A study on English vocabulary learning strategies used by the first year students at Hai Phong Community College = Nghiên cứu về các chiến lược học từ vựng Tiến

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POST GRADUATE STUDIES






ĐỖ THỊ KIM OANH




A STUDY ON ENGLISH VOCABULARY LEARNING
STRATEGIES USED BY THE FIRST YEAR STUDENTS
AT HAI PHONG COMMUNITY COLLEGE

NGHIÊN CỨU VỀ CÁC CHIẾN LƯỢC HỌC TỪ VỰNG
TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT
TRƯỜNG CAO ĐẲNG CỘNG ĐỒNG HẢI PHÒNG



MINOR THESIS



FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60.14.10
SUPERVISOR: NGUYỄN THỊ MINH TRÂM, M.A

HANOI – 2012
i

TABLE OF CONTENT
TABLE OF CONTENT iv
LIST OF TABLES AND FIGURES vii
ABBREVIATIONS viii
PART A: INTRODUCTION 1
1. Nationale 1
2. Aim of the study 2
3. Research questions 2
4. Scope of the study 3
5. Significance of the study 3
6. Methods of the study 3
7. Structure of the study 4
PART B: DEVELOPMENT 1
Chapter 1: LITERATURE REVIEW 5
1.1. Language learning strategies 5
1.1.1. Background of language learning strategies 5
1.1.2. Definition of language learning strategies 6
1.1.3. Classification of learning strategies 7
1.1.4. The importance of language learning strategies in language learning
and teaching 9
1.2. Vocabulary learning strategies 10
1.2.1. Definition of vocabulary learning strategies 10
1.2.2. Classification of vocabulary learning strategies 11
1.2.2.1. Classification of Gu and Johnson (1996) 12

1.2.2.2. Classification of Schmitt (1997) 13
1.2.2.3. Classification of Nation (2001) 15
1.2.3. Summary 16
Chapter 2: METHODOLOGY 18
2.1. The context of the study 18
ii

2.2. Research questions 20
2.3. Pilot study 20
2.4. Main study 23
2.4.1. Participants 23
2.4.2. Data collection instruments 24
2.4.2.1. Semi-structured interview 25
2.4.2.1. Survey questionnaire 26
2.4.3. Procedures 27
2.4.4. Data analysis 28
2.4.4.1. Student‟s awareness of vocabulary learning strategies 28
2.4.4.2. Strategies used for discovery a new word‟s meaning 30
(1) Determination strategies 30
(2) Social strategies 31
2.4.4.3. Strategies used for consolidation a word in memory 33
(1) Social strategies 33
(2) Memory strategies 33
(3) Cognitive strategies 35
(4) Metacognitive strategies 36
2.4.4.4. Overall strategies use of the six categories
of strategies 37
2.5. Implications 39
2.5.1. The need of vocabulary learning strategy training 39
2.5.2. Learner responsibility 40

2.5.3. Dictionary strategies 40
2.5.4. Teaching and learning in context 41
2.5.5. Memory strategies 41
2.5.6. Analysis of word features 42
2.5.7. Use of vocabulary 42
PART C: CONCLUSION 43
iii

1. Recapitulation 43
2. Limitations and suggestions for further study 44
REFERENCES 45
APPENDIXES I

LIST OF TABLES AND FIGURES
List of tables:
iv

Table 1: Gu and Johnson‟s (1996) taxonomy of vocabulary learning
strategies 13
Table 2: Norbert Schmitt‟s (1997) taxonomy of vocabulary learning
strategies 15
Table 3: Nation‟s (2001) taxonomy of vocabulary learning strategies 16
Table 4: Table of test specifications 20
Table 5: Vocabulary learning strategies for discovery a new word‟s
meaning used by the Pilot study participants 22
Table 6: Vocabulary learning strategies for consolidation a word in
memory used by the Pilot study participants 23
Table 7: Vocabulary learning strategies in survey questionnaire 27
Table 8: Descriptive statistics of students‟ use of Determination
strategies 30
Table 9: Descriptive statistics of students‟ use of Social strategies 31
Table 10: Descriptive statistics of students‟ use of Social strategies
(Consolidation) 33
Table 11: Descriptive statistics of students‟ use of Memory strategies 34
Table 12: Descriptive statistics of students‟ use of Cognitive
strategies 35
Table 13: Descriptive statistics of students‟ use of Metacognitive
strategies 36
Table 14: Strategies use according to descending order of mean 38
Table 15: Mean of six categories 39
List of figures:

Figure 1: Chart of the design of the study 25
Figure 2: Student's awareness of the importance of vocabulary
learning 29
ABBREVIATIONS
COG Cognitive strategy
v

DET Determination strategy
HPCC Hai Phong Community College
L1 First Language
L2 Second Language
LLS Language Learning Strategies
MEM Memory strategy
MET Metacognitive strategy
N Number of students
SLA Second Language Acquisition
SOC Social strategy
VLS Vocabulary Learning Strategies
X Mean of frequency of use









1

PART A: INTRODUCTION
1. Rationale for the study
Vocabulary is very important for people‟s communication and language
learning, which plays an important role in the process of second language
acquisition. Wilkins (Wilkins, 1972: 111) stated that “without grammar little can be
conveyed, without vocabulary nothing can be conveyed”. Hence, we cannot deny
that skills of language learning including listening, speaking, reading and writing
cannot be successfully achieved without vocabulary. So the study of vocabulary
learning strategies is as an important step in second language acquisition.
During the 1950s and 1960s, the study on vocabulary learning received little
attention. Fortunately, vocabulary learning has been studied more widely since the
1980s. It has attracted more and more interest from researchers, educationalists as
well as teachers. Many of them, both at home and abroad, have pointed out their
view on the vocabulary learning‟s significance. As Decarrico (2001: 285) stated that
“Although vocabulary has not always been recognized as a priority in language
teaching, interest in its role in second language learning has grown rapidly in recent
years and specialists now emphasize the need for a systematic and principled
approach to vocabulary by both the teacher and the learner”. Or Nguyen Huyen
(2004: 1) compared “If a language could be considered as a house, then its grammar
could be considered as cement and its vocabulary could be figuratively compared to
bricks. To build a complete house, not only cement but also bricks are needed.
Without bricks, no house can be built, even when plenty of high quality cement is
available.” This means that to be a competent English communicator, one must
acquire a good knowledge of English grammar and have a rich amount of English
vocabulary as well.
In Vietnam in general and in my college, Hai Phong Community College in
particular, English is the compulsory course for students. However, there is a large
gap between the students‟ English ability and requirements settled in the syllabus.
2

As vocabulary becomes a big obstacle in English learning and their speed of
vocabulary improvement is quite slow. Besides that, many English teachers think
that their students can achieve vocabulary themselves. Every new word can be
looked up in English – Vietnamese dictionary which is marked with phonetic
symbol and its Vietnamese meaning, so it is unnecessary to make great effort to
teaching vocabulary. In addition, there are some teachers still adopt the traditional
teaching methods which are proved to be inefficient by many researchers. On the
other hand, as a teacher of English, I have dealt with many questions relating to
vocabulary learning which are raised by my students. Even some of them have
worked hard on learning new words but the result is so disappointing. Personally, I
found it necessary to provide with them successful learning strategies to learn
English words.
Those reasons above encourage me to conduct a study on English vocabulary
learning strategies used by the first year students at Hai Phong Community College.
2. Aims of the study
The ultimate goal of the study is to help improve teaching and learning
English in general, and teaching and learning English vocabulary in particular at
Hai Phong Community College. Therefore, the specific aims of this study are to
find out the students‟ awareness of the important of vocabulary learning and what
strategies are commonly used in learning vocabulary.
3. Research questions
The research questions that the present study seeks to answer are:
1. What is the students‟ awareness of the importance of vocabulary learning?
2. What vocabulary learning strategies do the first year students at Hai Phong
Community College commonly use?

3

4. Scope of the study
The study focused on the investigation of vocabulary learning strategies

which are employed by the first year students at Hai Phong Community College
during the second term of school year 2011-2012.
5. Significance of the study
Schmitt and McCarthy (1997) points out that vocabulary learning has been
regarded as one of the most important parts in a second or foreign language
acquisition. On the basis of the idea above, this study helps raise the students'
awareness of the importance of vocabulary learning and that there are many other
vocabulary learning strategies and therefore the strategy training is necessary to be
done by the teachers. Further, it reveals the most and least frequently used
vocabulary learning strategies adopted by the students, which can be implemented
to support both teachers and students in teaching and learning vocabulary at Hai
Phong Community College.
6. Methods of the study
In order to achieve the aims of the study mentioned above, the study was
carried out on the basis of semi-structured interview and survey questionnaire. The
English teachers at Hai Phong Community College were interviewed about the
strategies their students use in learning vocabulary to support information for the
survey questionnaire. Then, vocabulary learning strategies listed in the survey
questionnaire were compiled from a review of the literature on vocabulary learning
strategies and the interviews‟ data. After the results were analyzed, the findings
were reported and discussed then some suggestions were raised in the study.



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7. Structure of the study
The study is divided into four chapters. Each chapter deals with an important
aspect of the study.
Chapter 1 is the introduction of the study, which includes the rationale, aim,

research questions, scope, significance the study as well as the methods and
structure of the study.
Chapter 2 presents the information about some basis concepts related to
language learning strategies and vocabulary learning strategies. In addition, the
classifications of language learning strategies and vocabulary learning strategies are
reviewed to set up the theoretical framework for the investigation in the next
chapter.
Chapter 3 covers the pilot study and main study. They include the context of
the study, research questions, participants, data collection instruments, procedures,
data analysis and implications.
Chapter 4 summarizes the main issues of the whole study and gives the
future directions for further research and limitations of the study.









5

PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
In this chapter, a brief review of vocabulary learning strategies is given;
some basic concepts related to language learning and vocabulary learning strategies
are also presented. In addition, the classification of language learning strategies in
general and vocabulary learning strategies in particular are reviewed to set up the
theoretical framework for the investigation in the next chapter.

1.1. Language learning strategies
1.1.1. Background of language learning strategies
There has been a prominent shift within the field of language learning and
teaching over the last twenty years with greater emphasis being put on learners and
learning rather than on teachers and teaching. In parallel to this new shift of interest,
how learners process new information and what kinds of strategies they employ to
understand, learn or remember the information has been the primary concern of the
researchers dealing with the area of foreign language learning. So, language
learning strategies (LLS) for foreign language learning and the teacher's role in
strategy training is very important.
Research into LLS began in the 1960s. Particularly, developments in
cognitive psychology influenced much of the research done on LLS. In most of the
research on LLS, the primary concern has been on “identifying what good language
learners report they do to learn a second or foreign language, or, in some cases,
are observed doing while learning a second or foreign language” (Rubin and
Wenden 1987:19). In 1966, Aaron Carton published his study entitled “The Method
of Inference in Foreign Language Study”, which was the first attempt on learner
strategies. After Carton, in 1971, Rubin started doing research focusing on the
strategies of successful learners and stated that, once identified, such strategies
could be made available to less successful learners. Rubin classified strategies in
terms of processes contributing directly or indirectly to language learning. Wong-
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Fillmore (1976), Tarone (1977), Naiman et al. (1978), Cohen and Aphek (1981),
Wenden (1982), Chamot and O'Malley (1987), Politzer and Mc Groarty (1985),
Conti and Kolsody (1998), and many others studied strategies used by language
learners during the process of foreign language learning.
1.1.2. Definition of language learning strategies
It is clearly seen that research on learning strategies in general and language
learning strategies in particular is becoming increasingly popular. So far, there has

been no consensus among the linguists regarding to the definitions of leaning
strategies.
According to Nunan (1991:168), “Learning strategies […] are the mental
processes which learners employ to learn and use the target language”. Nunan‟s
definition restricts learning strategies only to “mental processes”. Richard et al.
(1992:209), offers a broader definition of learning strategies, that is, learning
strategies are intentional behavior and thoughts that learners make use of during
learning in order to better help them understand, learn and remember new
information.” Similarly, Weinstein and Mayer (1986) (in O‟ Malley and Charmot
1990:43) have learning facilitation as a goal and are intentional on the part of the
learner. The goal of strategy use is to affect the leaner‟s motivational or affective
state, or the way in which the learner selects, acquires, organizes, or integrates new
knowledge.”
Oxford (1990:8) defines learning strategies as “specific actions taken by the
learner to make learning easier, faster, more enjoyable, more self directed, more
effective and more transferable to new situation.”
Ellis defines learning strategies as “the particular approaches or techniques
that learner employs to try to learn an L2.” (1997:76). He further explains that
learning strategies can be behavioral or mental and are typically problem - oriented.
Rubin (in Wenden and Rubin 1987:19) is even more explicit when he defines
learning strategies as “any set of operations, steps, plans, routines used by the
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learner to facilitate the obtaining, storage, retrieval and use of information, that is,
what learner do to learn and do to regulate their learning.”
According to O‟Malley and Charmot (1990:1), learning strategies are special
ways of processing information that enhance comprehension, learning, or retention
of the information” or in their other words learning strategies are the “special
thoughts or behaviors that individuals use to help them comprehend, learn, or retain
new information.”

Obviously, learning strategies are defined in different words and from
different perspectives such as cognitive, social or pragmatic. Therefore, researchers
worked out the taxonomy of learning strategies instead of defining them. This can
be seen in the following part.
1.1.3. Classification of learning strategies
In the 1980s and early 90s, research mainly focused on categorizing the
strategies found in the studies of the previous decade. As a result, several
taxonomies were proposed to classify them, including classifications of LLS in
general and language sub-skills strategies in particular.
One of the most famous to date that proposed by O'Malley and Chamot
(1990). Their hierarchical framework of strategies distinguishes three major strategy
types:
 Metacognitive Strategies
 Cognitive Strategies
 Socio-affective Strategies
O'Malley and Chamot's framework of strategies has considerable intuitive
appeal and many practitioners have used this taxonomy in planning their teaching.
However, O'Malley and Chamot have never examined the construct validity of their
taxonomy. As a result, it is unclear enough to teach students and to train them to use
these three separate strategies.
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According to Rubin, there are three types of strategies used by learners that
contribute directly or indirectly to language learning. These are:
 Learning Strategies
 Communication Strategies
 Social Strategies
Stern (1992:262-266) stated that, there are five main LLS. These are as
follows:
 Management and Planning Strategies

 Cognitive Strategies
 Communicative - Experiential Strategies
 Interpersonal Strategies
 Affective Strategies
It seems that among numbers of classifications of learning strategies given by
researchers, Oxford‟s scheme is the most comprehensive detailed system of six
strategies, classified as direct and indirect. Oxford's (1990:17) taxonomy of LLS is
shown as following:
Direct strategies
 Memory strategies
 Cognitive strategies
 Compensation strategies
Indirect strategies
 Metacognitive strategies
 Affective strategies
 Social strategies
It can be seen that much of the recent work in this area has been underpinned
by a broad concept of LLS that goes beyond cognitive processes to include social
and communicative strategies.


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1.1.4. The importance of language learning strategies in language
learning and teaching
Bridging the gap between students‟ learning styles and teachers‟ teaching
styles will be a powerful means to guide students towards successful learning. Thus,
teaching students learning strategies should not be neglected. Oxford (1990)
describes learning strategies as “specific actions taken by the learners to make
learning easier, faster, more enjoyable, more self-directed, more effective, and more

transferable to new situations”. Learning strategies will compensate for the
weakness of a learning style and maximize the strengths of a learning style
powerfully.
To emphasize the importance of LLS, Chamot et al. (1999) stated,
“Differences between more effective learners and less effective learners were found
in the number and range of strategies used, in how the strategies were applied to
the task, and in whether they were appropriate for the task”. Therefore, teaching
learning strategies is especially useful for the latter learners. If they can find
effective strategies, they will be able to successfully, through effective strategy
teaching, students will acquire not only vocabulary but also the way for studying.
The language learner capable of using a wide variety of LLS appropriately
can improve his language skills in a better way. According to Oxford (1990),
memory strategies “help students store and retrieve new information”, cognitive
strategies “enable learners to understand and produce new language by many
different means”, compensation strategies “allow learners to use the language
despite their often large gaps in knowledge”, metacognitive strategies “allow
learners to control their own cognition - that is, to coordinate the learning process
by using functions such as centering, arranging, planning, and evaluating”,
affective strategies “help to regulate emotions, motivations, and attitudes” and
social “help students learn through interaction with other”. Developing skills in
three areas, such as metacognitive, cognitive, and socio-affective can help the
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language learner build up learner independence and autonomy whereby he can take
control of his own learning. Lessard-Clouston (1997:3) states that LLS contribute to
the development of the communicative competence of the students. Being a broad
concept, LLS are used to refer to all strategies foreign language learners use in
learning the target language and communication strategies are one type of LLS. As
Oxford (1990:1) stated, LLS “ are especially important for language learning
because they are tools for active, self-directed movement, which is essential for

developing communicative competence”. Besides developing the communicative
competence of the students, teachers who train students to use LLS can help them
become better language learners. Helping students understand good LLS and
training them to develop and use such good LLS can be considered to be the
appreciated characteristics of a good language teacher. Research into the good LLS
revealed a number of positive strategies so that such strategies could also be used by
bad language learners trying to become more successful in language learning.
However, there is always the possibility that bad language learners can also use the
same good LLS while becoming unsuccessful owing to some other reasons. At this
point, it should be strongly stressed that using the same good LLS does not
guarantee that bad learners will also become successful in language learning since
other factors may also play role in success.
1.2. Vocabulary learning strategies
1.2.1. Definition of vocabulary learning strategies
First of all, it should be noted that in the literature on language learning
strategies, there is no official definition for vocabulary learning strategies. Perhaps
there is no need for such a definition because vocabulary learning strategies are part
of language learning strategies, which, in turn, are art of learning strategies.
With reference to the definitions of learning strategies mentioned above, in
this research, following Oxford (1990:8), the working definition of vocabulary
learning strategies is as follows:
11

Vocabulary learning strategies are specific behavioral or mental action taken
by learners to make their vocabulary learning easier, faster, more enjoyable, more
self-directed, more effective and more transferable to new situation.
1.2.2. Classification of vocabulary learning strategies
Word knowledge is an essential component of communicative competence
(Seal, 1991), and it is important for both production and comprehension in a
foreign. Knowing a word involves knowing:

 a great deal about its general frequency of use, syntactic and
situational limitations on its use.
 its underlying form and the form that can be derived from it,
 the network of its semantic features and,
 the various meaning associated with the item.
(Richards, 1997:6)
Knowing a word is also defined as knowing its spelling, pronunciation,
collocations (i.e. words it occurs with), and appropriateness (Nation, 1990).
Therefore, lexical competence is far more than the ability to define a given number
of words and covers a wide range of knowledge which in turn requires a variety of
strategies to gain the knowledge. Foreign language learners may then use various
strategies to acquire the target language word knowledge. Taking this into
consideration, language researchers have made various attempts to classify
vocabulary learning strategies employed by foreign and second language learners.
Instances of such classifications are the taxonomies proposed by Gu and Johnson
(1996), Schmitt (1997) and Nation (2001) which are briefly discussed below.
1.2.2.1. Classification of Gu and Johnson (1996)
Gu and Johnson (1996) list second language (L2) vocabulary learning
strategies into metacognitive, cognitive, memory and activation strategies
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Metacognitive strategies consist of selective attention and self-initiation
strategies. Learners who employ selective attention strategies know which words
are important for them to learn and essential for adequate comprehension of a
passage. Learners employing self initiation strategies use a variety of means to
make the meaning of vocabulary items clear.
Cognitive strategies in Gu and Johnson‟s taxonomy entail guessing
strategies, skillful use of dictionaries and note-taking strategies. Learners using
guessing strategies draw upon their background knowledge and use linguistic clues
like grammatical structures of a sentence to guess the meaning of a word.

Memory strategies are classified into rehearsal and encoding categories.
Word lists and repetition are instances of rehearsal strategies. Encoding strategies
encompass such strategies as association, imagery, visual, auditory, semantic, and
contextual encoding as well as word-structure (i.e., analyzing a word in terms of
prefixes, stems, and suffixes.)
Activation strategies include those strategies through which the learners
actually use new words in different contexts. For instance, learners may set
sentences using the words they have just learned.
All these suggested strategies can be summarized in a table as follows:
Category
Sub-category
Metacognitive
 Selective attention: identifying essential words for
comprehension
 Self-initiation: using a variety of means to make the
meaning of words clear
Cognitive
 Guessing: activating background knowledge, using
linguistic items
 Use of dictionaries
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 Note-taking
Memory
 Rehearsal: word lists, repetition, etc.
 Encoding: association (imagery, visual, auditory, etc.)
Activation
 Using new words in different contexts
Table 1: Gu and Johnson’s (1996) taxonomy of vocabulary learning strategies
1.2.2.2. Classification of Schmitt (1997)

A comprehensive inventory of vocabulary learning strategies is developed by
Norbert Schmitt (1997). He distinguishes the strategies into two groups: The ones to
determine the meaning of new words when encountered for the first time, and the
ones to consolidate meaning when encountered again. The former contains
determination and social strategies and the latter contains cognitive, metacognitive,
memory and social strategies. Schmitt includes social strategies in both categories
since they can be used for both purposes. This categorization is based, in part, on
Oxford‟s (1990) classification scheme. The details can be seen on the table below:
Strategy group
Strategy
Strategies for the discovery of a new word’s meaning


DET
Analyze parts of speech
Analyze affixes and roots
Check for L1 cognate
Analyze any available pictures or gestures
Guess the meaning from textual context
Bilingual dictionary
Word lists
Flash cards


SOC
Ask teacher for an L1 translation
Ask teacher for paraphrase or synonym of a new word
Ask teacher for a sentence including the new word
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Ask classmates for meaning
Discover new meaning through group work activities
Strategies for consolidating a word once it has been encountered

SOC
Study and practice meaning in a group
Teacher checks students‟ flash cards or word lists for accuracy
Interact with native speaker





MEM
Study word with a pictorial presentation of its meaning
Image word‟s meaning
Connect word to a personal experience
Associate the word with its coordinates
Associate the word with its synonyms and antonyms
Use semantic maps
Use „scales‟ for gradable adjectives
Peg method
Loci method
Group words together to study them
Group words together spatially on a page
Use new word in sentences
Group words together within a storyline
Study the spelling of a word
Study the sound of a word
Say new word aloud when studying

Image word form
Underline initial letter of the word
Configuration
Use keyword method
Affixes and roots
Parts of speech
Paraphrase the word‟s meaning
Use cognates in study
15

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 note 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, newscasts, etc.)

Testing oneself with word tests
Use spaced word practice
Skip or pass new word
Continue to study word over time
Table 2: Norbert Schmitt’s (1997) taxonomy of vocabulary learning strategies
1.2.2.3. Classification of Nation (2001)
In a more recent attempt, Nation (2001) proposes taxonomy of various
vocabulary learning strategies. The strategies in the taxonomy are divided into three
general classes of „planning‟, „source‟ and „processes‟. Planning strategies involve
deciding on what words and aspects of words to focus on, what strategies to use and
how often to give attention to certain words. Meanwhile, sources strategies concern
ways to find out information about words. This information may embrace all
aspects of word knowledge and can be found in the word itself (word part analysis),
the context (guessing from context), sources of reference (dictionaries) or L1 (via
analogy). The final set of strategies (processes) includes ways to remember words
and make the available for use. The particular strategies in this set are divided into
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three sub-categories related to three conditions of vocabulary learning, namely
noticing, retrieving and generating. The whole taxonomy is illustrated in the
following table.
General class of strategies
Types of strategies
Planning: choosing what to focus on and
when to focus on it
 Choosing words
 Choosing the aspects of word
knowledge
 Choosing the strategies
 Planning repetition

Sources: finding information about words
 Analyzing the word
 Using context
 Consulting a reference source
in L1 or L2
 Using parallels in L1 and L2
Processes: establishing knowledge
 Noticing
 Retrieving
 Generating
Table 3: Nation’s (2001) taxonomy of vocabulary learning strategies
1.2.3. Summary
In general, although the taxonomies cited above may slightly differ in terms
of strategies they categorize, they all provide a list of widely applicable vocabulary
learning strategies.
The strongest point of Nation‟s taxonomy is probably its simplicity: only
classes and types of strategies are mentioned and plain terms are used. This is in
sharp contrast with Schmitt‟s taxonomy in which up to 58 strategies are named and
with Gu and Johnson‟s taxonomy in which psychological terms such as
metacognitive, cognitive, activation self-initiation, etc. are widely used. However,
the other two have their own advantages over nation‟s categorization.
17

For its comprehensive treatment of individual vocabulary learning strategies,
Schmitt‟s taxonomy is an effective research instrument for investigation into
vocabulary learning strategies followed by a particular group or learners. This
remark has been confirmed in reality by Schmitt‟s research on Japanese learners of
English (1993). It is due to the taxonomy‟s proven research value that it has been
chosen as the basic for data analysis procedure of the study on vocabulary learning
strategies of the first year students at Hai Phong Community College.

18

CHAPTER 2: METHODOLOGY
2.1. The context of the study
At Hai Phong Community College, there is only General English course
which is applied for students of all departments. This English course is taught
during the first and second year. It means that there are four terms of studying
English with the total 240 periods. The textbook chosen for the first two terms is
New Cutting Edge – Elementary (Students‟ Book) by Sarah Cunningham and Peter
Moor, 2005. During the two terms later, the students are introduced New Cutting
Edge – Pre-intermediate (Students‟ Book) by Sarah Cunningham and Peter Moor,
2005. These materials were chosen to teach because it combines the comprehensive
syllabus and reliable teaching resources that have made the course so popular, with

brand-new features, making it even fresher and easier to use.
The textbook New Cutting Edge – Elementary (Students‟ Book) for the first
year students comprises fifteen theme-based modules and three review modules.
Each module is about one topic and consists of six parts: Language focus,
Vocabulary, Reading/Listening, Task, Further skills and Study practice remember.
The average time for each module is seven periods. Three review modules are in
form of “Consolidation module” to help students check their understanding and
study‟s result by themselves.
Each vocabulary part deals with a familiar issue such as people and places,
everyday life, transportation, food and drink, films, clothes, weather etc. which are
considered the important points of each module. Vocabulary input is closely related
to topic and task in the modules so it provides a necessary foundation for practicing
every other part of the modules.
By the time of the survey, the first year students at Hai Phong Community
College have finished one-half of the second term.
In this term, they study vocabulary of seven modules (from module 9 to
module 15), which contains following vocabulary issues:
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- Shops and shopping
- Clothes and describing people
- Animals and natural features
- Going out and staying in; the weather
- Education and careers
- Ways of communicating
- Things in a town
At the end of the term, the students have to take an online exam called
“Online multiple choice test on LAN network” which is designed with 35 multiple
choice questions in total. The students have 30 minutes to answer after signing in to
accept the test. Completed or not completed the test within 30 minutes the computer

will send student‟s test mark. 35 multiple choice questions including multiple
choice format of phonetics, vocabulary, grammar, reading comprehension.
Following is the form of a final examination.
Number
Test items
Number of
questions
Level of
difficulty
Test form
Score
I
Phonetics
5
Easy &
Medium
Multiple choice
questions
5 points
II
Vocabulary
15
Easy &
Medium
Multiple choice
questions & short
answers
15
points
III

Grammar
10
Easy &
Medium
Multiple choice
questions & short
answers
10
points
IV
Reading
comprehension
5
Medium &
Difficult
Multiple choice
questions & short
answers
5 points
Table 4: Table of test specifications
As can be seen from table, the Vocabulary contains at least fifteen multiple-
choice questions in a test, which holds 15 points in total 35 points. Besides, in the