A study on the current situations and solutions to improve vocabulary learning strategies on the second year english major students at hung yen university of technology and education

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

---------------------------------------

GRADUATION PAPER
FIELD: ENGLISH LINGUISTICS

A STUDY ON THE CURRENT SITUATIONS AND
SOLUTIONS TO IMPROVE VOCABULARY
LEARNING STRATEGIES ON THE SECOND-YEAR
ENGLISH MAJOR STUDENTS AT HUNG YEN
UNIVERSITY OF TECHNOLOGY AND EDUCATION
(NGHIÊN CỨU THỰC TRẠNG VÀ GIẢI PHÁP NÂNG
CAO CHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN
NĂM THỨ HAI CHUYÊN NGÀNH NGÔN NGỮ ANH
TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG
YÊN)
Supervisor: Nguyen Thi Lien, M.A
Student: Nguyen Thi Ly
Student number: 11316047

Hung Yen – 2021


HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

---------------------------------------

GRADUATION PAPER

FIELD: ENGLISH LINGUISTICS

A STUDY ON THE CURRENT SITUATIONS AND
SOLUTIONS TO IMPROVE VOCABULARY
LEARNING STRATEGIES ON THE SECOND-YEAR
ENGLISH MAJOR STUDENTS AT HUNG YEN
UNIVERSITY OF TECHNOLOGY AND EDUCATION
(NGHIÊN CỨU THỰC TRẠNG VÀ GIẢI PHÁP NÂNG
CAO CHIẾN LƯỢC HỌC TỪ VỰNG CỦA SINH VIÊN
NĂM THỨ HAI CHUYÊN NGÀNH NGÔN NGỮ ANH
TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG
YÊN)
Student: Nguyen Thi Ly
Student number: 11316047
Supervisor: Nguyen Thi Lien, M.A

Hung Yen – 2021


i

DECLARATION

I certify that the thesis entitled “A study on the current situations and solutions to
improve vocabulary learning strategies on the second-year English major students at
Hung Yen University of Technology and Education” is the result of my own research and
the substance of this thesis has not been submitted for a degree to any other university or
institution.

Hung Yen, May 2021

Signature

Nguyen Thi Ly


ii

ACKNOWLEDGMENTS
In the process of implementing my graduation paper, I have received lots of
encouragement, precious ideas and experiences from my teachers, family and friends. I
would like to thank all my teachers at Hung Yen University of Technology and
Education for their useful advice.
First of all, I would like to express my profound gratitude and indebtedness to
my supervisor Nguyen Thi Lien, M.A for her careful instructions and valuable advice
during the conduct of my research. My graduation paper would have never been
complete without her instructions.
My deep appreciation also goes to the teachers of Hung Yen University of
Technology and Education for their interesting lectures that provided me with a strong
inspiration for this study. I am grateful to the teachers and students at UTEHY for their
willingness to respond to my survey questionnaires.
In my study, it is inevitable that the ideas of many writers in the field are recorded
and developed. I also would like to offer my sincere thanks to the authors of the books,
journal articles, etc. listed in the reference for their ideas that have been reviewed and
developed in my paper.
I also would like to express my special thanks to all of my readers for their
constructive comments on this thesis paper.
Last but not least, I would like to thank my parents and friends who have
encouraged and supported me a lot during the course of my graduation paper.

Hung Yen, May 2021

Signature

Nguyen Thi Ly


iii

ABSTRACT
Current research has investigated perceptions, beliefs and teaching practices
related to students’ vocabulary learning strategies. Over the past two decades,
vocabulary learning strategies seem to be of great interest in the urgent need to build a
vocabulary item that is easily seen by L2 learners and that vocabulary acquisition has
recovered. Born to play a central role in language classes. However, the fact that the
majority of L2 learners are traditionally taught using methods that do not pay enough
attention to vocabulary can lead to a detrimental scenario, whereby vocabulary
acquisition continues to be dropped. By primary language teachers themselves are
guided to learn grammar languages. A questionnaire was made to collect data in related
matters. The results suggest that the second-year English major studied are aware of a
range of vocabulary learning strategies including direct and indirect approaches to
vocabulary acquisition. Therefore, it is necessary to incorporate awareness raising
activities in educational program to serve or in-service to inform language learners about
advanced vocabulary prediction based on empirical research, as well. Like some feasible
methods of dealing with contextual dilemmas.


iv

LIST OF TABLE CONTENTS

Contents

DECLARATION ................................................................................................................................i
ACKNOWLEDGMENTS ................................................................................................................ ii
ABSTRACT ...................................................................................................................................... iii
LIST OF TABLE CONTENTS....................................................................................................... iv
LIST OF ABBREVIATIONS........................................................................................................... v
LIST OF CHARTS AND TABLES ................................................................................................ vi
CHAPTER I: INTRODUCTION ................................................................................................... 1
1.1

The rationale of the study. ............................................................................................... 1

1.2

Aims of the study. ............................................................................................................. 2

1.3

Research questions. .......................................................................................................... 2

1.4

Scope of the study. ............................................................................................................ 2

1.5

Methods of the study. ....................................................................................................... 3

CHAPTER II: LITERATURE REVIEW ...................................................................................... 4
3.1

The context of the Faculty of Foreign Languages at UTEHY .................................... 13

3.2

Methodology and data collect procedure. .................................................................... 13

3.2.1

Methodology: .......................................................................................................... 13

3.2.2

Data collection procedure: .................................................................................... 14

3.3

Data analysis and discussion: ........................................................................................ 15

3.4

Main findings for the study. .......................................................................................... 27

3.5

Recommendations. ......................................................................................................... 28

CHAPTER IV: CONCLUSION ................................................................................................... 30
4.1

Summary of the study. ................................................................................................... 30

4.2

Limitations of the study. ................................................................................................ 30

4.3

Suggestions for further study. ....................................................................................... 31

REFERENCES ............................................................................................................................... 32
APPENDIX I ..................................................................................................................................... I
INTERVIEWS QUESTION FOR STUDENTS .......................................................................... VII


v

LIST OF ABBREVIATIONS
1. M.A: Master of Arts
2. UTEHY: Hung Yen University of Technology and Education
3. L2: Second language
4. FFL: Faculty of Foreign Languages
5. UTEHY: Hung Yen University of Technology and Education


vi

LIST OF CHARTS AND TABLES
I.

List of charts

Chart 3.1 The students' opinions about English vocabulary ...............................14
Chart 3.2 The students’ opinion about the importance of English vocabulary ...15
Chart 3.3 Students’ assessment on difficulty of remember new English words .16
Chart 3.4 Students’ assessment on new English words in textbook ...................17
Chart 3.5 Students’ assessment on English proficiency according to Outcast
research ................................................................................................................18
Chart 3.6 Students’ assessment think about improving English vocabulary ......23
Chart 3.7 Students’ assessment about take any measures to improve English
vocabulary learn more effectively ............................................................................. 23
II.

List of tables

Table 3.1 The difficulties that students often make when learning English
vocabulary ............................................................................................................19
Table 3.2 Students’ opinion about the skills students lack when learning English
vocabulary ............................................................................................................20
Table 3.3 Students’ opinion about factors motivating students in learning English
vocabulary ............................................................................................................21
Table 3.4 The reasons for students’ difficulties in learning English vocabulary .22
Table 3.5 Students’ opinion some of the vocabulary learning strategies .............24
Table 3.6 Students’ opinion towards the effectiveness of using activity while
learning the subject to improve English vocabulary ............................................25


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CHAPTER I: INTRODUCTION
1.1 The rationale of the study.

In recent years, with great development in the country as well as in the world,
we see that the education industry is receiving a lot of attention in its innovative
methods of education, aimed at boosting student academic achievement. Many
universities have been changing the admission process by using English language
academic achievements as a target for admission. Using the results of IELTS,
TOEIC Tests, etc. to assess students' qualifications in the entrance examination
process and the output standard examination process. Therefore, learning and
improving foreign languages, especially English, plays a very essential role for
students. However, these are my own personal observations.
First of all, everyone knows that we want to pass on information to others we
have to use language. We cannot pass information to others without a word, which
limits our ability to receive information from the intended person. Language is not
naturally born in ourselves, it is a process of learning and practising. But before
learning a language, we must learn vocabulary, although it is a small factor, it's an
important factor in forming human language skills.
Secondly, improving foreign language proficiency is a long cumulative process
of practising skills, learning vocabulary and grammar. Although learners spend a lot
of time learning vocabulary, they still have difficulty remembering words and using
words in the correct context. Teachers also have their own strategies tailored to
students' abilities, helping students to improve in word retention and use and
improve their language proficiency, but not yet effective. Therefore, choosing a
suitable vocabulary learning strategy in language learning is very important for
learners to improve their language skills.
Last but not least, the main purpose of learning vocabulary is to help learners
improve their language skills and improve their English proficiency. All learning
vocabulary activities are designed with the aim of giving students an effective
vocabulary learning strategy. Reduce boredom with the current ineffective
vocabulary learning methods of students. Therefore, it is necessary to have new

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strategic solutions to improve the effectiveness of students' learning English
vocabulary words to improve their daily language skills.
In conclusion, with the hope to find out the issue in learning vocabulary as well as
the appropriate methods, strategies to improve it, a study entitled: “A Study on the
current situations and solutions to improve vocabulary learning strategies of the
second-year English major students at Hung Yen University of Technology and
Education”.
1.2 Aims of the study.
The main aims of this study are to:
-

Investigate the attitude in learning English vocabulary of the second-year
English major students at UTEHY.

-

Find out the difficulties in learning English vocabulary of the second-year
English major students at UTEHY.

-

Suggest some solutions to improve vocabulary for the second-year English
majors at UTEHY.

1.3 Research questions.
In order to achieve the above-stated objectives, the study finds out the answers to
the following research questions:
1. What is the current situation of the second-year English major students towards

learning vocabulary at UTEHY?
2. What are the difficulties in learning vocabulary of the second-year English major
students at UTEHY?
3. What are solutions to improve vocabulary learning for the second-year English
major students at UTEHY?
1.4 Scope of the study.
The study is about learning vocabulary for the second-year English major
students at the Faculty of Foreign Language, UTEHY only. Because of the
limitations of time and knowledge, the shortage of reference materials, this study
cannot cover the whole issue of vocabulary. It only focuses on exploring students’
attitude towards some activities used by teachers, the difficulties as well as some
solutions to improve vocabulary for second-year English major students at UTEHY.


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1.5 Methods of the study.
Research will be conducted using both quantitative and qualitative methods. The
methods include self-assessment questionnaires and interview questions for second-year
English major students from FFL at UTEHY.
After collecting the data, the researcher will analyse the obtained data by presenting
with charts and tables.
1.6 Design of the study.
The study consists of four following chapter:
Chapter 1 is Introduction including the rationale of the study, aims of the study,
research questions, scope of the study, research methodology and design of the study.
Chapter 2 is Literature reviewing which discusses the relevant theories related to
vocabulary, difficulties in learning vocabulary and effective strategies for learning
English vocabulary.
Chapter 3 is The Study consisting of three parts as methodology and data mention

the methods of the study, the participants of the study, data collection instruments and
procedures of data collection. Next, data analysis, main findings and discussions analysis
the data collected in order to find out the fact of teaching and learning vocabulary of the
second-year English major students at UTEHY. After that, recommendations for
improving vocabulary gives some suggested strategies to help students improve
vocabulary.
Chapter 4 is The Conclusion showing out the main points about: summary of the
study, the limitations of the study and suggestions for further studies.


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CHAPTER II: LITERATURE REVIEW

2.1 Overview of vocabulary.
Vocabulary is a small element of language, but it plays an important role in the
use of language. In learning and teaching languages, vocabulary has many important
aspects such as the distinction between types of vocabulary, how important it is, why
teachers set learning goals vocabulary, there are ways to approach vocabulary learning
easily and effectively, and so on. This section is intended for discussion and review.
2.1.1 Definitions of vocabulary:
There are many different definitions of vocabulary. Corresponding to its
particularly important role in learning foreign languages, vocabulary becomes the main
concern of researchers, teachers, and learners.
Ur, Penny (1996) defines vocabulary as words we teach in a foreign language.
However, a vocabulary unit can have a single word and can have more than one single
word. It is a combination of two or three words or even multi-word idioms. Pyles and
Alges (1970) also argue that: When we think about a language, the first factor we think
of is the word. Words are the focus of language. They are the bonds between sound and
meaning that allow us to communicate with others. Moreover, they are also arranged

together to create sentences, conversational dialogue, or discourse in different forms.
That shows that vocabulary is essential for learning a language. According to the
definition of the dictionary on the website word.IQ.com, words are words known to an
individual or another entity that are part of a specific language. An individual's
vocabulary is both the composition of all words that he can understand and also the
composition of all the words used by that person in the process of creating new sentences.
Vocabulary refers to the set of words a person knows in a particular language. It
develops with age and is a fundamental and useful communication tool that aids
knowledge acquisition. Vocabulary plays an extremely important role in learners
attempting to acquire new language skills (Cameron, 2001). A person’s vocabulary
knowledge affects their language learning progress to a greater extent since limited L2
vocabulary is often the culprit that hinders successful communication. The acquisition


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of a comprehensive vocabulary base is the biggest impediment to language learning,
which has been widely documented by many studies (Subon, 2016; Besthia, 2018).
Vocabulary learning has a prevalent role to take part in a person’s language
learning progress. Hinkel (2015) stated that vocabulary teaching is important in every
aspect, from writing and reading to speaking and listening. A person’s vocabulary will
dictate their success or failure in learning a particular language. With a larger vocabulary,
a person will be able to understand more of what they read or hear, which will in turn
help them use vocabulary during spoken or written communications.
Sonbul and Schmitt (2010) stated that vocabulary instruction programs could
influence a student’s language learning abilities for the better because they could
enhance the student’s reading abilities and proficiency in the language. Every language
in the world requires learners to possess a comprehensive vocabulary if they wish to be
successful in communicating and expressing their thoughts in the language.
Schmitt (2000) and Rohmatillah (2017) underscored the necessity of having a

comprehensive vocabulary base in their studies where they emphasized that extensive
lexical knowledge was integral for the acquisition of a FL and to achieve communicative
competence.
Ramos (2015) stated that a proper vocabulary learning program provided a
strong foundation for the acquisition of a L2. Numerous material developers, teachers,
and researchers have conducted extensive studies about the role played by vocabulary
in determining language proficiency. After being neglected in earlier language learning
programs, vocabulary later regained its importance and went on to be recognized as an
essential aspect of successful language learning. Educators started prioritizing fluency
over accuracy as they went from 'the grammar translation method' to a 'communicative
teaching approach'. This resulted in subsidiary vocabulary learning and teaching
becoming one of the two most important teaching programs – the second being the
intentional teaching approach (Xu & Hsu, 2017).
2.1.2 Type of vocabulary
Hiebert and Kamil (2005: 3) propose 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


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vocabulary consists of those words for which the meaning is known when we write or read
silently.
Though, there are many ways to classify vocabulary according to different criteria,
characteristics, and functions.
Based on semantics, words are classified into content words and words with
grammatical functions. Based on grammar, words are divided into words of different
categories. They can be nouns, verbs, adjectives, adverbs, prepositions, articles, or
conjunctions. In order of usage, there are 3 groups of words appearing at different levels:
words with high usage, words with low usage, and words with specialization. One
remarkable study found lists of 1000, 2000, or 3000 most frequently used words in English.

These lists are of great use to English teachers and learners.
Based on the concept of morpheme particles divided into single words (containing
only one original morphology); transformative words (including an original morphology and
one or more auxiliary figures to transform the meaning of a word); compound words (at least
two original morphology with auxiliary morphology figures or without auxiliary figures).
Based on the linguistic learning method, a linguist's vocabulary is divided into active
vocabulary and passive vocabulary or the vocabulary of production and reception. An
individual's positive vocabulary includes words that the person can understand, pronounce
correctly, and effectively use in speaking and writing. On the contrary, an individual's
negative vocabulary contains words that that person can recognize and understand when they
occur in a certain context but can even create them or use them correctly...
2.1.3 The importance of vocabulary:
There is no denying that vocabulary plays a particularly important role in a
language, it can be said that if we consider learning English as building a house, then
learning vocabulary is building the foundation for that house. There are many ways to
learn vocabulary, but it is not easy to have an effective vocabulary enrichment strategy
so many aspects related to vocabulary have been studied including vocabulary usage. ,
how to design vocabulary learning materials, assessment, and vocabulary learning
strategies. Without a wide vocabulary, it will be difficult to create any conversation.


7

Therefore, learners need to make efforts to acquire the target language not only in the
classroom but also in the outside world.
Of all the language skills, it is widely acknowledged that vocabulary is a very
important part of English language learning, and as mentioned earlier in (Section 2.1)
that no one can communicate in any meaningful way without vocabulary. Bowen et al.
(1985, p. 322) and McCarthy (1990, p. six) indicate that the single, biggest component
of any language course is vocabulary. This is consistent with Nation(1990, p. 2) who

affirms that learners also see vocabulary as being a very, if not the most, important
element in language learning. Learners feel that many of their difficulties, in both
receptive and productive language use, result from the lack of vocabulary knowledge.
However, many scholars in the fields of vocabulary learning and teaching (e.g. Allen,
1983; Carter and McCarthy, 1988; Hedge, 2000; Long and Richards, 1997; Maley, 1986;
Richards, 1985; Zimmerman, 1997) indicate that vocabulary has long been neglected in
the language classroom. Consequently, the main purpose of this section is to study and
review the importance of vocabulary in language learning so as to look at what we know
about English vocabulary as well as to reflect on how this has been applied in language
teaching and learning.
Words are the tools learners use to think, to express ideas and feelings, as well
as to explore and analyse the world around them. A limited vocabulary keeps them from
expressing their thoughts and feelings. On the other hand, a large, rich vocabulary gives
them the right words to use at the right time. Kitajima (2001, p.470) affirms that without
words that label objects, actions, and concepts, one cannot express intended meanings.
“The more words one is able to use correctly, the better one will be able to express
oneself easily and with self-confidence and to understand the world one lives in” (Nandy
1994, p. 1).
Vocabulary seems to be the key to language learning, and thus, is accepted to be
more important than grammar. Scott Thornbury (2002) emphasizes that: "Without
grammar, little can be expressed, but without vocabulary, nothing can be conveyed".
David Wilkin (2007) added that: “If you spend most of your time learning grammar your
English will not improve much. You will see significant improvement if you learn a lot
of words and phrases. You can only speak very little grammar but you can say a lot with
vocabulary”. Obviously, vocabulary is essential to practice listening, speaking, reading,


8

and writing skills in particular and learning foreign languages in general. This is

consistent with Ellis (1994) who affirms that lexical errors tend to obstruct
comprehension more than grammatical errors. Besides, Harmer (1991, p. 153) asserts
that choosing words carefully in certain situations is more important than choosing
grammatical structures because language learners cannot use structures correctly if they
do not have enough vocabulary knowledge. This means that vocabulary is more
important than grammar, and it is vital for comprehension in language skills in any
situation.
In communication situations, Davies and Pearse (2000, p. 59) also point out that
vocabulary is often more important than grammar. It is frustrating for language learners
when they discover that they cannot communicate effectively because they do not know
many words they need. This is also affirmed by McCarthy (1990,p. ix) who points out
the importance of vocabulary, “No matter how well the student learns grammar, no
matter how successfully the sounds of L2 are mastered, without words to express a wide
range of meanings, communication in an L2 just cannot happen in any meaningful ways”.
Since learners not only communicate in words but also they do most of their thinking in
words because words are the tools they use to think, to express ideas and feelings, as
well as to explore and analyse the world around them; therefore, the wrong vocabulary
frequently interferes with communication, and communication breaks down when
learners do not use the right words (Allen 1983, p. 5; Smith 1998, p. xv).
To summarise, we can see the importance of vocabulary in language learners.
From the scholars’ statements mentioned, we can see that vocabulary plays a dominant
role in learning and understanding a language as well as in communication situations.
2.2 Difficulties in learning English vocabulary.
The first steps in successful teaching vocabulary are to identify the difficulties that
faced by the students. Thornbury (2004: 27) proposes some factors that make some words
more difficult as follows: pronunciation, spelling, grammar, meaning, appropriate use,
multi-word items, similarity to English words already known
Though, lack of vocabulary is a major obstacle to successfully conquer a second
language. If learning vocabulary becomes simple and without any difficulty, learning a

9

second language for students will be highly effective. So the common difficulties
students encounter in the vocabulary learning process are:


The negative habit:

Traditional vocabulary learning styles have formed in students' perception, to build
a new habit with students is a must for perseverance. For example, the use of the
dictionary for students is only a tool to check the meaning of words, not consider the
dictionary as the vocabulary store. Students are too lazy to use the dictionary to check
the correct meaning with the context of the word they need to use. The dictionary
provides more than the pronunciation, style, and grammar of that word, not just the
meaning of the word.


Limited vocabulary:

To learn a certain language well, the lexicon of learners needs to be rich. Like
Vietnamese, to learn and use good English words, your vocabulary must be rich. The
rich vocabulary helps to use confidence, without barriers when approaching
international topics. Although a lot of people learn English from elementary to college,
but the vocabulary and grammar have not improved much, which we can see through
their use of English.


No method to memorize vocabulary:

Almost students do not find the right vocabulary memory method. Do they learn and
follow vocabulary memorization methods from second language successful conquerors
or on the internet but those methods are not suitable for them leading to ineffectiveness
in vocabulary learning.


Lack of confidence and practicing in studying English:

Starting from but fear of wrong, fear of making mistakes over time has formed a
lack of confidence. This has created a big barrier in the English learning process.
Moreover, the lack of perseverance with the goals I set out has made the problem of
daily English training become unsustainable.
2.3 Vocabulary learning strategies.
There is no formal definition of vocabulary learning strategies. The reason may
be because vocabulary learning strategies are a part of language learning methods.


10

Therefore, the definition of language learning methods can be considered as the
definition of vocabulary learning strategy.
According to Oxford (1990), one of the leading lecturers and researchers in the
field of the study of linguistic methodology gave their views on strategies as follows:
The strategy has a special significance important in learning a language because it is a
powerful support tool for the learners' direct and active learning participation in order to
maximize their communication ability.
Rubin (1987) and Schmitt (1997) agreed when defining strategies as a process in
which information is transmitted, accumulated, acquired, and used. In other words,
learning strategy are special thoughts and behaviours that individuals use to help them
understand, perceive, or remember new information.

Similarly, Intaraprasert (2004, p. 9) has defined vocabulary learning strategies as
“any set of techniques or learning behaviours, which language learners reported using in
order to discover the meaning of a new word, to retain the knowledge of newly-learned
words, and to expand their knowledge of vocabulary.”
In order to learn and acquire vocabulary and enlarge vocabulary size, that is,
knowing a large number of words with their meanings, or how to pronounce and use
them correctly, language learners need to deal with a wide range of vocabulary learning
strategies and every language learner has their own way for learning vocabulary.
Vocabulary learning strategies will also be very different depending on whether
language learners’ primary goal is to understand the language, either in reading or
listening or to produce it, either in speaking or writing.
Schmitt (2000, p.133) states, “active learning management is important. Good
language learners do many things such as use a variety of strategies, structure their
vocabulary learning, review and practise target words and so on”. Besides, Gu and
Johnson (1996) indicate that successful strategy users need a strategy for controlling
their strategy use. This involves choosing the most appropriate strategy from a range of
known options and deciding how to pursue the strategy and when to switch to another
strategy.
2.4 Strategies of learning English vocabulary.


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Vocabulary learning strategies are a part of language strategies which in turn are a part of
general learning strategies (Nation 2001). Therefore, the definition of vocabulary learning
strategy stems from that for language learning strategies as “the actions that learners take to
help themselves understand and remember vocabulary items”
Already accustomed to learning the traditional way of learning, students realize that it
is only necessary to memorize vocabulary by repeating or writing many times on
paper. But there are about how many vocabulary students can use by studying above.

In fact, not only learns vocabulary passively, but students have not consciously studied
other vocabulary learning strategies such as word analysis, contextual learning ... such
few thoughts cannot be highly effective.
Learning strategies for acquiring vocabulary which include:
Category 1: Vocabulary learning strategy.
1. Determination.
-

Analyse new types of words (nouns, verbs, pronouns, adjectives, ...)

-

Defines the prefix, suffix, and root word.

-

Practice guessing the meaning of new words in the text or context.

-

Use a bilingual or monolingual dictionary to find the meaning of new words.

-

Use lists and vocabulary cards to find the meaning of new words.

2. Memorization
-

Learn new words represented by pictures or pictures with text.

-

Visualize the meaning of words.

-

Try to use my own language to express the meaning of a new word.

-

Using audio tapes and video tapes to play repeatedly.

-

Associate words with synonyms.

-

Put words into sentences.

-

Take notes on nearby objects with a sticky note.

-

Use mind maps linking words of the same topic.

-

Record and repeat learned words as audio files.

3.

Word use

-

Write stories using the words learned.


12

-

Write by topic, exchange, chat with people trying to use vocabulary
appropriately.

-

Play but thinking games such as word matching, word guessing, word match, ...

4. Technology
-

Follow news, short newsletter printed, broadcast every day on international
media channels.

-

Watch movies, read books and magazines on specific topics.

-

Participate in big games with global links.

-

Use the apps on your phone to learn and review vocabulary.

Category 2: Strategies to increase memory.
-

Learn words repeatedly, with increasing intervals between learning sessions.

-

Divide the time properly, study for 25 minutes, and rest 5 minutes.

-

Have the words one wants to learn with him/her whenever he/she goes, so that
he/she can use any ‘dead’ time. Word cards or vocabulary notebooks are useful.

-

Set aside a regular time for vocabulary learning or memorizing (e.g. just before
going to bed, or travelling to and from university).

-

Spend more time on the words that one finds difficult.


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CHAPTER 3: THE STUDY
3.1 The context of the Faculty of Foreign Languages at UTEHY
Hung Yen University of Technology and Education (UTEHY) has been
established for more than 50 years. Being a vocational university under the Ministry of
Education and Training, located in Hung Yen and Hai Duong, training towards highquality application, meeting the increasingly diverse needs of the society for labour
resources. Currently, the school has 3 campuses: 2 campuses in Hung Yen, 1 campus in
Hai Duong. The school has trained many disciplines such as mechanical engineering,
electronic engineering, automotive engineering, garment engineering, information
technology... The University has invested in various modern facilities including
multimedia laboratories, network computers, and other facilities. In recent years, there
are a number of new fields such as Accounting, Business Administration, especially
English.
In 2003, the Faculty of Foreign Languages (FFL) merged with Basic Science,
and English was taught to non-professional students. In 2007, the Faculty of Foreign
Languages (FFL) was officially established by the decision of the Rector of UTEHY.
Up to now, it has spent 14 years training English for students majoring in English. Like
other language schools, students majoring in English must study for four years at
UTEHY. The Faculty of Foreign Languages is constantly striving to improve the quality
of language instruction for English majors as well as for all students at UTEHY. In the
FFL, there are 28 teachers (25 teachers of English, 2 teachers of Chinese, and 1 teacher
of literature). There are two teachers who have Ph.D. in English and the rest by M.A.
All graduated from famous universities. They are responsible for teaching both English
majors and non-English majors. FFL teachers are enthusiastic and willing to devote their

time and energy to teaching students. Like students of other colleges and universities,
FFL students come from all parts of Vietnam. There are more female than male. This
makes FFL special compared to other departments.
3.2 Methodology and data collect procedure.
3.2.1

Methodology:


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To collect the data for studying, the author used quantitative and qualitative

methods including survey questionnaires and interview questions for students. The
advantages of these methods are that they are rather easy to summarize, analyse and
report the collected data. The questionnaires and interview questions were designed
based on the main aims of the study. After getting the results, the author will use the
tables and charts for presenting and analysing the collected data. The interview results
will also be recorded carefully.
3.2.1.1 Survey questionnaires:
The survey questionnaires are mainly to collect information from the subjects of
this study. Moreover, it is easy and simple to summarize and report collected data while
the researcher does not spend much time on it. There is one questionnaire designed to
survey the subjects of this study. Questionnaire for students were delivered to 40
students of K17 at UTEHY, campus My Hao to work out some issues of the research.
There are two part in total, they include four questions about student’s general
information in part I and part II consist of thirteen questions and three parts which are
students’ attitude, difficulties and solutions in improving English vocabulary.

3.2.1.2 Interview questions:
An interview was done with 5 students in the class of K17 FFL at UTEHY. After the
interview, the researcher based on the interview results to analyze the data. The interview
results will be recorded carefully and the tape script is typed in the appendices part.
Furthermore, the interview data analysis will be presented with the collection of data from
the questionnaires in each part. After the interview, the researcher based on the interview
results to analyze the data. The interview data analysis will be presented with the collected
data from the questionnaire in each part.
3.2.2

Data collection procedure:

All informational data collected from the survey questionnaires and interview
questions were analyzed. They answered and gave basic information so that the author has
real data when doing this research. 40 questionnaires were distributed to second-years
English major students and 5 students were invited to give interviews. Data collected from
the questionnaires would be divided in accordance with the research questions. .


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Questionnaire data will be presented in the form of charts or tables. Data from interviews
will be presented by analysis and discussion of relevant responses from the participants.
3.3 Data analysis and discussion:
3.3.1 Student’s attitude towards learning English vocabulary.

Students
45
40
40

35
35
30
25
25
20
15
10
5
0
0
Very interesting

Interesting

Normal

Not interesting

Students

Chart 3.1 The students’ opinions about English vocabulary.
The bar chart shows the opinion of students about English vocabulary. There are 35%
of students polled that English vocabulary was very interesting, besides 40% of students in
they thought that English vocabulary was interesting. Only 25% of students thought that this
skill was normal while do not have any student thought it is not interesting. In short, it can
say that second-year students are keen on English vocabulary in school.


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Students
Students
80
70
60
50
40
30
20
10
0
Very important

Important

Normal

Not important

Chart 3.2 The students’ opinion about the importance of English vocabulary.
The line chart explains the importance of English vocabulary during students
learning process. Among them, 70% of students supposed that English vocabulary was very
important, 25% of students agree to the English vocabulary was important. Though 5% of
students choose normal and no students who think English vocabulary not important. Base
on this, English vocabulary is reckoned really very important and can’t deny the importance
of vocabulary.


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Students
Students

50

35

15

Very difficult

Difficult

Normal

0

0

Easy

Very easy

Chart 3.3 Students’ assessment on difficulty of remembering new English words
Data collected from Chart 3.3 showed students’ assessment on difficulty of
remember new English words that 35% of students polled that remember new English
words was very difficult, besides 50% of students in they thought that remember new
English words was difficult. However, 15% of students thought this skill was normal and
there is no students who thought it is easy or very easy. Thus, through the datasheet, we

can see how difficult it is to remember new English words.