AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES EMPLOYED BY STUDENTS AT HUNG VUONG GIFTED HIGH SCHOOL

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CANDIDATE’S STATEMENT
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I hereby certify that the thesis entitled
AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES EMPLOYED
BY STUDENTS AT HUNG VUONG GIFTED HIGH SCHOOL
is the result of my own research for the Degree of Master of Arts at College of Foreign
Languages, Hanoi National University and that this thesis has not been submitted for any degree
at any other university or tertiary institution.
Signature:
Date:
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ACKNOWLEDGEMENT
First I would like to express my sincere and deep gratitude to my supervisor, Ms. Phan
Van Quyen, who has given me great help with this thesis. Without her experienced guidance,
valuable suggestions and dutiful supervision, my research would be far from completed.
I would also like to acknowledge my debt of gratitude to Dr. Le Hung Tien and the staff
members of the Post Graduate Department and the lecturers at College of Foreign Languages,
Vietnam National University-Hanoi for their valuable lectures, which laid the foundation of this
thesis and for their knowledge as well as their sympathy.
I am thankful to Ms. Nguyen Thi Thuy Minh, the lecturer at Post Graduate Department,
College of Foreign Languages, Vietnam National University-Hanoi and Ms. Tran Thi Nguyen
Ha, the lecturer at Commerce English Department, Foreign Trade University for their valuable
help.
I am also grateful to Ms. Le Thu Ha, the librarian at the Resource Centre, who is willing
to lend me a lot of interesting books and valuable materials for my thesis.
I take this opportunity to thank all students and teachers at Hung Vuong Gifted High
School for their help and co-operation during the time I collected the data.
Last but not least, I would like to express my thank to my beloved parents, my husband,
my son, my brothers and my sisters who continually gave me a lot of support and encouragement
for the fulfillment of this challenging work.

Hanoi, 2008
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ABSTRACT
This paper reports on the learning of English vocabulary by high school students (N=67)
in Hung Vuong Gifted High School. The purpose of this study was twofold: 1) to identify what
vocabulary learning strategies are commonly used by the students at Hung Vuong Gifted High
School; 2) to look at the differences in vocabulary learning strategy by gender and major in
relation to strategy use. A vocabulary learning strategy questionnaire was used for data
collection. Statistical analysis revealed that most of the strategies given in the questionnaire were
not used with high frequency. Only one of five groups of strategies had the frequency above 50%
(Determination strategies). The rest had the frequency below 50%. This may lead to difficulties
in long-term retention and use of vocabulary. Significant differences existed in strategy use by
field of study. Meanwhile, the difference between the male and female in the use of vocabulary
learning strategies was hardly seen.
Suggestions should be that students need introducing and guiding more strategies so that
they can make their best choice.
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TABLE OF CONTENTS
CANDIDATE’S STATEMENT…………………………………………..……..........……….i
ACKNOWLEDGEMENT…………………………………………………..………………...ii
ABSTRACT………………………………………………………………..………………….iii
TABLE OF CONTENTS………………………………...……………………..…………….iv
LIST OF TABLES…………………………………………................................…………….vi
LIST OF FIGURES………………......................................................................…………….vi
CHAPTER1:INTRODUCTION………………………………………………………………1
1. Rationale of the study………………………………………………….............……………..1
2. Objectives of the study………………………………………………………………………..2
3.Research Questions…………………………………………….........................……………...2
4.Scope of the study…………………………………………………………......………………2
5. Method of the study……………………………………………........................……………..3

6. Design of the study…………………………………………………………………………...3
CHAPTER 2: LITERATURE REVIEW…………………………………………………….4
2.1 Introduction………………………………………………………………………………….4
2.2 Language learning strategies……………………………….............................……………..4
2.2.1 The definitions of learning strategy ……………………………………………………....4
2.2.2 The characteristics of learning strategy……………………………….......……………....5
2.2.3 Classifications of learning strategies……………………………………………………...6
2.3 Vocabulary and vocabulary learning strategies………………........................……………12
2.3.1 Construct of knowing a word……………………………….........................……………12
2.3.2 Vocabulary learning strategies…………………………………………………………...14
2.3.2.1 Vocabulary learning strategies-the definitions…………………...............……………14
2.3.2.2 Classifications of vocabulary learning strategies………………………………………14
2.3.2.3 Clarifying Schmitt’s vocabulary learning strategies ………………………………….19
2.4 Summary…………………………………………………………………………………...22
CHAPTER 3: THE STUDY………………………………………………………………….23
3.1 Research questions ………………………………………………………………………...23
3.2 The study participants……………………………………………………………………...23
3.3 Data collection instruments………………………………………………………………...23
3.4 Data collection procedures ………………………………………………………………...24
3.5 Data analysis procedure …………………………………………………………………...25
3.5.1 Applying Determination strategies to Learning English Vocabulary …………………...25
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3.5.2 Applying Social strategies to Learning English Vocabulary ……………………………26
3.5.3 Applying Memory strategies to Learning English Vocabulary………………………….27
3.5.4 Applying Cognitive strategies to Learning English Vocabulary………………………..29
3.5.5 Applying Metacognitive strategies to Learning English Vocabulary……………………30
3.6 Overall vocabulary learning strategy use…………………………………………………..33
3.7 The differences in the use of vocabulary learning strategies in terms of gender and
majors…………………………………………………………………………………………..33
3.7.1 Strategy use by gender…………………………………………………………………...34

3.7.2 Strategy use by majors…………………………………………………………………...36
3.8 Summary……………………………………………………..........................…………….38
CHAPTER 4: ANALYSIS AND DISCUSSION……………………………………………39
4.1 Vocabulary learning strategies used by HV Gifted High School students: What and How
often?............................................................................................……………………………...39
4.2 The differences in the use of vocabulary learning strategies in terms of gender and
majors…………………………………………………………………………………………42
4.2.1 Strategy use by gender…………………………………………………………………..42
4.2.2 Strategy use by majors…………………………………………………………………...42
CHAPTER 5: CONCLUSION……………………………………………………………...43
5.1 Summary and Implications…...……………………………………………………………43
5.2 Limitations and suggestions for further study……………………………………………..44
REFERENCES
APPENDIX