A study on vocabulary learning strategies used by english major sophomores at hong duc university

HONG DUC UNIVERSITY
FACULTY OF FOREIGN LANGUAGES

GRADUATION THESIS
A STUDY ON VOCABULARY LEARNING STRATEGIES USED BY
ENGLISH-MAJOR SOPHOMORES AT HONG DUC UNIVERSITY
The Degree Of Bachelor Of Arts In English Language

Student:

Le Hong Son

Class:

K21B - English Linguistics

Student’s ID:

1867020046

Supervisor:

Dang Thi Nguyet, M.A

Thanh Hoa, June 2022


DECLARATION
I declare that this thesis is my own work and has not been submitted in any form for
another degree or diploma at any university, other institution or tertiary education.
Information derived from the published or unpublished work of others has been

acknowledged in the text and a list of references is given.
Student
(Signature, full name)

Le Hong Son

i


ACKNOWLEDGEMENT
Many people have contributed to making this thesis what it is. They have given me a lot
of help, guidance and encouragement. That motivated me to accomplish the study as
perfectly as possible.
First and foremost, I would like to express my deepest gratitude to my supervisor Dang
Thi Nguyet, M.A, a lecturer at the Faculty of Foreign Languages, Hong Duc University.
From the bottom of my heart, I want to thank for her hearted guidance and valuable
recommendations. Without her, I might not accomplish my thesis.
Besides, I highly appreciate the teachers at Faculty of Foreign Languages, Hong Duc
University for their precious and profound lessons which provided me solid knowledge
backgrounds for my thesis.
Many sincere thanks are also needed to give to the English-major sophomores at Hong
Duc University who patiently completed the survey questionnaires and answered my
interviewing questions.
Last but not least, I give my warm heart to my family and classmates. They encouraged
and supported me to go the end.

ii


TABLE OF CONTENTS

DECLARATION ................................................................................................................. 1
ACKNOWLEDGEMENT .................................................................................................. ii
TABLE OF CONTENTS ................................................................................................... iii
ABBREVIATION ............................................................................................................... v
LIST OF TABLES ............................................................................................................. vi
LIST OF CHARTS ........................................................................................................... vii
PART I: INTRODUCTION ............................................................................................... 1
1. Rationale ...................................................................................................................... 1
2. Aims and objectives of the study ............................................................................... 2
3. Scope of the study ....................................................................................................... 2
4. Methods of the study................................................................................................... 3
PART II: DEVELOPMENT .............................................................................................. 5
CHAPTER 1: LITERATURE REVIEW .......................................................................... 5
1.1. Vocabulary ............................................................................................................... 5
1.1.1. Definitions .............................................................................................................. 5
1.1.2. Classification of vocabulary ................................................................................. 6
1.1.3. The importance of vocabulary in learning language ......................................... 7
1.2. Learning vocabulary................................................................................................ 8
1.2.1. Definition ............................................................................................................... 8
1.2.2. Aspects in knowing a word .................................................................................. 9
1.2.3. Difficulties in learning vocabulary .................................................................... 12
1.4. Vocabulary learning strategies ............................................................................. 13
1.4.1. Definitions ............................................................................................................ 13
1.4.2. Classification of learning strategies .................................................................. 14
CHAPTER 2: METHODOLOGY ................................................................................... 19

iii

2.1. Participants............................................................................................................. 19
2.2. Setting ..................................................................................................................... 19
2.3. Instruments of data collection .............................................................................. 20
CHAPTER 3: FINDINGS AND DISCUSSION ............................................................. 22
3.1. The situation of learning English vocabulary ..................................................... 22
3.1.1. Students’ interests in learning English vocabulary ......................................... 22
3.1.2. Students’ time spending on learning English vocabulary ............................... 23
3.1.3. Difficulties in learning English vocabulary ...................................................... 24
3.1.4. Students’ needs in learning English vocabulary .............................................. 25
3.2. General learning English vocabulary strategies used by students .................... 26
3.2.1. Determination strategies .................................................................................... 26
3.2.2. Social strategies ................................................................................................... 28
3.2.3. Memory strategies............................................................................................... 29
3.2.4. Cognitive strategies ............................................................................................. 30
3.2.5. Metacognitive strategies ..................................................................................... 31
3.3. Learning vocabulary sub-strategies used by different genders......................... 32
3.4. Learning vocabulary sub-strategies used by different contexts ........................ 39
3.5. Suggestions for teaching and learning English vocabulary ............................... 46
PART III: CONCLUSION ............................................................................................... 50
1. Summary of the study............................................................................................... 50
2. Limitations and suggestions for further study ....................................................... 51
2.1. Limitations of the study ......................................................................................... 51
2.2. Suggestions for further study ............................................................................... 52
REFERENCES
APPENDICES

iv


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

ABBREVIATION
WORDS

STAND FOR

COG

Cognitive

MET

Metacognitive

DET

Determination

MEM

Memory

SOC

Social

L1

Source Language

L2

Target Language

VLSs

Vocabulary Learning Strategies

FFL

Faculty of Foreign Language

HDU

Hong Duc University

v

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

LIST OF TABLES
Table 1.1. Aspects of knowing a word according to Garins and Redman (1986)………...9
Table 1.2. Oxford’s classification of Language Learning Strategies……………………..15
Table 1.3. Nobert Schmitt’s (1997) classification of learning strategies…………………17
Table 2.1. Content and distribution of questionnaire……………………………………..20
Table 3.1. Frequency of using DET strategies among genders…………………………...32
Table 3.2. Frequency of using SOC strategies among genders…………………………...34

Table 3.3. Frequency of using MEM strategies among genders………………………….35
Table 3.4. Frequency of using COG strategies among genders…………………………..36
Table 3.5. Frequency of using MET strategies among genders…………………………..37
Table 3.6. Frequency of using DET strategies among contexts…………………………..39
Table 3.7. Frequency of using SOC strategies among contexts…………………………..40
Table 3.8. Frequency of using MEM strategies among contexts…………………………42
Table 3.9. Frequency of using COG strategies among contexts……………………….....43
Table 3.10. Frequency of using MET strategies among contexts………………………...44

vi

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

LIST OF CHARTS
Chart 3.1. Students’ level of interests in learning English vocabulary……………………22
Chart 3.2. Time students spend on learning English vocabulary………………………….23
Chart 3.3. Difficulties in learning English vocabulary…………………………………….24
Chart 3.4. Desires to promote learning English vocabulary……………………………….26
Chart 3.5. Frequency of using DET strategies in learning English vocabulary…………...27
Chart 3.6. Frequency of using SOC strategies in learning English vocabulary…………...28
Chart 3.7. Frequency of using MEM strategies in learning English vocabulary………….29
Chart 3.8. Frequency of using COG strategies in learning English vocabulary…………..30
Chart 3.9. Frequency of using MET strategies in learning English vocabulary…………..31

vii

@edu.gmail.com.vn.bkc19134.hmu.edu.vn

C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

PART I: INTRODUCTION
1. Rationale
It is a fact that there are over half a million words in English. Moreover, the English
language has spread over large territories for many centuries due to historical and economical
reasons. It is not only the official language of the UK but also of the USA, Australia, New
Zealand, vast areas of India, Canada, and many countries. Some people in Asia, Africa, etc.
speak both their mother tongue and English as official languages. Because of its importance,
English is always dominant in modern society. Especially in Vietnam, English is used as the
most popular foreign language in all industries and is becoming more and more crucial in
every school curriculum as a compulsory subject. Therefore, people aware clearly that
learning English is myriad essential for them to promote in any career for their gorgeous
future.
One of the most urgent phenomena of English learning is effective vocabulary learning
strategies. It can be said that if we consider learning English as building a house, then
learning vocabulary is the foundation or bricks of that house. “Without bricks, no house can
be built, even when plenty of high-quality cement is available.” (Nguyen Huyen, 2004).
Even, though some people said that grammar is more necessary than vocabulary, grammar
is as cement to link words together. The more words we know, the better we can convey our
thoughts. Consequently, vocabulary acquisition has always been a fundamental and
important activity in English learning and teaching. There are many ways to access
effectively to vocabulary learning, but having a proper strategy to raise the vocabulary size
is not easy.
There have been so far many researches on this issue. However, any research on
vocabulary learning strategies applied by English-major sophomores in Hong Duc
University has not been done before. All efforts to have this study are for not only participants
but also those who want to improve and promote English vocabulary. The aforementioned

1

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

important roles of learning strategies and vocabulary learning are the main reasons which
stimulate the researcher to conduct this study to get a deeper view into this matter.
Besides, the ideas for this study also come from the researcher’s own experience as a
student of English majors at Hong Duc University. After 4 years of maintaining knowledge
in FFL with an English environment and enthusiastic lecturers, I recognized that vocabulary
learning plays a very important role in learning English. However, so many English – major
students do not have any strategies for learning vocabulary.
This research, therefore, sets its objectives to investigate Vocabulary learning strategies
(VLSs) used by English - major sophomores at HDU as well as their perception of the
helpfulness of those vocabulary learning strategies. Based on the findings, the researcher also
aims at giving some implications and suggestions to vocabulary English teaching and
learning.
2. Aims and objectives of the study
The study is mainly about discovering the most common strategies in learning
vocabulary used by the English - major sophomores at HDU. Additionally, the relationship
between the popularity of these strategies among genders and contexts are also invested. The
study will be a basis for not only students but also even teachers to adapt and change teaching
methods so that they will meet their students’ demands and interests.
To achieve the above aims, the present study attempts to gain the following objectives:
− To compare the frequency of VLSs used by different genders of English-major
sophomores and in different contexts at HDU.
− To examine learners’ situation of learning English vocabulary.

− To give implications for English teaching and learning vocabulary.
3. Scope of the study
Because of the limitations of time, knowledge and experience, the scope of the thesis is
only in a boundary of a small group of students at HDU and in a micro field. Specifically,
the study is conducted with the contribution of 70 English major sophomores at the

2

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

university. After that, 10 students would be randomly chosen to take part in interviewing
online through Zoom meeting application for a deeper analysis.
4. Methods of the study
The results are found out and presented in the paper that is the achievement of the
following methods: the quantitative analysis of the data from research questionnaire and a
qualitative analysis of Zoom interviewing as the main tools.
This study is a survey research. Questionnaires and face-to-face semi-interviews were
the two tools for data collection in this study. Data collected from questionnaires were
analyzed quantitatively via Excel software for calculating averages and sums. Data from
interviews were qualitatively analyzed to complement the information gained by means of
the questionnaires. The data are investigated online through Zoom meeting, they will be
asked in Vietnamese to ensure that informants understand the whole content of questions.
After that, responses will be translated into English to adapt to the thesis. Questions for
interviewing are evidences for the researcher to deeper understanding the answers in the
questionnaire.

5. Design of the study

The study includes three main parts:
 Part I: Introduction. In this part, readers will get overall information about the
thesis including the rationale, aims, the scope and the method of the study. In addition, the
researcher also presents the design of the study.
 Part II: Development – the pivotal core of the study. It is divided into three subchapters:
 Chapter 1 reviews background knowledge about vocabulary learning strategies,
some basis concepts related to learning strategies and vocabulary learning. In addition, this
chapter reviews related studies about VLSs conducted by some famous scholars in the
research fields.

3

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

 Chapter 2 shows detailed explanation of the methodology. It includes the context of
the study, the research methods, the participants and the findings of the study attached with
recommendations about students’ status.
 Chapter 3 presents some suggestions for students to improve their English
vocabulary learning by the findings and the results the researcher collected, analyzed and
compiled in chapter 2.
 Part III: In conclusion. In this part, the researcher summarizes the main content of
the thesis, besides he indicates limitations as well as suggestions for further study will be
given.

4

@edu.gmail.com.vn.bkc19134.hmu.edu.vn

C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Vocabulary
1.1.1. Definitions
When it comes to vocabulary, we usually think about the words listed in language books.
As in Cambridge Dictionary, vocabulary is considered all the words used by
a particular person, or all the words that exist in a particular language or subject. In Oxford
Learner’s Dictionary, it is defined that a list of words with their meanings, especially in a
book for learning a foreign language, also, the words that people use when they are talking
about a particular subject.
Yet many researchers consider vocabulary in wider definitions with deeper explanations.
According to Richards and Renandya (2002, 255), vocabulary is a core component of
language proficiency and provides much of the basis for how learners speak, listen, read and
write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners
often achieve their potential and may be discouraged from making use of language learning
opportunities around them such as listening to the radio, listening to the native speaker, and
using language in different contexts, reading or watching television.
Alqahtani (2015) stated that vocabulary can be defined as the words someone must know
to communicate effectively: words in speaking (expressive vocabulary) and words in
listening (receptive vocabulary). It means, without learning vocabulary, the students will be
impossible to communicate effectively.
Besides, as McCarthy (1990: 140) states in his view that without words to express a wider
range of meanings, communication in L2 just cannot happen in any meaningful way. Schmitt
(2000: 5) proposes a list of the different kinds of knowledge that a person must master in
order to know a word: the meaning of the word, the written form of the word, the spoken
form of the word, the grammatical behavior of the word, the collocations of the word, the

register of the word, the association of the word, and the frequency of the word.

5

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

The other definition of vocabulary states from Hatch and Brown (1995: 1), they say that
vocabulary refers to a list or set of words for a particular language or a list or set of words
that individual speakers of a language might use. Hatch and Brown (1995: 1) also state that
vocabulary is the only system involved in alphabetical order.
Based on those statements, it can be assumed that vocabulary is a list of words as a basic
component of language proficiency which has a form or expression and contains aspects,
they are meaning, use of word, form (pronunciation and spelling).
1.1.2. Classification of vocabulary
Based on many ways, we can categorize vocabulary into some types. As cited in Judy
K. Montgomery’s book, there are two main types of vocabulary: spoken vocabulary
(speaking and listening) and written vocabulary (reading and writing) or we can call them as
oral and written vocabulary. She also said in her study that spoken language forms the basis
for written language. Each type has a different purpose and, luckily, vocabulary development
in one type facilitates growth in another.
On how we use them, a rich vocabulary consists of basic vocabulary, high-frequency
vocabulary, and subject-related vocabulary. A word’s definition, use, context, and complexity
determine its category.
Hiebert and Kamil (2005, 3) propose that word has two forms: First, oral vocabulary is
the set of words for which we know the meanings when we speak or read orally. Second,
print vocabulary consists of those words for which the meaning is known when we write or
read silently. They also define knowledge of words also comes in at least two forms as

follows:
a. Productive vocabulary: Productive vocabulary is the set of words that an individual
can use when writing or speaking. They are words that are well-known, familiar, and used
frequently.
b. Receptive or recognition vocabulary: is that set of words for which an individual can
assign meanings when listening or reading. These are words that are often less well known

6

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

to students and less frequent in use. Individuals may be able to assign some sort of meaning
to them, even though they may not know the full subtleties of the distinction. Typically, these
are also words that individuals do not use spontaneously. However, when individuals
encounter these words, they recognize them, even if imperfectly.
1.1.3. The importance of vocabulary in learning language
Communication without vocabulary is considered meaningless, so vocabulary
acquisition is the heart of language acquisition as Laufer (1986) refers to this term. Burton
(1992) adds that language learners would be self-confident when they are able to use acquired
vocabulary effectively and have a good individual store of lexis. Davies and Pearse (2000)
suggest that vocabulary in communication situations is usually more essential than grammar
as it is annoying for language users when they cannot communicate effectively due to the
lack of needed vocabulary. This is in consistence with Ellis’ (1994) statement in which
lexical errors could block comprehension more than grammatical errors.
Vocabulary is central to language and of critical importance to typical language learners
(Coady and Huckin, 1997). Vocabulary as one of the language aspects that has to be learned
when people are learning a language. Good mastery of vocabulary is important for anyone

who learns the language used in listening, speaking, writing, and reading besides grammar.
A learner of a foreign language will speak fluently and accurately, write easily, or understand
what he or she reads or hears if he or she has enough vocabulary and has a capability of using
it accurately. Recent language learning theory suggests that reducing the volume of
vocabulary acquired by learners may actually harm the development of other aspects of
language (Milton, 2009).
In addition to the statements above, Graves (2009) states some points about the
importance of vocabulary, those are as follows:
a. Vocabulary knowledge is one of the best indicators of verbal ability.
b. Vocabulary knowledge contributes to young children’s phonological awareness,
which in turn contributes to their word recognition.

7

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

c. Vocabulary knowledge in kindergarten and first grade is a significant predictor or
reading comprehension in the middle and secondary grades.
d. Vocabulary difficulty strongly influences the readability of text.
e. Teaching vocabulary can improve reading comprehension for both native speakers
and English language learners.
f. Learning English vocabulary is one of most crucial tasks for English Language
Learners.
g. Lack of vocabulary can be a crucial factor underlying the school failure of
disadvantaged students.
1.2. Learning vocabulary
1.2.1. Definition

Word knowledge is an essential component of communicative competence (Seal,
1991), and it is important for both production and comprehension in a foreign language.
Richards (1976) produced the following list:
 Knowing a word means knowing the degree of probability of encountering that
word in speech or print. For many words, we also know the sort of words most likely
to be found associated with the word.
 Knowing a word implies knowing the limitations on the use of the word according
to variations of function and situation.
 Knowing a word means knowing the syntactic behavior associated with the word.
 Knowing a word entails the knowledge of the underlying form of a word and the
derivations that can be made from it.
 Knowing a word entails knowledge of the network of associations between that
word and other words in the language.
 Knowing a word means knowing the semantic value of a word.
 Knowing a word means knowing many of the different meanings associated with
a word.

8

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

According to Nation (1990), “knowing a word” means that learners have to master “its
spelling, pronunciation, collocations (i.e words it co-occurs with), and appropriateness”.
1.2.2. Aspects in knowing a word
When it comes to this, there are many issues discussed by researchers with different
perspectives. According to Nation (1990), what involves in “knowing” a word depends on
whether a word is learned for receptive or productive skills. Taylor (1990) also shared the

same point of view. Their argument is that knowing a word involves not only knowing its
spelling, morphology, pronunciation, and meaning or the equivalent of the word in the
learner’s mother tongue.
Otherwise, Garins and Redman (1986) showed in their study that: knowing a word needs
many more criteria than that of above:
Table 1.1. Aspects of knowing a word according to
Garins and Redman (1986)
No.

Criteria
Boundaries

1.

between
conceptual
meaning

Explanations
Knowing not only what lexis refers to, but also where the
boundaries are that separate it from words of related
meaning.
Distinguishing between the various meaning of a single

2.

Polysemy

word form with several but closely related meanings (head:
of a person, of a pin, of an organization).

Distinguishing between the various meaning of a single

3.

Homonymy

word form which has several meanings which are not
closely related. (e.g. tear and tear)

9

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

4.

Homophonym

5.

Synonymy

Understanding words that have the same pronunciation but
different spellings and meanings (e.g. flour, flower).
Distinguishing between the different shades of meaning
that synonymous words have.
Distinguishing between the attitudinal and emotional

6.

Affective meaning

factors (denotation and connotation), which depend on
the speakers attitude or the situation.

Style, register,

7.

dialect

8.

Translation

9.

formality, the effect of different contexts and topics, as
well as differences in geographical variation.
Awaring about certain differences and similarities
between the native and the foreign language.

Grammar

Learning the rules that enable students to build up

of

different forms of the word or even different words from

vocabulary
10.

Being able to distinguish between different levels of

Pronunciation

that word.
Being able to recognize and reproduce items
in speech.

For Cook (2001) also states opinions to clarify the view of many people: knowing a
word means knowing its meaning. For Cook, knowing a word may involve four aspects:
word form, grammatical properties, lexical properties, general meaning, and specific
meaning.

10

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

In conclusion, the aspects of words mentioned above can be summarized in detail as
following:
- Word form: when learning a word, learners should not only what a word sounds like (its
pronunciation or its spoken form) but also how it looks like (its spelling or its written form).
- Grammar: a word may have unpredictable change of form and meaning in different

contexts or some idiosyncratic way of connecting with other words in sentences. Therefore,
when learners learn a new word, they should know this information at the same time they
learn the basic form of a word. For example, when a noun such as foot, it should be noticed
that its plural form is feet.
- Collocation: collocation is the way in which words are used together regularly in a specific
language. It refers to the restriction on how words can be used together in right contexts.
Therefore, this is another piece of information of a new item, which may be worth paying
attention to. For example, we can say throw a ball but to a coin.
- Word meanings include denotation, connotation, appropriateness and meaning
relationship.
+ The denotation refers to things or concepts. For example, whale denotes an animal
not fish meat or rose denotes a kind of flowers with red color and symbolizes for love.
+ The connotation includes stylistic, affective, evaluative, intensifying values,
pragmatic, and communicative values. Connotation of a word may or may not be indicated
in a dictionary definition.
+ Appropriateness is more subtle aspect of meaning which indicates whether a
particular item is appropriate one to use in a certain context or not. Thus, it is useful for a
learner to know whether a certain word is very common, or relatively rare or taboo impolite
conversation, or tends to be used in writing but not in speech, or is more suitable for a formal
than informal discourse or belongs to a certain dialect.

11

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

+ Associations or meaning relationships show how the meaning of one item relates
to the meaning of the others. There are some of the main ones such as synonyms, antonyms,

hyponyms, co-hyponym, superordinate, etc.

1.2.3. Difficulties in learning vocabulary
“The man who removes a mountain begins by carrying away small stones.” (William
Faulkner). To help students improve their vocabulary learning effectively, therefore, we need
to find immediately out difficulties they face first. According to Thornbury (2004: 27), he
recommends some factors that make barriers for students to learn vocabulary. Besides, they
are also common difficulties in learning vocabulary which learners face:
a. Pronunciation and Spelling
Research presents that words that are difficult to pronounce are more difficult to acquire.
Otherwise, sound-spelling mismatches are likely to be the cause of errors, either of
pronunciation or of spelling, and can contribute to a word’s difficulty. While most English
spelling is fairly law abiding, there are also some glaring irregularities. Words that contain
silent letters are particularly problematic: island, vehicle, lime, honest, climb, etc. Therefore,
when they pronounce them incorrectly, conversations will not be in right thoughts among
speakers.
b. Length and complexity
Long words seem to be no more difficult to learn than short ones. Nevertheless, as a rule
of thumb, high-frequency words tend to be short in English, and therefore the learner is likely
to meet them more often, a factor favoring their “learnability”.
c. Grammar
Also problematic is the grammar associated with the word, especially if this differs from
that of its L1 equivalent. Remembering whether a verb like enjoy, love, or hope is followed
by an infinitive (to swim) or an -ing form (swimming) can add to its difficulty. Even, only
with a word “forget” or “remember” can be attached with both of to-V or V-ing form.

12

@edu.gmail.com.vn.bkc19134.hmu.edu.vn

C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

Eg. - I forgot to close the door when I came out.
- I will never forget meeting her for the first time two years ago.
And: - I remember to buy ten eggs for the dinner.
- I remember throwing that hat.
d. Range, connotation and idiomaticity
Finally, Thornbury also shows that words can be used in a wide range of contexts
generally will be perceived as easier than their synonyms with a narrower range. Thus, put is
a very wide- ranging verb, compared to impose, place, position, etc. Likewise, thin is a safer
bet than skinny, slim, slender. Uncertainty as to the connotations of some words may cause
problems too. Thus, propaganda has negative connotations in English, but its equivalent may
simply mean publicity. On the other hand, eccentric does not have negative connotations in
English, but its nearest equivalent in other languages may be deviant. Finally, words or
expressions that are idiomatic (like make up your mind, keep an eye on....) will generally be
more difficult than words whose meaning is transparent (decide, watch).
1.4. Vocabulary learning strategies
1.4.1. Definitions
Honestly, the definition of vocabulary learning strategy developed from language
learning strategies (Catalán, 2003). 'Poor learner' subjects used few strategies and showed
little awareness of how to learn new words or how to connect the new words to old
knowledge. This theme is echoed by Sanaoui (1995), who found two distinct approaches to
vocabulary learning: subjects either structured their vocabulary learning, independently
engaged in a variety of learning activities, and reviewed and practiced their target words, or
they did not.
Nation (2001) points out that vocabulary learning strategies are a part of language
learning strategies that in turn are a part of general learning strategies. He points out the
difficulty of defining a learning strategy, and alludes to the characteristics of a vocabulary
learning strategy should have:

13

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

A strategy would need to involve choice, that is, there are several strategies to choose
from, be complex, that is, there are several steps to learn, require knowledge and benefit from
training, and increase the efficiency of vocabulary learning and vocabulary use. (Nation
2001, 217)
Chamot (2004) states that learning strategies are the conscious thoughts and actions that
learners take in order to achieve a learning goal. Strategic learners have metacognitive
knowledge about their own thinking and learning approaches, a good understanding of what
a task entails, and the ability to orchestrate the strategies that best meet both the task demands
and their own learning strengths.
1.4.2. Classification of learning strategies
Vocabulary learning strategies (VLSs) are steps taken by language learners to acquire
new English words. There is a wide range of different vocabulary learning strategies as
demonstrated by the classifications of vocabulary learning strategies are proposed by
different researchers. These classification systems contribute vitally to the knowledge of
vocabulary strategies, such as:
Rubin, who pioneered much of the work in the field of strategies, makes the distinction
between strategies contributing directly to learning and those contributing indirectly to
learning. According to Rubin, there are three types of strategies used by learners that
contribute directly or indirectly to language learning. They are:
Learning Strategies
Communication Strategies
Social Strategies

In terms of learning strategies, Rubin realized that there are two main types being the
strategies contributing directly to the development of the language system constructed by the
learner: Cognitive and Metacognitive learning strategies. They motivated learners to have
evaluations or attitudes in language learning, whether they will have specific strategies or
solutions for the missions they receive.

14

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

Rubin pointed out that communication strategies are less directly to language learning
since their focus is on the process of participating in a conversation and getting meaning
across or clarifying what the speaker intended. Means that learners usually use these to some
difficult situation when in a conversation or in a text, they misunderstand about something,
they will ask for some help or better understand about that.
In Social strategies, Rubin supposed that they are those activities learners engage in
which afford them opportunities to be exposed to and practice their knowledge. Although
these strategies provide exposure to the target language, they contribute indirectly to learning
since they do not lead directly to the obtaining, storing, retrieving, and using of language.
O’Malley and Chamot (1990) divided language learning strategies into three types:
metacognitive strategies, cognitive strategies, and social/affective strategies.
Alternatively, another typical researcher, Oxford (1990:9) sees the aim of language
learning strategies as being oriented towards the development of communicative
competence. Oxford divides language learning strategies into two main classes, direct and
indirect, which are further subdivided into six groups. In Oxford's system, metacognitive
strategies help learners to regulate their learning. Affective strategies are concerned with the
learner's emotional requirements such as confidence, while social strategies lead to increased

interaction with the target language. Cognitive strategies are the mental strategies learners
use to make sense of their learning, memory strategies are those used for storage of
information, and compensation strategies help learners to overcome knowledge gaps to
continue the communication. Oxford's (1990:17) taxonomy of language learning strategies
is shown in the following:
Table 1.2. Oxford’s classification of Language Learning Strategies
Class
Direct
Strategies

Group
Memory

Explanations
Create mental linkages
Applying images and sound

15

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

Reviewing well
Employing action
Practicing
Receiving and sending messages strategies
Cognitive
Analyzing and reasoning

Creating structure for input and output
Guessing intelligently
Compensation
Overcoming limitations in speaking and writing
Centering your learning
Metacognitive

Arranging and planning your learning
Evaluating your learning
Lowering your anxiety

Indirect
strategies

Affective

Encouraging yourself
Taking your emotional temperature
Asking questions

Social

Co-operating with others
Empathizing with others

In addition, there is a wide-ranging inventory of vocabulary learning strategies
developed by Schmitt in 1997. While a variety of definitions of the vocabulary learning
strategies have been suggested, this study has applied the definition that is suggested by

16

@edu.gmail.com.vn.bkc19134.hmu.edu.vn


C.33.44.55.54.78.65.5.43.22.2.4..22.Tai lieu. Luan 66.55.77.99. van. Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22. Do an.Tai lieu. Luan van. Luan an. Do an.Tai lieu. Luan van. Luan an. Do an

Schmitt (1997) who saw it as two main groups of strategies, besides, he categorized
vocabulary learning strategies into five sub-categories.
Table 1.3. Nobert Schmitt’s (1997) classification of learning strategies
No.

Main strategies

Sub-categories
they

Strategies that
are used by
1.

Discovery

learners

strategies

discover
meaning

Determination

strategies

to

are

individual

learning

strategies;

learners try to seek or need
his/her effort to discover
the new word.
they

of

are

strategies

in

Social

which learners are require

strategies

or suggest to interact to

words

others (friends, teacher,…)
they

are

strategies,

whereby learners link their

a

2.
Consolidation
strategies

word

is

consolidated

Memory
strategies

learning of new words to

mental

processing

by

associating their existing

once it has

or background knowledge

been

with the new words.

encountered

they are strategies that do
Cognitive

not engage learners in

strategies

mental processing but is
more mechanical means.

17

@edu.gmail.com.vn.bkc19134.hmu.edu.vn