Thái độ của học sinh trường THPT Nguyễn Siêu về vai trò của học thuộc lòng trong chiến lược học từ vựng

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POSTGRADUATE STUDIES
************************

TRẦN THỊ PHƯƠNG


STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN
VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER
SECONDARY SCHOOL

THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC
THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG


M.A MINOR THESIS

FIELD : ENGLISH TEACHING METHODOLOGY
CODE : 601410
COURSE: 16




Hanoi - 2010

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POSTGRADUATE STUDIES
************************

TRẦN THỊ PHƯƠNG


STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN
VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER

SECONDARY SCHOOL

THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC
THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG


M.A MINOR THESIS

FIELD : ENGLISH TEACHING METHODOLOGY
CODE : 601410
COURSE: 16

SUPERVISOR: LÊ THẾ NGHIỆP, M.A



Hanoi - 2010





iv
TABLE OF CONTENTS
Candidate’s statement…………………………………………………………… i
Acknowledgements…………………………………………………………… … ii
Abstract iii
Table of contents ………………………………….…………………………… iv
List of abbreviation……………………………………………………………… vii
List of tables and figures………………………………………………………… viii

PART I – INTRODUCTION ………………………………………………………1
1. Rationale of the study 1
2. Objectives of study 2
3. Research questions 2
4. Scope of the study 2
5. Method of study 3
6. Design of the study 3
PART II – DEVELOPMENT 4
CHAPTER I – LITERATURE REVIEW 4
1.1 Some major findings concerning language learner’s attitudes and learning
strategies 4
1.2 Vocabulary learning strategies 6
1.2.1 Definitions of vocabulary learning strategies 6
1.2.2 General considerations about importance of vocabulary learning
strategies 6
1.2.3 Classification of vocabulary learning strategies 7
1.2.4 Clarification of Schmitt’s vocabulary learning strategies 10
1.2.4.1 Determination strategies 10
1.2.4.2 Social strategies 11
1.2.4.3 Memory strategies 11
1.2.4.4 Cognitive strategies 12
1.2.4.5 Metalcognitive strategies 12
1.3 Attitudes and vocabulary learning Strategies 13
1.3.1 Definitions of attitudes 13
1.3.2 Role of attitudes to choice and use of vocabulary learning
strategies 14


v
1.4 Importance of memory strategies in vocabulary learning strategies 15

1.4.1 Rote learning 15
1.4.1.1 Definition of rote learning 15
1.4.1.2 Importance of rote learning in vocabulary strategies 16
1.4.2 Attitudes about the role of rote learning in vocabulary learning
strategies 17
1.4.2.1 Negative view of rote learning 17
1.4.2.2 Positive of rote learning 17
1.5 Vocabulary learning strategies in Vietnam 19
1.5.1 Influence of traditional methods on vocabulary learning strategies. .16
1.5.2 Influence of the Vietnamese educational background on English as a
foreign language 20
CHAPTER II – THE METHODOLOGY OF THE STUDY 22
2.1 Method 22
2.1.1 The context of study 22
2.1.2 Subjects 22
2.1.2.1 Students 22
2.1.2.2 Teachers 22
2.2 Instruments 23
2.2.1 Questionnaire 23
2.2.2 Interview 24
CHAPTER III – DATA ANALYSIS AND DISCUSSION 25
3.1 Results of students’ questionnaire 25
3.1.1 Student questionnaire: Part 1. Students’ responses to statements 25
3.1.1.1 Students’ attitudes about the value of RL in vocabulary learning 27
3.1.1.2 Students’ preference of RL in vocabulary learning 28
3.1.2 Student questionnaire: Part 2. Students’ responses to open
questions 30
3.1.2.1 What are the most effective strategies to learn vocabulary? 30
3.1.2.2 What do you think of rote learning for Vietnamese learners in
vocabulary learning strategies? 31

3.1.2.3 Do you have any other strategies for either learning or memorising
vocabulary? 31
3.2 Results of teacher’s interview 32


vi
3.3 Findings 36
3.4 Factors arising from analysis 37
3.4.1 EFL environment 38
3.4.2 Traditional habits 38
3.4.3 National examination demand …………………………………… 38
3.4.4 Failure to try out new strategies 38
3.5 Suggestions for teaching and vocabulary learning strategies 38
3.5.1 Suggestions for the Vietnamese Exams 39
3.5.2 Suggestions for teachers at Nguyen Sieu and other schools …… 39.
3.5.3 Suggestions for students at Nguyen Sieu and other schools 40
PART III – CONCLUSION 41
1. Summary of the study 41
2. Limitations of the study 42
3. Implications for future research……………………………… 42
REFERENCES………………………………………………………… …… 43
APPENDIX 1…………………………………………………………………I
APPENDIX 2……………………………………………………… IV

vii
LIST OF ABBREVIATION

COG
Cognitive
DET
Determination
EFL
English as Foreign Language.
ESL
English Second Language.
MEM
Memory
MET
Metacognitive
MSs
Memory strategies
RL
Rote learning.
SOC
Social
VLSQ
Vocabulary Learning Strategies questionnaire.
VLSs
Vocabulary Learning Strategies


viii
LIST OF TABLES AND FIGURES

List of Tables Pages
Table 1.1: Strategies for the discovery of a new word………………………… 8
Table 1.2: Strategies for consolidating a word once it has been encountered……9
Table 2.1: Points of investigation of the student’s questionnaire……………….23
Table 3.1: Responses to students’ attitudes about RL in vocabulary learning
strategies……………………………………………………………………………. .25
Table 3.2: Results of the responses from EFL teachers………………….…… 33

List of Figures
Figure 3.1: Students’ attitudes about the value of RL in vocabulary learning…… 26
Figure 3.2: Students’ preference of RL in vocabulary learning………………… 27
Figure 3.3: Students’ responses to the most effective strategies to learn vocabulary 30
Figure 3.4: Students’ views about Vietnamese students’ RL in vocabulary learning
strategies… 31
Figure 3.5: Students’ responses about having other strategies in vocabulary learning
strategies 32
Figure 3.6: Teachers’attitudes towards students’ use more RL than other memory
strategies ………………………………………………………………………… 34
Figure 3.7: Teachers’ attitudes towards students’ consideration of RL as the best way
to memorise vocabulary………………………………………………………… 34
Figure 3.8: Teachers’ attitudes towards comparison effectiveness of RL to other
memory strategies ………………………………………………………………… 35
Figure 3.9: Teachers’ attitudes towards helpfulness of RL for all the learners at all
stages…… 36
Figure 3.10: Teachers’ attitudes towards the teaching RL to students………………36

1



PART I – INTRODUCTION
1. Rationale of the study
Vietnam is step by step reaching to the association and development of the world with
many open-door policies. Education which gets plenty of effects from outside belongs to
that flow. Learning and teaching English become a very important factor not only in
education itself but also in country’s development. English plays a role as the most
important foreign language in Vietnam. Both English and English learning appears in a
huge number of researches as a proof of this phenomenon.
When talking about Asian students, Robinson (2000) proposes, “many will agree they are
quiet, diligent, shy, attentive, and keen to learn and seldom cause problems in class. Do we
know and understand their learning styles and problems? What is known about Asian
learners?” A number of studies as Watkins & Biggs (1996) edited collection on “The
Chinese Learner: Cultural, Psychological and Contextual Influences” has especially
focused on understanding Chinese English learners. There is a widespread belief that
Chinese learners are oriented to Rote Learning (RL). The use of RL by Chinese learners
has been seen as simple repetition or memorization of vocabulary lists. Xiuping Li’s
research (2004) focused on a deep analysis of Chinese EFL learners’ beliefs about role of
rote learning in vocabulary learning strategies. This reflects the view that language
learning strategies are shaped by learner’s beliefs and that beliefs are probably shaped by
their cultural backgrounds (e.g. Horwitz, 1987; Wenden, 1987). It is generally accepted
that many aspects of EFL learners’ choices of strategies are explained by different cultural
beliefs (e.g. Biggs 1997). Traditionally, Vietnamese learners usually remember vocabulary
by heart and RL is one of the most popular ways to learn English vocabulary in all

strategies they can use. To understand the reason why Vietnamese EFL learners use RL, it
is vital to understand Vietnamese learner’s attitude about role of RL in learning. Actually,
learners’ perceptions about learning strategies should be carefully considered. This study
gives concern for students’ attitude about RL at an Upper Secondary School – Nguyen
Sieu, a school which always has a trend to change methods in learning and teaching
English. As a teacher of English at school I recognize that vocabulary learning is so
important to students that they always try to remember any word they think it is new.
However, to look into the ways students usually use when learning English, I would like to


2



focus on RL to find out whether it is available or not to students at present.
For all the above reasons, and motivated by the idea of finding relevant vocabulary
learning strategies, it is my strong desire to purpose a study on “Students’ attitude about
the role of Rote Learning in Vocabulary Learning Strategies at Nguyen Sieu Upper
Secondary School”.
2. Objectives of study
This paper is carried out with these following purposes:
1. to promote a positive understanding of the concept of RL in vocabulary learning
strategies
2. to test whether Nguyen Sieu students use more RL strategies than other memory
strategies and the reasons why they do so
3. to offer possible guidance to Vietnamese EFL teachers and students who are
interested in choosing and using RL in vocabulary learning strategies.
3. Research questions
To achieve the objectives of the study, the following research questions were proposed:
1. Do Nguyen Sieu students use more RL strategies than other memory strategies in

vocabulary learning?
2. Are RL strategies helpful and effective in vocabulary learning nowadays although it
is a traditional method?
3. Is RL given a positive appreciation because of its important role in vocabulary
learning?
4. Scope of the study
There is a wide range of methods that help students to retain vocabulary. However, in this
minor thesis I would focus my research on RL, students’ attitude about RL and their
preference for RL when learning English vocabulary. Although RL is usually considered
as a traditional, out- of - date, boring and ineffective way in learning language, this study
hopes to give several positive opinions about it. Through gathering information about
learner’s attitude about learning and memorizing EFL vocabulary, the role of RL strategies
in vocabulary learning strategies will be made clearer.




3



5. Method of study
To find answers to the above - stated research questions, the study uses a combination of
qualitive and quantitive research approaches, which include data analysis and survey
questionnaire. In the study, data which is collected through questionnaire will be processed
and analyzed to investigate into learner’s vocabulary learning strategies.
6. Design of the study
The thesis consists of three parts as follows:
Part I – Introduction, which states the rationale, objectives, scope and research
questions, as well as the methods and design of the study

Part II - Development includes three chapters. Chapter I presents all the necessary
theoretical background of the research. Chapter II deals with the investigation into Nguyen
Sieu students’ attitude to RL and their preference for it through identifying the subjects, the
setting of the study and the instruments used questionnaires. Chapter III reports the results
of the study, provides the discussion of the findings in this study, addresses the limit of the
study, applications of the findings and gives recommendations for further study.
Part III – Conclusion gives the summary of the study, some limitations of the study and
implications for further study.
















4



PART II – DEVELOPMENT
CHAPTER I – LITERATURE REVIEW

Vocabulary has long been a matter of concern for not only linguistic researchers but also
language teachers all over the world. Many studies have been conducted to investigate
various aspects of vocabulary because of its important role. Folse (2004) states that
learning a language entails learning numerous aspects about that language, including its
pronunciation, writing system, syntax, pragmatics and others, but the most important
aspect is vocabulary.
In this chapter, relevant literature will be reviewed through the findings from previous
studies of vocabulary learning strategies which seem most relevant and useful to the
present study. Furthermore this chapter also focuses on vocabulary learning strategies,
their importance in vocabulary learning, definition of attitude, rote learning, positive
attitude and negative attitude towards rote learning strategies.
1.1 Some major findings concerning language learner’s attitudes and
learning strategies
It is true that language learners’ choice and use of language learning methods reflect their
beliefs, attitudes, which are strongly determined by different cultural backgrounds.
Learners bring a complex set of attitudes experiences, expectations, and learning strategies
to the language learning task.
Horwitz (1987) developed an instrument Beliefs About Language Learning Inventory
(BALLI) to assess students’ beliefs about language in five major areas
 Foreign language aptitude
 The difficulty of language learning
 The nature of language learning
 Learning and communication strategies
 Motivations and expectations
The BALLI has succeeded in finding close relationship between learners’ beliefs and their
choice of language learning strategies. Through BALLI, Horwitz indicated that Asian
language learners appreciate vocabulary learning. Besides Horwitz, another researcher,
Wenden (1987) set out to investigate language learners’ assumptions underlying their

5



choice of strategies. Her study is carried out with 25 adult - English as Secondary
Language (ESL) - learners who were asked to talk about language learning activities in
which they engage in the classroom and outside. Wenden’s work stated that these learner’s
explicit beliefs about how best to learn a language seemed to provide the logic for their
choice of learning strategies. Some other researchers as Gu & Johnson (1996), Sakui &
Gaies (1999) and Yang (1999) contributed to the history of studying about vocabulary
learning strategies. Gu & Johnson’s (1996) research relates to English as Foreign
Language (EFL) learners’ strategies in vocabulary learning in China. The study seems to
suggest negative beliefs about the use of Rote learning which is taken for mere rote
memorization. In the study, Gu & Johnson used a vocabulary learning questionnaire to
elicit 850 Chinese students’ opinions of their beliefs about vocabulary learning strategies.
Although the results of Gu & Johnson’s research indicate that these learners do not value
rote learning (RL) as highly as other strategies, and that they employ other vocabulary
learning strategies (VLSs) such as guessing, dictionary use, note-taking, etc., the
findings do not detail the explanation why the learners responded negatively to RL.
Whereas, Sakui & Gaies (1999) tend to develop and validate an instrument and procedures
for investigating almost 1300 Japanese learners’ beliefs about English learning. Their study
supplied the collection and analysis data specially related to learners’ beliefs and their
choice of vocabulary learning strategies. Yang (1999) investigated whether EFL learners’
beliefs in language learning are related to their use of learning strategies or not”. The study
found that while the students reported learning English by memorizing English vocabulary,
grammatical rules, and even whole pieces of English articles, they intended to use a limited
inventory of Memory strategies because for them Memory strategies mean only rote
memory.
The above - stated studies indicated that learners’ attitudes is an important factor which
affects their choice of learning strategies. These research studies have value discussions

and analysis on learning strategies in general as well as RL in particular. In fact, RL gets
both negative and positive views of researchers, educators, teachers and students.
Therefore, to have a deeper about RL, its role in learning strategies, especially vocabulary
learning strategies and relationship between RL and learners’ attitudes, it is necessary to
investigate more about some issues addressed below.


6



1.2 Vocabulary learning strategies
1.2.1 Definitions of vocabulary learning strategies
In the literature on language learning strategies, there is no official definition for
vocabulary learning strategies. Perhaps, the reason is that vocabulary learning strategies
are part of language learning strategies, which is a part of learning strategies. Therefore,
the definition of vocabulary learning strategies in this study is adapted from Rubin (1987)
cited in Schmitt (1997) that learning strategies are defined as “the process by which
information is obtained, stored, retrieved, and use” and “ therefore vocabulary learning
strategies could be any which affect this broadly – defined process”. (p. 203).
1.2.2 General considerations about importance of vocabulary learning strategies
In the process of identifying and improving language learning strategies, many studies deal
with vocabulary learning because of the growing awareness of the importance of
vocabulary. Few language learners will disagree with the importance of vocabulary.
Horwitz (1987), using her “Beliefs about language learning Inventory”, found that with
respect to vocabulary learning, all groups of EFL students agreed that the important part of
learning a language was learning vocabulary. Wilkins (1972:111) emphasized “with out
grammar very little can be conveyed, without vocabulary nothing can be conveyed.”
Cook’s (1991:37) concluded that grammar provides the overall patterns but vocabulary is
the material to put in the patterns. One can not speak, understand, read or write a foreign

language without knowing a lot of words. According to Rubin & Thompson (1994: 79),
vocabulary is at the heart of mastering a foreign language.” Further more, Vocabulary is
central to language and of critical importance to the typical language learner. The
importance of vocabulary in language learning has been widely recognized and a number
of specific strategies for learning vocabulary have been identified by many researchers
such as Oxford (1990) and Schmitt (1997).
Many researches indicate that a build - up of English vocabulary has been one of the
objectives of EFL learners besides consolidation of structures, development skills and
others. Vocabulary learning strategies are very various: Mechanical/rote learning
strategies, grouping strategies, keyword strategies, bilingual dictionary strategies, etc. Each
learner adopts different strategies. For instance, they remember vocabulary through
spelling a word, studying the sound of a word, saying a new word aloud when studying,


7



imaging word form, underlying initial letters of the word, using keyword method and using
action when learning a word.
Many studies on learning strategies encourage the learners to use all the means available to
them as they learn English vocabulary. Schmitt’s (1997) study on vocabulary strategy
survey showed five vocabulary learning strategy groups as indicated in 1.2.3
Determination, Social , Memory, Cognitive and Metacognitive. All strategies which play
important roles in vocabulary learning strategies are clarified as the following parts.
1.2.3 Classification of vocabulary learning strategies
Although individual vocabulary learning strategies have been increasingly researched such
as Lawson & Hogben (1996); Avila & Sadoski (1996); only two researchers have
investigated vocabulary learning strategies as a whole. In recent research by Stoffer (1995)
she developed a questionnaire with 53 items designed to measure specifically vocabulary

learning strategies. These items divided into nine categories as follows:
1. Strategies involving authentic language use
2. Strategies used for self motivation
3. Strategies used to organize words
4. Strategies used to create mental linkages
5. Memory strategies
6. Strategies involving creative activities
7. Strategies involving physical action
8. Strategies used to overcome anxiety
9. Auditory strategies
In another research by Schmitt (1997), he proposed his own classification of vocabulary
learning strategies. He distinguished the strategies which learners use to determine the
meaning of new words when they encounter them from the ones they use to consolidate
meanings when they encounter they words again. The former includes determination
(DET) and social strategies (SOC) and the latter includes social, memory (MEM),
cognitive (COG), and metacognitive strategies (MET). The social strategies are included in
the two categories because they can be used for both purposes. This categorization is
based, in part on Oxfords’ (1990) classification scheme. The details can be seen on the
tables below.



8



Table 1.1: Strategies for the discovery of a new words’ meaning

Strategies for the discovery
of a new words’ meaning

Descriptions
DET
Analyze part of speech

Analyze affixes and roots

Check for First language (L1) cognate

Analyze and available picture or gestures

Guess from textual context.

Bilingual dictionary.

Word lists

Flash cards

Monolingual dictionary.
SOC
Ask teacher for an L1 translation

Ask teacher for an L1 translation

Ask teacher for a paraphrase or synonym of new word

Ask classmate for meaning

Discover new meaning through group work activities

9



Table 1.2: Strategies for consolidating a word once it has been encountered

Strategies for
consolidating a word
once it has been
encountered

Descriptions
SOC
Study and practice meaning in group

Teacher checks students’ flash cards or word lists for accuracy

Interact with native speakers
MEM

Study word with a pictorial representation of its meaning

Image word’s meaning

Connect word to a personal experience

Associate the word with its synonyms and antonyms

Associate the word with its coordinates

Use semantic maps

Use “scales” for gradable adjectives

Peg Method

Loci Method

Group words together to study them

Group words together spatially on a page

Use new word in sentences

Groups words together within a storyline

Study the spelling of a word

Say new word aloud when studying

Image word form

Underline initial letter of the word

Configuration

Use Keyword Method

Affixes and roots (remembering)

Part of speech (remembering)

Paraphrase the word’s meaning


10




Use cognates in study

Learn the words of an idiom together

Use physical action when learning a word

Use semantic feature grids
COG
Verbal repetition

Written repetition

Word lists

Flash cards

Take notes in class

Use the vocabulary section in your textbook

Listen to tape of word lists

Put English labels on physical objects

Keep a vocabulary notebook
MET
Use English – language media (songs, movies, newscast, etc,.)

Testing oneself with word tests

Use spaced word practice

Skip or pass new word

Continue to study word over time

1.2.4 Clarification of Schmitt’s vocabulary learning strategies
As the vocabulary learning strategies classification system proposed by Schmitt (1997)
plays an important role in this investigation, the clarification of these vocabulary learning
strategies will be presented in detail below as a source of reference.

1.2.4.1 Determination strategies
Determination strategies are used when students discover a new word’s meaning without
resource to another person’s expertise. Students can have the meaning of a new word from
the following techniques.
 Guessing from their structural knowledge of the language: Learners may be able to
discern the new word’s part of speech, which can help them in guessing process.
Hints about meaning can also obtained from its root or affixes
 Guessing from an L1 cognate: Cognate are words in different languages which


11



descended from a common parent word. If the target is closely related to learners’
first language, cognate can be an excellent resource for both guessing the meaning
of and remembering new words.
 Guessing from context: An unknown word’s meaning can be guessed from
context. However, learners must have a certain level of language proficiency as
well as adequate background knowledge of the subject and the strategic knowledge
of how to effectively go through inferencing process.
 Using reference material: Dictionaries are primary in this position.
 Word lists and flash cards: Those are suggested to be useful for initial exposures to
a new word.
1.2.4.2 Social strategies
Social strategies are used to both discover the meaning of a new word and consolidate a
word once it has been encountered. They can be defined as those are used to understand a
word by asking someone who knows it. Teachers are said to be often in this position. They
can expected to give help in a number of different ways such as giving L1 translation,
giving a synonym, giving a definition by paraphrase, using a new word in a sentence,

checking learners’ help from their classmates or benefit from interactions with others such
as group work activities or interaction with native speakers.
1.2.4.3 Memory strategies
Memory strategies are approaches which relate new materials to existing knowledge using
some forms of imagery or grouping. The strategies can be listed as followed:
 Picture/ imagery: Students can learn new words by studying them with pictures
of their meaning instead of definitions, by creating their own mental images of
a word’s meaning, or by associating new words with a particularly vivid
personal experience of the underlying concept.
 Related words: New words can be linked to Second language (L2) words
which students already know. This usually involves some types of sense
relationship such as coordination, synonymy, antonymy, hyponymy, or
meronymy.
 Unrelated words: words that have no sense relationship can be linked together
while they are learnt. Peg method and Loci method are two examples of this
kind of strategies.


12



 Grouping: Words can be grouped together so that they are easier to memory
store and recall. Words can be grouped mentally or writing according to the
topic, function, in a story and so on.
 Other memory strategies are also suggested in this group. A structural analysis
of words can be useful for determining their meaning. Studying a word’s
affixes, root and word class is potentially useful as a way of consolidating its
meaning. Paraphrasing can be used as a strategy to compensate for limited
productive vocabulary. Learning a new word in its “chunk” often as phrases,

idioms, or proverbs is a mnemonic device for remembering the individual word
meanings. Physical actions or semantic feature grids are two other suggested
ways of vocabulary learning.
1.2.4.3 Cognitive strategies
Cognitive strategies are those somewhat similar to memory strategies but the difference is
that they are “not focused so specifically on manipulative metal processing” (Schmitt,
1997: 215). This group includes repetition and mechanical means of learning vocabulary
such as
 Verbal and repetition: Words are repeatedly written or spoken again and again.
 Word lists and flashcards: Words are reviewed by using word lists and flash
cards (not for initial exposure)
 Study aid using: Words are learnt through study aids such as not talking in
class, using vocabulary sections in the textbooks or taping L2 labels onto their
respective physical objects.
 Vocabulary notebooks: Words can be learnt by written down in a notebook.
1.2.4.4 Metalcognitive strategies
Metalcognitive strategies are those students use to control and evaluate their own learning
by having a conscious overview of the learning process. Students can employ such strategy
as :
 Using English language media: To get the aim of efficient acquisition of an L2,
it is important to maximize expose to it. In case that English is chosen as L2,
English language media such as books, magazines, newspapers, movies, etc,.
offers an almost endless resource.
 Skipping or passing new words: According to Nation (2001) even English


13

native speakers know only a fraction of the vast total of words. So realization
that learning all the words is impossible and concentration their limited
resources on learning is really important to every learner. Part of this involves
knowing when to skip or pass a word.
 Continuing to study over time: A part from making full use of above strategies,
one can maximize the effectiveness of his practice time if is scheduled and
organized rather than random.
 Testing oneself with word tests and using spaced word practice can be
considered as organized activities by student themselves.
It is natural for language learners to focus on all groups of strategies when they learn
vocabulary. And it is a good suggestion for learners to choose the suitable strategies for
their vocabulary learning. It can be said that Memory strategies (MSs) are very popular and
familiar to learners in vocabulary learning.
1.3. Attitudes and vocabulary learning Strategies
1.3.1 Definitions of attitudes
What are attitudes? There is no complete consensus on meaning, although the definition
of this concept enjoys popularity in language learning research. Below are some of
the definitions of attitude about language and language learning:
 notions about language learning that students have acquired (Kuntz
1996:4);
 an individual’s opinions about language learning (Banya and Cheng 1997);
 synonymous with beliefs, representations, opinions or ideologies (Fraser and
Gaskell 1990);
 central constructs in every discipline which deals with human behaviour and
learning (Sakui & Gaies 1999:474);
Besides some above definitions, Jung (1971: 687) gives his definition about attitude.
According to Jung attitude is a "readiness of the psyche to act or react in a certain way".
Within this broad definition Jung gives several kinds of attitudes such as extrovert and
introvert, rational and irrational or individual and social.

14



According to Wikipedia – online dictionary, an attitude is considered as a hypothetical
construct that represents an individual's degree of like or dislike for an item. Attitudes are
generally positive or negative views of a person on places, things, or events. People can
have conflicts with themselves towards an object. It means that they simultaneously
possess both positive and negative attitudes towards the item in question. Moreover,
attitude is predisposition or tendency to respond positively or negatively towards a certain
idea, object, person, or situation. Attitude influences an individual’s choice of action, and
responses to challenges, incentives and rewards.
Although there are many different definitions of attitudes, all of definitions above clearly
show that language learning and attitudes have a close relationship. This study hopes to
find out influences of attitudes on choosing and using vocabulary learning strategies and
make this relationship clear.
1.3.2 Role of attitudes to choice and use of vocabulary learning strategies
As identified above, attitudes reflect learners’ views about language learning. When they
like something, they have motivation to finish it. For example, if students are not interested
in learning English, they cannot study English well. Even if students are compelled to
learn, they only try to learn in a forced way without any interest, pleasure and motivation.
Many researches look at the influence of language learners’ attitudes on strategy choice
through their different cultural backgrounds. The connection of specific beliefs to specific
learning strategies is based on cultural backgrounds. Previous studies of EFL learners’
beliefs and choice of language learning strategies indicate that the importance of learners’
attitudes. There are some studies such as Chang’s (1993) and Rao’s (1996) relating to
influences of Chinese learners’ attitudes on RL strategy use and choice. In the West,
learners believe that high ability will bring success, and that failure is the result of
low ability. In the contrary, Asian learners believe that effort and hard work can

compensate for lack of ability as Cortazzi & Jin (1996) point out. Attitude is actually an
effective encouragement in helping students to access a new language. In learning English,
especially learning vocabulary, attitude holds an important role to choose and use
vocabulary learning strategies. No matter whether RL is positive or negative, there should
be no denial that RL is used by language learners, and that it can be as effective as other
strategies just because they favour RL than other strategies. In fact, of many groups of


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learning strategies (in Table 1.1 and 1.2) which are suggested for English vocabulary
learning strategies, Memory strategies are preferred by many learners like traditional
methods.
1.4. Importance of memory strategies in vocabulary learning strategies
1.4.1 Rote learning
1.4.1.1 Definition of rote learning
Traditionally, rote is considered as memory or habit, rather than understanding.
According to Cambridge International Dictionary of English (1995:1235), rote
learning(RL) means learning something in order to be able to repeat it from memory
rather than learning it in order to understand it. It is shown that Rote learning is
memorization. Besides, Macquarie Dictionary also quoted from Biggs (1997:1), “rote
learning is considered as learning in a mechanical way without thought of meaning".
Moore (2000:1) stated that rote learning is a method involving repetition and
memorisation.
From the above definitions, RL does not involve any processes which enable the learner to
understand or interpret the information learnt. Rote learning is only memorising or storing
the information learners get for later use; RL is basically a simple and passive process.
However, some other researchers have positive comments about RL. For example, Gairns

& Redman (1986:93) point out that RL is a memorisation technique which has a long
history in language learning: RL involves repetition of target language items either silently
or aloud. RL may involve not only oral but also writing form. These definitions focus on
repetition, practice and memorisation. They all refer to the strategies which contribute to
storage and retrieval of new knowledge.
 Repetition
Oxford (1990:45) categorised repetition into cognitive groups. Repetition is the
phenomenon of saying or doing something over and over such as listening to
something several times; rehearsing or imitating a native speaker. In many researches,
repetition is considered a type of strategy most frequently used by foreign
language (FL) learners.
 Practice
Practice refers to strategies which contribute to the storage and retrieval of language


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while focusing on accuracy of usage. Practice involves strategies such as: repetition,
rehearsal, experimentation, application of rules, and imitation.
 Memorisation
Memorisation also focuses on the storage and retrieval of language. In memorisation,
attention is paid to the storage and retrieval process. Gairns & Redman (1986:93)
point out that RL is a memorisation technique involving repetition. According to
them, some main features of RL have been shown as follows.
Rote learning strategies
 To read silently or aloud
 To write down the items (more than once)
 To learn in list forms or cards (can be taken anywhere and studied at any free

moment)
 To use typical examples
 To find translation equivalents
 To find definitions
 To group paired items
 To memorise irregular verbs
1.4.1.2 Importance of rote learning in vocabulary strategies
Rote learning is used in many strategies such as translation and audio-lingual. However, its
role displayed specially clear in vocabulary learning strategies. RL actually suggests a lot
of effective ways of remember vocabulary. Learners can remember new words through
repetition of these words silently or loudly, use words cards or flash cards, review them
many times, etc. In the conditions in which technology of information, internet and visual
aid have not been supplied; and education still brings traditional factors, RL is one of the
most popular ways in vocabulary learning. Through repetition, practice and memorization,
vocabulary can be remembered more easily than other strategies. Gairns & Redman (1986)
shows that RL is evaluated as an effective method which helps learners to memorise
vocabulary in short time and leads them to reach high levels of proficiency.
Although, RL has advantages in vocabulary learning, it also gets negative comments.
Therefore, The concepts of RL can be classified into two broad negative and positive
categories.


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1.4.2 Attitudes about the role of rote learning in vocabulary learning strategies
1.4.2.1 Negative view of rote learning
Some researchers give negative comments on RL. According to these researchers RL is
understood as the mechanical use of the memory without necessarily understanding what is

memorized. RL means surface level learning. For example, Gu & Johnson (1996) state
that visual repetition of new words was the strongest negative predicator of both
vocabulary size and general proficiency. They described RL as an ineffective strategy and
learners who used it as Passive Strategy Users. Some empirical evidence from recent
studies strongly supports view of passive RL. The studies argue that RL constitutes an
obstacle to creative learning. Nelson (2001) seems to see RL as a rigid learning strategy
and emphasises that RL has impaired students’ learning abilities. Overall, the above-
mentioned researchers believe that RL is not conducive to creativity. They consider RL is a
passive, rigid, uncreative way of learning. Further more, RL is not helpful and effective for
students’ vocabulary learning. Some other researchers present practical examples to
demonstrate what they see as the ineffectiveness of RL. Cheung (2000), for example,
argues that Hong Kong needs employees who are more creative: the type of free
thinkers which the current education system fails to produce. He complains that Hong
Kong's RL-based educational system seems to reward memorisation highly, but students
who have only learned by heart often lack the thinking patterns needed to apply this
knowledge to real-world problems.
1.4.2.2 Positive of rote learning
Despite the negative views about RL, there are positive opinions about RL in
vocabulary learning. According to these opinions, RL is an effective way of getting
basic knowledge in the early stages of language learning. RL is preferable because basic
skills of learning can be developed through RL and it may be beneficial for the accuracy of
knowledge. The positive views about RL also suggest that RL may help consolidate
knowledge and deepen understanding. Rubin & Thompson’s (1994) study indicates that
language learners who prefer traditional ways of learning may be more reluctant to use
other strategies and as a certainty, they choose RL. Besides, Gairns & Redman (1986:
93) make the following comment on RL: In the early stages of language learning,
repetition gives the students the opportunity to manipulate the oral and written forms of
language items, and many learners derive a strong sense of progress and achievement

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from this type of activity. Schmitt (1997:132-133) also states, “commonly used
vocabulary learning strategies seem to be simple memorisation, repetition, and taking notes
on vocabulary.” Rubin & Thompson’s (1994) study suggests that using RL to retain a
small amount of material is easier than other Memory strategies . Therefore, sometimes,
mechanical strategies can be favoured over more complex ones. Schmitt (1997:201) found
that repetition was the most commonly mentioned strategy. Moreover, a research carried
out by Crothers and Suppes (1967) revealed that seven repetitions were sufficient for
learners to master 108 Russian-English word pairs. Nation (2001) claims that RL is an
effective way of learning a great deal of vocabulary in a short time. Tinkham (1989)
found that Japanese learners tended to have well developed rote learning skills. He
believed that there is no better way to develop basic skills except through RL: repetition -
regular correct practice over a period of time. This view is applied to the fields of music,
sports, language and art that the more often learners repeat an activity, the better they
become at it. Oxford (1990:70) provides some examples to show that some FL learners
understand foreign words better by listening, reading or writing them repeatedly. She
states, “ Although the strategy of repeating might not at first sound particularly
creative, important, or meaningful, it can be used in highly innovative ways, is actually
essential for all four language skills such as listening, speaking, reading and writing.”
Nation (2001:74, 76) stresses that Repetition is essential for vocabulary learning
because there is so much to know about each word that one meeting with it is not
sufficient to gain this information, and because vocabulary items must not only be
known, they must be known well so that they can be fluently accessed. Repetition
thus adds to the quality of knowledge and also to the quantity or strength of the
knowledge. Biggs (1997) states that RL is the combination of memorisation and
understanding. He also points out that RL identifies its contribution to EFL vocabulary
learning. Interestingly, Moore (2000:1) reports: “We saw rote learning in China and it

works”. He has identified two major misconceptions in understanding Asian students.
First, RL is not a surface approach, but an integration of memorising and understanding.
Second, many Asian students prefer to be passive receivers of information. In fact, to
Asian learners, RL is not only a surface approach, but it is an integration of memorising
and understanding.