this study with the aim of determining if
the student's motivation level is high or low and what kinds of motivation are
commonly shown by students and finding out what kinds of learning strategies
that students use in their Advanced Translation class. In addition, finding out the
correlation between motivation and learning strategies. Based on the results,
some suggestions will be given for students in the next courses to self-improve
their motivation and learning strategies during their English studies at Vietnam
National University of Agriculture.
1.2. AIMS AND OBJECTIVE OF THE STUDY

1.2.1 The aim of the study
This study is designed to examine the motivation and learning strategies of
3rd year English Linguistics students while studying Advanced Translation at
Vietnam National University of Agriculture. Thus, finding out the relationship
between motivation and learning strategies in the process of studying Advanced
Translation.
1.2.2. The objectives of the study
The study was used survey questionnaires to achieve the following goals:
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Firstly, the study was aimed at determining if the student's motivation level
was high or low and the type of motivation that most students trend towards.
Secondly, the study was intended to find out what kinds of learning strategies
that students were using, in that way proposing some types of learning strategies
to help students improve their learning Advanced Translation.
Finally, find out the relationship between motivation and learning strategies
when learning Advanced Translation. In this, students' motivation is promoted in
order to provide appropriate strategies to help students achieve great results and
success in learning Advanced Translation.
1.3. RESEARCH QUESTION
The study was conducted to survey the third-year students of the English
major at Vietnam National University of Agriculture in the second semester, the
2021 academic year in particular. Its goal was to find answers to the following
questions:
1. What is the level of motivation? What kind of motivation do most students
trend? (Integrative motivation or Instrumental motivation)
2. What kinds of learning strategies are the students using?
3. What is the correlation between motivation and learning strategies?
1.4. SCOPE OF THE STUDY

The research was conducted among students from the third-year university
majoring in English at Vietnam National University of Agriculture to explore
student motivations and learning strategies, with a total of 120 students in
Advanced Translation classes, students of classes K63ENGA, K63ENGB,
K63ENGC, K63ENGD & K63ENGE. Most students reach C1 level and have
completed a translation course.
1.5. SIGNIFICANCE OF THE STUDY
This study was intended to explore students’ motivation levels and learning
strategies and the relationship between them. Since then, the results serve to
3


promote and improve learning motivation and strategies, helping students in the
next course have better orientations towards motivation and learning strategies,
ultimately reach better/more effective English learning. Apart from this, this
graduation paper also contributes to research field of English learning at VNUA
in specific and in Vietnam in general.
1.6. DESIGN OF THE STUDY
This study was intended to be divided into three parts:
Part 1: Introduction: This part presents the rationale, objectives, and
research questions of the study. It is also devoted to the scope, significance, and
design of the study.
Part 2: Development: This part will comprise three chapters:
Chapter I: Literature review: This chapter presents previous studies related to
the paper and provides fundamental knowledge of motivation, learning
strategies, and the relationships between motivation and learning strategies in
general. Theoretical matters related to the study, such as the theories of
motivation and learning strategies, definition, classification, and the importance
of motivation and learning strategies, and the relationship between motivation
and learning strategies in general.

Chapter II: Methodology: This chapter discusses the research participants,
research methods, data collection procedures, and data analysis procedures.
Chapter III: Findings and Discussion: This chapter focuses on analyzing
and discussing the results of the study, the reasons and consequences of these
results as well.
Part 3: Conclusions: This part summarizes the study’s results and presents
the suggested implications for students during their learning of Advanced
Translation.

4


1.7. SUMMARY
In part one, the researcher reviewed the context of motivation and learning
strategies around the world and in Vietnam, especially motivation and learning
strategies at Vietnam National University of Agriculture, and the rationale of the
study.
This part also presented the overall aims and objectives of the study and the
three research questions to examine the motivation and learning strategies of 3rd
year English Linguistics students while studying Advanced Translation at
Vietnam National University of Agriculture. This is followed by scope and a
discussion of the significance of the study. Lastly, the chapter concludes the
structure of the thesis.

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PART 2: DEVELOPMENT
Chapter 1: LITERATURE REVIEW
1.1. REVIEW OF THE PREVIOUS STUDIES

1.1.1. Overview of research in Vietnam context
There have been some studies on the topics of motivation and learning
strategies in Vietnam. Here, I summarized a few prominent studies:
In a study about motivation in 2009 in the journal Science and Technology,
Phan Van Hoa and Le Viet Ha conducted a survey study to determine the
English learning motivation of upper secondary school students in Quang Nam
province. They used a Gardner-modeled questionnaire consisting of 8 topics to
learn the purpose of upper secondary school in Quang Nam province and listed
15 topics that could affect English mechanics. Respondents include 100 students
in 4 upper secondary schools in Quang Nam. The results showed that the
students in Quang Nam have a higher degree of instrumental motivation than
integrative motivation. They also said that “in regard to the demotivating factors
affecting learning English, the findings reveal the teacher is not the dominant
demotivating factor. In contrast, the subject aspects are found to be in the first
place in terms of demotivating factors. Moreover, the study reveals the effect of
textbooks, friends', and parents’ discouragement on the students’ motivation”.
In another article published in the Journal of Education in May 2017 namely
“Research on the motivation of foreign language students of Hong Duc
University”, Hoang Kim Thuy has used survey questionnaires with 20 questions
for course 19 at Hong Duc university. The results demonstrated that the level of
motivation of student English major is medium. Most of the students in Hong
Duc University showed more instrumental motivation than integrative
motivation. Moreover, the author has given some suggestions to promote
motivation for students such as find out some interesting activities to attract the
attention of students, need taking care of students more, etc.
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In a study about learning strategy, published in the 2012 Science Journal with
the topic “Language learning strategies of non-English students at Can Tho

University Nguyen Thanh Duc, Trinh Hong Tinh, and Huynh Minh Thu
investigated the frequency level and the gender difference in using language
learning strategies of 201 non-English freshmen in Can Tho University
(Vietnam). The results of the study indicate that freshmen use strategy at the
medium level. However, most of them often use the metacognitive strategy in
their own language learning process. They also suggested teachers can use this
advantageous point to develop speech proficiency language for students,
stimulating students to learn foreign languages and helping them make a good
plan, as well as adjust and evaluate their own learning.
1.1.2. Overview of research in the international context
Motivation and learning strategies have greatly interested a number of
scholars all around the world.
In 2013, Hsuan-Yau Tony Lai carried out the research “The Motivation of
Learners of English as a Foreign Language”. The study is done with 267
undergraduate students from a science and technology university in New Taipei
City, Taiwan, and the research results were collected through questionnaires.
This research explored the orientations of EFL learners to study English by
incorporating the idea of English as an international language and the new
theory of motivation (the L2 Motivational Self System), with a focus on the
comparison and contrast of students at day and night school. The results indicate
that there is no substantial difference between the English learning motivation of
day and night school students and that most participants studied English for
travel, instrumental, integrative orientations, intrinsic motivation, and ideal
motivation. The results also show that the ideal L2 self is closely associated with
intrinsic motivation, integrative and instrumental orientations, and travel.

7


In 2016, Mitra Alizadeh published the study “The Impact of Motivation on

English Language Learning” overviewing current research on the role of
motivation in second or foreign language learning. He said that “learners’
motivation can go up and down depending on the context of language learning.
Motivation has a key role in the development of language skills. Teachers can
play a significant role in motivating learners to the learning of a second/foreign
language. Motivation is an important factor in learning a foreign language which
is independent of different variables. Motivation sometimes overlooked by some
EFL teachers in urging their learners to learn more”.
Jing Liu (2010) summarized and reviewed the literature regarding language
learning strategies and its training model, pointing out the significance of
language learning strategies to EFL learners and an applicable and effective
language learning strategies training model, which is beneficial both to EFL
learners and instructors, is badly needed. All of the models listed share a number
of similar characteristics that emphasize the importance of the meta-cognitive;
understanding of the importance of learning strategies can be established by
learners and facilitated by demonstration and modeling trainer.
Especially, in 2014, a study has investigated the relationship between
extrinsic vs. intrinsic motivation and strategic use of language of intermediate
EFL learners by Zeinab Moradi Khazaie and Zahra Mesbah. Statistical analyses
revealed that extrinsic motivation-identified regulation was the most common
type of motivation, and social strategy was the most frequently used strategy;
and that both types of motivations, extrinsic and intrinsic, had a positive
correlation with six language learning strategies. On the other hand, motivation
had a negative and substantial relationship with all six language acquisition
strategies.

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1.2. REVIEW OF THEORETICAL BACKGROUND

1.2.1. Motivation
1.2.1.1. Definition of motivation
According to Gardner (2001), motivation involves three elements: effort (the
attempt to learn the language), ambition (the desire to accomplish an objective)
and positive effect (enjoy the task of learning the language). The position of
orientations, which refers to a “goal” and aims to motivate and guide it to
achieve the goals (Gardner, 1985). In particular, Gardner and his colleagues
introduced integrative orientation and instrumental orientation, which were
thoroughly discussed and examined in second language motivation research.
Motivation is characterized by Crookes and Schmidt (1991) as the orientation
of the learner regarding the objective of acquiring a second language. According
to Ellliot and Covington (2001), motivation provides the rationale for the
actions, wishes, and needs of people. Motivation can also be defined as the path
of one behavior or what causes a person to want a behavior to be replicated and
vice versa.
Motivation, described as the motivation for the development and preservation
of intentions and goal-seeking actions (Ames & Ames, 1989), is necessary
because it defines the degree of the active participation and attitude of the
learner towards learning.
According to Oxford and Nyikos (1989), the degree of expressed motivation
to learn is the most powerful influence on the choice and frequency of language
learning strategies.
Brown (1994) gave the concept of motivation as “the degree to which you
make decisions about (a) an objective to follow and (b) the effort to pursue” (p.
34).
Keller (1983) claims that ability and motivation are the major factors of
variation in educational success. “Ability refers to what a person can do;
9

motivation, to what a person will do” (Schmidt, Boraie & Kassabgy, 1996,
p.11).
Johnson (1979) considered motivation as the “tendency to expend effort to
achieve goals” (p.283).
All the above mentioned studies agreed that the importance of motivation has
a great effect on learning outcomes.
1.2.1.2. The importance of motivation
Motivation has been generally recognized by most teachers and researchers as
one of the main factors affecting the pace and success of second/foreign
language learning. In addition, motivation provides the primary impetus for
initiating second language learning and later the driving force for enduring the
lengthy and repetitive learning process; indeed, motivation is to some degree
presumed by all the other factors involved in second language acquisition
(Dörnyei, 1998, as cited in Huang 2007).
In learning a second language, encouragement has an important part in
success and failure. Spolsky (1990, p. 157) claimed that it is possible that
motivated students will learn more and learn faster than less motivated students.
Norris-Holt (2001) also argues that integrative motivation manifests in
learners' positive attitudes towards the target language group and their ability to
enter the language culture. In the opinion of Finnegan (1999, p.568) this type of
motivation is the foundation for successful collection of a wide range of
indigenous-like vocabulary and pronunciation.
Researchers have distinct viewpoints on the various forms of motivation.
Lucas (2010) said that learners are intrinsically motivated by knowledge and
accomplishment to learn speaking and reading skills and are also intrinsically
motivated. Intrinsic motivation not only has a big influence on reading,
according to Guthrie (1997).

10

In translation, motivation is also very important. It helps students have a
positive attitude and motivates their needs, wants to help students be active,
creative and discover new ways of learning that make translation work better
and easier.
1.2.1.3. Types of motivation
(1) Integrative & instrumental motivation
Brown (2000) and Gardner (1985) claims that there are two basic types of
motivation: integrative and instrumental.
Integrative motivated learners want to learn the target language so that they
can better understand and get to know the people who speak the language and
mix up in their culture. Integrative motivation refers to “an openness to identify
at least in part with another language community “Gardner and Masgoret, (2003,
P.126)
Learners with an instrumental motivation want to learn a language because of
a practical reason such as getting a salary/bonus or getting into college. Gardner
and Lambert (1992) considered instrumental motivation as a means to get social
and economic rewards through L2 Learning.
(2) Intrinsic & extrinsic motivation
There is also another way of classifying motivation introduced by Ryan &
Deci (2000) as self- determination Theory in the field of motivation. This theory
categorizes and distinguishes various kinds of motivation in accordance with the
various rationales, reasons, or objectives that reinforce a deed or an
accomplishment. The most fundamental distinction, relative to this theory, is
between intrinsic motivation and extrinsic motivation.
Students who have intrinsic motivation are inclined to stay with intricate and
complicated problems and gain knowledge from their slips and mistakes
(Walker, Greene, & Mansell, 2006). Besides, intrinsic motivation is essential
and fundamental for the integration process through which elements of one’s
11

accessible internal awareness and knowledge is assimilated or mixed with new
knowledge. Extrinsic motivation, on the other hand, is the propensity to take
part in activities because of the reasons which do not link to the activity. These
reasons can be the anticipation of reward or punishment, like being successful in
the exam or getting a good mark (Vansteenkiste, Lens, & Deci, 2006).
In the above theories, I find the division according to Brown (2000) and
Gardner (1985) more reasonable and suitable for my research because these two
factors are the basic factors that make the success in foreign language learning
process. In this regard, the motivation for penetration is thought to be able to
sustain the learner’s success in the long term. Proven pragmatic motivation can
lead to learner success when learner does not have a chance to use the target
language and therefore learner will not have the opportunity to communicate
with members of the target language group.
1.2.1.4. Motivation in Translation learning
Brown (1994) claims that if students have the correct motivation, they will
succeed. Dornyei (1994) also confirms that motivation is a critical aspect in
second language acquisition success. From the theories above, it can be seen that
motivation is important in learning a language and that motivation plays an
integral role in translation. Learners need to have both an interest in the subject
and the motivation to stimulate exploration and discovery with a positive
attitude, eager to find future directions in relation to translation.
1.2.2. Learning strategies
1.2.2.1. Definition of learning strategies
In the study of Cristina Ungureanu & Corina Amelia Georgescu, Wenden and
Rubin (1987) had been quoted to define learning strategies as “... any sets of
operations, steps, plans, routines used by the learner to facilitate the obtaining,
storage, retrieval, and use of information.” Richards and Platt (1992:209)
consider that learning strategies are “intentional behavior and thoughts used by

12


learners during learning so as to better help them understand, learn or remember
new information”.
Learning strategies are defined as “specific actions, behaviors, steps, or
techniques- such as seeking out conversation partners, or giving oneself
encouragement to tackle a difficult language task - used by students to enhance
their own learning” (Scarcella & Oxford, 1992, p63).
According to Wenden (1987), language learning strategies can be defined
from the aspect of language learning behaviors, such as learning and regulating
the meaning of a second or foreign language, cognitive theory, such as learners’
strategic knowledge of language learning, and the effective view such as
learner’s motivation, attitude, etc. It is argued that three points of view can
improve language learning.
Language learning strategies are behaviors or acts which learners use to make
language learning more effective, self-directed and enjoyable, according to
Oxford (1989). And Stern (1983) observed that learning outcomes are strongly
affected by the learning process, and the inner characteristics and learning
circumstances of the learners affect the learning process. The research on
methods for language learning was, therefore, of great significance. While this
region will hold a great deal of promise, it is still in its infancy.
Among many definitions of learning strategies, Oxford’s has been greatly
used by many researchers. This is the reason for my choice of this model as the
theoretical background for my study.
1.2.2.2. The importance of learning strategies
Studies have shown that language learning strategies are extremely useful
learning tools for language learning. They not only increase learner autonomy,
but also extend the teacher’s function and cover several facets, not just related to
perception, according to Oxford (1990). Furthermore, learning methods are

13


based on problem solving, are very versatile, and are affected by several
different variables.
Teaching-learning strategies are one significant part of the continuously
claimed promotion of self-regulated learning in classrooms. Chamot et al.
(1985) argued that the distinction between good or bad learners is based on
flexibility and appropriateness in using strategies of learners, not on the number
of learning strategies that they have used. The author also said that to do their
homework, successful learners would use effective learning strategies.
Translation is still a challenging subject for English-major students at
Vietnam National University of Agriculture. Therefore, having learning
strategies that help students learn well and learn effectively is really essential.
1.2.2.3. Types of learning strategies
Research by Wenden (1983) explored the methods that adult learners of
foreign languages use to direct their own learning. The emphasis of Wenden,
therefore, is on what meta-cognitive techniques are named by O’Malley and
Chamot. The author defines the following three general types of strategies for
self-direction:
(1) Comprehension of language and what language and language learning
entails;
(2) The “what” and “how” of language learning planning;
(3) Self-assessment
Three types of strategies were developed by O'Malley and Chamot (1990),
namely metacognitive strategies (selective attention, preparation, tracking and
assessing learning activity), cognitive strategies (rehearsal, organization,
inferencing, summarizing, minimizing, imagery, transition, and elaboration),
and social/affective strategies (cooperation, questioning for clarification, and

self-talk).

14


Rubin (1975) classifies learning methods according to processes that lead to
language learning, either directly or indirectly. Later, the learning strategies have
been divided into six groups by Oxford: memory-related strategy, cognitive
strategy, compensation strategy, metacognitive approach, and emotional
strategy. (affective) and social approaches. And this has been considered the
most comprehensive classification:
Direct strategies:
1. Memory
2. Cognitive
3. Compensation strategies
Indirect strategies:
4. Metacognitive strategies
5. Affective strategies
6. Social strategies
Stern (1992) claims that there are five main language learning strategies. These
are as follows:
1. Management and planning strategies
2. Cognitive strategies
3. Communicative - experiential strategies
4. Interpersonal strategies
5. Affective strategies
In my research, I will choose Oxford’s as the theoretical framework, in which
learning strategies are classified into 6 groups: memory-related strategy,
cognitive strategy, compensation strategy, metacognitive approach, and
emotional strategy (affective) and social approaches.

1.2.2.4. Learning Strategies in Translation Learning
Learning strategies are very important when learning translation because
translation is considered a difficult subject. In addition to understanding English
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skills, learners need to have suitable learning strategies to learn topics with
many specialized theories and vocabulary. It is required to have a specific and
effective learning strategy, so that learners can become a good translator in the
future.
1.2.3. The relationship between motivation and learning strategies
The students' motivational orientation can be seen in the ways they use to
learn a language. Braten and Olaussen (1998) looked at motivation and language
learning strategies in Norwegian. Intelligence was discovered to be a significant
learning component that influences motivation as well as the utilization of
language learning strategies. They also discovered a strong link between
students' motivational beliefs and the strategies they used to learn the language.
According to Oxford and Nyikos (1989), motivation can influence a student's
choice of language strategies. They also believed that students who are more
motivated employ more learning strategies than students who are less motivated.
In their study of Taiwanese students, Chang and Huang (1999) discovered a
strong link between motivation and language learning practices. They also found
that students who are intrinsically motivated utilize more cognitive and
metacognitive techniques, but extrinsic motivation is strongly linked to
cognitive and emotional strategies.
Motivation has an essential influence in language learning strategies,
according to Bacon and Finnemann (1990). They looked into the relationship
between motivation, attitude, and language learning methods. Integratively
oriented learners, in particular, were found to employ more global and synthetic
methods while avoiding analytic ones.

1.3. SUMMARY
In this chapter, supplying information about such concepts as motivation and
learning strategies, types and the importance of motivation and learning
strategies in learning has been prepared for the examination in the next part.
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