A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY

A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY A STUDY ON SPECIALIZED VOCABULARY LEARNING STRATEGY EMPLOYED BY ENGLISH MAJOR STUDENTS AT THUONGMAI UNIVERSITY

THUONGMAI UNIVERSITY ENGLISH FACULTY

I herewith formally declare that I have written the submitted Graduationindependently I did not use any outside support except for the quoted literature,andother sources mentioned at the end of this paper

Hanoi, 2021

Phan Thi Thu Huong

I would like to express my deepest gratitude to my supervisor, Mrs NguyenThi Thuy Hanh, lecturer of Thuong Mai University for her valuable guidance,encouragement, correction, helpful suggestions, and detailed comments from thepreparation to the completion of this thesis

In the process of researching for the argument, I have also received a lot ofsupports from the lecturers in Thuong Mai University as well as my friends,classmates, and family

Despite the efforts, the paper cannot avoid shortcomings I am lookingforward to hearingthe suggestions and advice from the teachers to improve thispaper

Kind regards,

Phan Thi Thu Huong

DECLARATION i

ACKNOWLEDGEMENTS ii

INDEX iii

LIST OF ABBREVIATIONS v

LIST OF FIGURES, TABLES AND CHARTS vi

LIST CHAPTER 1 : OVERVIEW OF THE STUDY 1

1.1 Rationale 1

1.2 Previous studies 2

1.3 Aims of the study 4

1.4 Research Subjects 4

1.5 Scope of the study 4

1.6 Research methodology 4

1.7 Organization of the study 5

CHAPTER 2 LITERATURE REVIEW 6

2.1 Learning style preferences (LSP) 6

2.1.1 Definition 6

2.1.2 Classification 6

2.1.3 Gardner's theory of multiple intelligences 10

2.1.4 Advantages of understanding individual LSP 11

2.2 Vocabulary learning strategies (VLS) 11

2.2.1 Definition 11

2.2.2 Classification 13

2.2.3 Advantages of using appropriate VLS 19

2.3 The distinction between LSP and VLS 19

CHAPTER 3 RESEARCH FINDINGS 21

3.1 Data analysis 21

3.1.1 Student's awareness of vocabulary learning strategies 21

3.1.2 Strategies used for discovery a new word's meaning 23

3.1.3 Strategies used for consolidation a word in memory 26

3.1.4 Overall strategies use of the six categories of strategies 32

3.2 Implications 33

3.2.1 The need of vocabulary learning strategy training 33

3.2.2 Learner responsibility 33

3.2.3 Dictionary strategies 34

3.2.4 Teaching and learning in context 34

3.2.5 Memory strategies 35

3.2.6 Analysis of word features 35

3.2.7 Use of vocabulary 35

CHAPTER 4 RECOMMENDATIONS AND SUGGESTIONS 37

4.1 Solutions for teachers 37

4.1.1 Teaches how to make a study plan 37

4.1.2 Teaching English self-study methods 37

4.1.3 Teaching how to learn 37

4.2 Solutions for student 38

4.3 For University 39

4.4 Organizations of Youth Union - Student Union 39

CONCLUSION 41 REFERENCES

APPENDIX

LIST OF ABBREVIATIONS

ALTE: Association of Language Testers in Europe

CEFR: Common European Framework of Reference for languagesFLD: Foreign Language Department

IAAL: International Association of Applied Linguistics

TMU: Thuong Mai University

LIST OF FIGURES, TABLES AND CHARTS

Table 2.1 Definition of language learning strategies 12

Table 2.2 Structured and Unstructured Approach to Vocabulary Learning by Sanaoui (1995) 14

Table 2.3 Gu and Johnson's classification of VLS 15

Table 2.4 Schmitt's taxonomy of VLS 17

Figure 1: Student's awareness of the importance of vocabulary learning 21

Table 3.1 Descriptive statistics of students' use of Determination strategies 23

Table 3.2: Descriptive statistics of students' use of Social strategies 25

Table 3.3: Descriptive statistics of students' use of Social strategies (Consolidation) 26

Table 3.4: Descriptive statistics of students' use of Memory strategies 28

Table 3.5: Descriptive statistics of students' use of Cognitive strategies 30

LIST CHAPTER 1 : OVERVIEW OF THE STUDY

1.1 Rationale

Vocabulary is essential for people's correspondenceand language learning, and it plays a critical part in thedevelopment of a second language Wilkins (Wilkins,1972: 111) stated that "without grammar little can beconveyed, without vocabulary nothing can be conveyed"

As a consequence, we cannot argue that languageacquisition capabilities such as listening, speaking,reading, and writing are difficult to attain withoutvocabulary.As a consequence, researching vocabularylearning techniques is an important phase towards learning

a second language

The study of vocabulary acquisition gained littleattention in the 1950s and 1960s Fortunately, since the1980s, vocabulary acquisition has been researched morethoroughly Researchers, educationalists, and teachers arealso getting more involved in it Many of them, both athome and abroad, have expressed their opinions on theimportance of vocabulary learning As Decarrico (2001:285) stated that "Although vocabulary has not always beenrecognized as a priority in language teaching, interest in itsrole in second language learning has grown rapidly inrecent years and specialists now emphasize the need for asystematic and principled approach to vocabulary by boththe 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 itsvocabulary could be figuratively compared to bricks To

build a complete house, not only cement but also bricksare needed Without bricks, no house can be built, evenwhen plenty of high quality cement is available."Therefore, to be a fluent English user, learner must notonly obtain a steady knowledge of English grammar butalso have a diverse amount of English vocabulary.

English is a required course for students in Vietnam

in general and at my college, Thuong Mai University inparticular However, there is a significant differencebetween the students' English abilities and the syllabus'scriteria As a result, vocabulary has been a significantbarrier to English learning, and their rate of vocabularyimprovement has been sluggish.Furthermore, manyEnglish teachers believe that their students should learnvocabulary on their own.Any new term can be looked up

in an English-Vietnamese dictionary, which is labelledwith a phonetic symbol and its Vietnamese meaning, sothere is no need to spend time teaching vocabulary Inaddition, some methods that are still being used in collegesare no longer reasonable On the other hand, as a student, Irealized that traditional vocabulary-learning methods wereineffective And if some of them have worked tirelessly tolearn new vocabulary, the results have been dissatisfying Ifelt it important to provide them with effective learningmethods for learning English words

Those considerations inspire me to conduct research

on the English vocabulary learning strategies used byEnglish major students at Thuong Mai University

1.2 Previous studies

The strategies employed by language learners haddrawn more and more attention among teachers andresearchers alike It was generally agreed that successfullanguage learners were likely to apply strategiesappropriate to their own language learning needs Theredid exist some research into vocabulary learning strategies

in the west

In a recent study conducted by West (1980), it wassuggested that learning through incidental learning waseffective when students knew how to take advantage of it.Meara (1980) thinks there were words that made up alanguage; considerable evidence showed that a learner'svocabulary size highly predicted his general languageability Cohen and Aphek (1981) investigated seventeenEnglish-speaking students learning Hebrew, among whomnine were beginners and six were intermediate level andtwo were advanced learners Brown & Palinscar (1982)hold that the strategies which were connected with thelearning process, planning for learning, management ofcomprehension or production in the process ofvocabulary learning and self-evaluation after the learningactivities were classified as the Metacognitive strategies.Oxford (1989) regarded learning strategies as externalactivities and gave such a definition “language learningstrategies were behaviors or actions which learners used tomake language learning more successful, self-directed andenjoyable.”

Then Ehrman & Oxford (1990) considered languagelearning strategies as the “often conscious” behaviors that

learners used to facilitate their learning Brown& Perry(1991) said that learners could be taught explicitly as forhow to enlarge their vocabulary in all appropriatevocabulary learning strategies training rather than simplylet them learn vocabulary in their own way Studiesindicated that using a dictionary could aid bothcomprehension and improve vocabulary acquisition(Knight, 1994) Though individual vocabulary learningstrategies had been increasingly researched (Avila &Sadoski, 1996), only a few researchers had investigatedvocabulary-learning strategies as a whole.

Gu & Johnson (1996) applied two dimensions ofvocabulary learning strategies for their study: meta-cognitive and cognitive strategies, which involvedguessing, consulting a dictionary, note-taking, rehearsal,encoding and activating, all of which could be furthersubcategorized The total number of strategies in theirstudy totaled up to Wenden (1998) gave estimation aboutthe importance of knowledge of vocabulary in textComprehension He stated that it was estimated that ifover 10 percent of the words in passage were beyondone’s knowledge, the reader would get frustrated andtended to give up

Laufer (2003) conducted three experiments toexamine the two important ways used in vocabularylearning: reading and productive activities Nassaji (2003)studies the use of strategies and knowledge sources insecond language lexical inference as well as theirrelationship with inferential success

The studies at home and abroad described differentaspects of vocabulary learning strategies and all theresearches show that there was still a great shortage in thisfield; What’s more, participants of these studies weremostly college students and there were few studies onexcellent English postgraduates So a study into this group

of English learners was in urgent need to devote muchtime and energy to vocabulary learning but achieve littlesatisfactory effect so that they might be greatly enlightened

to get twice the result with half the effort in the course oflearning vocabulary

Besides, the research was intended to explore anddiscover the relationship between vocabulary learningstrategies and level of vocabulary

1.3 Aims of the study

The goal of the study is not only to help studentshave more effective methods of learning Englishspecialized vocabulary, but also to improve Englishteaching and learning at the University of Commerce.Therefore, the specific purpose of that research is to findout what problems students face when learning vocabularyand to research which methods are effective for students.Hence, reasonable recommendations will be made toachieve the original goal of the study

1.4 Research Subjects

The research subject of this study is to reseach whattechniques are widely used in English specializedvocabulary learning at Thuong Mai University and itsresults The study also offers solutions for students andteachers to obtain the best learning and studyingspecialized vocabulary.

1.5 Scope of the study

A survey questionnaire is implemented withquestions related to the title of this study The participantsare given a questionnaire and complete one directly or viathe internet Then I will select their answers for analyzingdata in my study The study is conducted for 200 Englishmajor students of the English faculty at Thuong MaiUniversity selected at random from K53N2, K54N2,K55N2,K56N2 during the second term of school year2020-2021 from 22/02/2021 to 16/04/2021

1.6 Research methodology

To study the student's approach to learningspecialized English vocabulary and get accurate results,the researcher uses two methods, including quantitativemethod and qualitative method The interviewers received

a questionnaire consisting of a list of questions, afteranswering the questionnaires, the researcher would collectthem and analyze the initial database Quantitativemethods will help researchers easily calculate, analyze andevaluate sources of information and data It will then come

up with reliable metrics to be displayed in the form of

charts or diagrams In the qualitative method, theresearcher uses small tests to help exploit moreinformation and databases Qualitative methods are used toanalyze, synthesize, and explain students' problems Alldatabases are collected from reliable sources via internet,website and books.

1.7 Organization of the study

The study is divided into four chapters Each chapterdeals 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 andvocabulary learning strategies In addition, theclassifications of language learning strategies andvocabulary learning strategies are reviewed to set up thetheoretical framework for the investigation in the nextchapter

Chapter 3 is the main research result These include

data analysis and implication

Chapter 4 is recommendations and suggestions to

improve teacher teaching and students' English vocabularylearning

CHAPTER 2 LITERATURE REVIEW 2.1 Learning style preferences (LSP)

2.1.1 Definition

Historically, some researchers have found thedefinition of learning style From the end of the lastcentury, a definition given by Keefe (1979) (cited byLogan & Thomas, 2002) had been adopted by leadingresearchers in the field

"Composite of characteristics cognitive, affective and psychological factors that serve as relatively stable indicators of how a learner perceives, interacts and responds to the environment"

Keefe (1979)

By making this clear, Keefe mainly focused onlearners' preferences in a specific learning environmentand not on the types of information that learners must beaware of

Among student learning styles, Dunn and Dunn(1992) defined learning styles as the way in which " eachlearner begins to concentrate on, process and remembernew and difficult information" In this definition,researchers, unlike Keefe, emphasized "new and difficultinformation"; However, in practice, learners still had theirown way of learning when exposed to "old" information

In 1995, Felder & Henriques, continuing on thistopic, came up with another definition of the style oflearning, which was how "an individual characteristicallyacquires, retains and retrieves information".

Of the definitions mentioned above, this one is themost comprehensive and does not focus too much on thelearning environment or the type of information perceived.Therefore, in this paper, researchers will rely on thisdefinition as a basis for research

2.1.2 Classification

As mentioned above, style of study is a field thatreceives a lot of attention from different researchers;Therefore, several classifications of learning styles havebeen raised so far Despite widespread acceptance of theconcept of learning styles in educational psychology,however, there is disagreement over how to classify andmeasure it

According to Kolb et al (1979), there are four basiclearning styles:

Converger: who wants to solve a problem and who

relies heavily upon hypothetically deductive reasoning tofocus on specific problems

Diverger: who solves problems by viewing

situations from many perspectives and who relies heavilyupon brain storming and generation of ideas

Assimilator: who solves problems by inductive

reasoning and ability to create the theoretical models

Accommodator: who solves problems by carrying

out plans and experiments and adapting to specificintermediate circumstances

In this classification, the most important criterion isproblem solving to classify learning styles, in whichlearners with different learning styles are those who havedifferent ways of gathering reasons and facts Showexperiments to come to conclusions However, studentsare not only learners who need to solve problems, but alsopeople who face other activities such as acquiring newknowledge or revisiting old information

Gregorc and Butler (1984) categorized learningstyles into four models: Concrete, Abstract, Sequential andRandom They supposed that every one possesses somenatural abilities in each of the models above; however,most people have more natural abilities in one of themodels Concrete and Abstract are perceptual qualitieswhile Sequential and Random are ordering abilities Thereare four combinations of the strongest perceptual andordering ability in each person:

Concrete Sequential learners prefer to learn byphysical senses; specifically, their learning preferences arecomputers, demonstration or guided practice Longlectures might not be suitable to them.

Concrete Random learners like learning throughsimulations, games or independent study Their favoritelearning channels are intuition and trials-and- errors.Structured lessons may make them feel bored and easilyget distracted

Abstract Sequential learners prefer to learn by theirintellect They like lectures, reading and slide showswhereas they dislike hands-on projects Abstract Randomlearners prefer to learn by emotions Short lectures, mediaand the arts are their learning preferences while structuredassignments and drills are out of their favor

In his book Strategies for Success: A Practical Guide

to Learning English (2004), Brown also listed his style oflearning that had more to do with reading He clearly notedthat speed should be considered one of the importantlearning styles and could be divided into reflexive (slowerreaders) and impulsive (people who think and read faster).Reflection learners liked all the words of the readingpassage before going to the next lesson, while learning thenext, they liked to make guesses without fullyunderstanding Therefore, Brown came to the conclusionthat when reading the same long text, reflex people weremore likely to be more cautious and slower than impulsiveones

Among the various classifications, this theory wasquite new and focused on the relationship betweenlearning and reading In practice, however, he focusedonly on the learner's reading speed, which was notimportant enough to be the main factor in categorizingdifferent reading styles.

Research done by Reid (1987) has shown thatlearners have three main perceptual learning channels, alsoknown as three basic learning styles:

"Visual learning – reading, studying charts

Auditory learning – listening to lectures, audiotapes

Kinesthetic learning - experiential learning, that is,total physical involvement with a learning situation."

In more detail, according to Reid, visual learnerslearn by sight because they can only do their best withtextbooks containing graphs, pictures, and charts whileauditory learners learn by reading and drafting, andcomment on what has been read The auditory learners willalso be more easily confused by sounds The third group oflearners is those with aesthetic abilities who like to be able

to move around while studying They might find it difficult

to sit still for long periods of time and they really needpractical experience to fully understand the lesson'scontent

Referring to these three types of learning, Reid statedthat visual learners could think with images and absorbedknowledge best when looking at visual images such asdiagrams, drawings, and textbooks illustration, video, flipchart These people have the ability to pay attention todetails in order to record information A drawing will bemore deeply understood by the perceptual learner than byothers So in learning, they need to observe the teacher'sbody language and facial expressions to understand theunderlying values While there are those who recordinformation visually, there are those who are more agilewhen it comes to listening Information they can acquiresuch as a verbal lecture, radio, or radio They analyzesounds, voices, pitches and different nuances, therebyunderstanding the communicator's information The lastgroup of learning style preferences, kinesthetic learners,learns best through a hands-on approach by touching orexperiencing the physical world around them.

Dunn & Dunn (2003) also shared the similarclassification of learning style preferences to Reid's workwhen they raised another theory in the field consisting ofthree basic learning styles:

Visual - seeing learning style involves the use of seen

or observed things, including pictures, diagrams,demonstrations, displays, handouts, films, flip-chart, etc

Auditory hearing learning style involves the transfer

of information through listening: to the spoken word, ofself or others, of sounds and noises

Kinesthetic/Tactile - doing learning involves physicalexperience - touching, feeling, holding, doing, andpractical hands-on experiences.

Sarasin (2006) and Pritchard (2009) applied the sameview in measuring style preference, presented in their booknamed Learning Style Perspectives: Impact in theClassroom and Ways of Learning: Learning Theories andLearning Styles in the Classroom respectively

In these above-mentioned ways of learningclassification, Reid's classification is the clearest and mostcoherent one since it relates to our recognition and is based

on different learning materials and exercises thatinstructors and understudies can utilize in any learningpreparation In addition, this classification has beenutilized by numerous analysts when they carried outinvestigate considers relating to learning inclinations.Particularly, Fu (2009) assumed that the only and mostcommon way of distinguishing learning styles is based onthe sense As a result, the category by Reid (1987) andother analysts sharing the same classification with Reidwill serve as the base of the investigation

2.1.3 Gardner's theory of multiple intelligences

Numerous of us are commonplace with threecommon categories in which individuals learn: visuallearners, sound-related learners, and kinesthetic learners.Past these three common categories, numerousspeculations of and approaches toward human potentialhave been created Among them is the hypothesis ofnumerous insightful, created by Gardner, H (2010)

Gardner's early work in brain research and afterward inhuman cognition and human potential is driven to theadvancement of the beginning six insightful Nowadaysthere are nine insightful and the plausibility of others mayinevitably extend the list These shrewd relate to a person'sone-of-a-kind fitness set of capabilities and ways theymight incline toward to illustrate mental capacities.Particularly, they are:

1 Verbal-linguistic intelligence (well-developedverbal skills and sensitivity to the sounds, meanings andrhythms of words)

2 Logical-mathematical intelligence (ability to thinkconceptually and abstractly, and capacity to discern logicaland numerical patterns)

3 Spatial-visual intelligence (capacity to think inimages and pictures, to visualize accurately and abstractly)

4 Bodily-kinesthetic intelligence (ability to controlone's body movements and to handle objects skillfully)

5 Musical intelligence (ability to produce andappreciate rhythm, pitch and timber)

6 Interpersonal intelligence (capacity to detect andrespond appropriately to the moods, motivations anddesires of others)

7 Intrapersonal intelligence (capacity to be aware and in tune with inner feelings, values, beliefs andthinking processes)

self-8 Naturalist intelligence (ability to recognize andcategorize plants, animals and other objects in nature)

9 Existential intelligence (capacity to tackle deepquestions about human existence such as "What is themeaning of life?" or "Why do we die?"

2.1.4 Advantages of understanding individual LSP

Concurring to Al-Hebaishi (2012), variety anddiffering qualities are inescapable highlights of humancreatures; in this manner, individuals are more distinctivethan they are alike He included that classrooms are wherethese contrasts appear to be most clear Learners havediverse needs, capacities, abilities, and styles Amongthose, their learning styles play a critical calculate decidingthe approaches that they lean toward to get information.Thus, it is critical that both instructors and learners got toway better get it and appreciate these person learningfashion inclinations in arrange to instruct and learn moreviably

With respect to the advantage of an understandingperson learning fashion inclinations to instructors,Stebbins (1995) contended that instructors tend to instructthe way they were instructed, so in some cases, clashesmay emerge due to a jumble between the teacher'sinstructing style and learner's learning styles Theseclashes likely cause negative results on both instructorsand understudies in classrooms Subsequently, she statedthat instructors ought to know the common learningprofiles of the full course, which might empower them toorganize and utilize educating materials appropriately.Concerning the advantage to understudies, Reid(1995) expressed that raising students' mindfulness of theirclaim learning style inclinations can make them not as itwere more arranged for learning but moreover moreexplanatory around their learning styles and the learningtechniques they ought to make utilize of to fit their styles

In expansion, he proposed that creating an understanding

of learning styles "enable students to take control of theirlearning and to maximize their potential for learning"(p.14).

2.2 Vocabulary learning strategies (VLS)

2.2.1 Definition

Since lexicon learning methodologies are asubcategory of dialect learning procedures, it is imperativethat dialect learning procedures ought to be characterized

to begin with so that the definition of lexicon learningmethodologies can be better-clarified A number ofdefinitions of dialect learning techniques have beenexpressed so distant The table underneath appearschronologically how the term advanced through the history

of etymology inquiring about

Table 2.1 Definition of language learning strategies

Bialystok

(1978)

Methods/conscious enterprises

For exploiting available information to improve competence in L2

Rubin (1987) Set of operations, steps, plans,

routines of what learners do

To facilitate the obtaining, storage, retrieval, and use of information, to regulate learning

Wenden (1987)

Language learning behaviors learners actually engage in, strategic knowledge about learning

To learn and regulate L2 learning

Oxford (1990)

Specific actions, behaviors, steps or techniques that students intentionally use

To improve their progress in developing second language skills

With respect to the definition of a language's lexiconlearning techniques Cameron (2001) characterized lexicon

learning methodologies as "actions that learners take tohelp themselves understand and remember vocabulary."Catalan (2003) proposed a more concrete and carefuldefinition of vocabulary learning strategies:

"Vocabulary learning strategies are knowledge about the mechanisms (processes, strategies) used in order to learn vocabulary as well as steps or actions taken by students to find out the meaning of unknown words, to retain them in long-term memory, to recall them at will, and to use them in oral or written mode."

Brown & Payne (1994) stated a five-step process inlearning vocabulary of a foreign language:

(a) Having sources for encountering new words;(b) Getting a clear image, either visual or auditory orboth, of the forms of the new words;

(c) Learning the meaning of the words;

(d) Making a strong memory connection between theforms and the meanings of the words:

(e) Using the words

These ways of characterizing lexicon learningtechniques are, in reality, the same Both of them are veryclear, so the analyst would base on these hypotheticalpremises through this term paper

Sanaoui (1995) constantly conducted three studies onESL learners in 1990, 1992 and 1993 in order to discoverthe foremost careful classification of lexicon learningtechniques They are categorized into the two taking afterunmistakable approaches: an organized and anunstructured approach.

Table 2.2 Structured and Unstructured Approach to Vocabulary Learning by

Sanaoui (1995)

Opportunities for learning vocabulary

Self-created

Independent study

Reliance on courseMinimal independent study

Range of self-initiated activities

Records of lexical items

Review of lexical items

Practice of lexical items

Self-created opportunities in and outside

Source: Rakiza Sanaoui, Adult Learners'

Approaches to Learning Vocabulary in Second Languages, “The Modern Language Journal”.

Stoffer (1995) too carried out an analysis on 707understudies at the College of Alabama by employing asurvey which contained 53 things planned to degreeparticularly lexicon learning techniques She, at last,illustrated that these 53 things might be gathered into ninecategories by calculating investigation: (1) Strategiesinvolving authentic language use; (2) Strategies used forself-motivation; (3) Strategies used to organize words; (4)Strategies used to create mental linkages; (5) Memorystrategies; (6) Strategies involving creative activities; (7)Strategies involving physical action; (8) Strategies used toovercome anxiety; (9) Auditory strategies

Gu and Johnson (1996) utilized implies of a lexiconlearning survey, lexicon estimate tests, and capability tests

to carry out consideration on the lexicon learningmethodologies of 850 second-year understudies at a

Chinese college This survey comprised of 91 questionsjournalist to 91 things of lexicon learning methodologiesand these questions were to figure out whether theunderstudies utilized these procedures or not These 91lexicon learning procedures were categorized into sevensub-groups The taking after table would provide adiagram of Gu and Johnson's classification of lexiconlearning techniques.

Table 2.3 Gu and Johnson's classification of VLS

Dimensions and Categories

Metacognitive regulation Selective attention

Self-initiation

Guessing strategies Using background knowledge/wider context

Using linguistic cues/immediate context

Dictionary strategies

Dictionary strategies for comprehensionExtended dictionary strategies

Looking-up strategies

Note-taking strategies Meaning-oriented note-taking strategies

Usage-oriented note-taking strategies

Rehearsal strategies

Using word listsOral repetitionVisual repetition

Encoding strategies

Association/ElaborationVisual encoding

Auditory encodingUsing word structureSemantic encodingContextual encoding

Activation strategies Using new word in different contexts

Schmitt (1997) examined a test of 600 Japanesestudents comprising four diverse levels of Englishlearners: junior high school, senior high school,

university, and adult students He utilized the scientificcategorization of lexicon learning techniques outlined byhimself as a inquire about the instrument to discover outwhich methodologies understudies utilized and which theyconsidered accommodating The 58 lexicon learningmethodologies in Schmitt's scientific classification areclustered into two technique measurements: methodologiesfor finding the meaning of an unused word, and techniquesfor solidifying a word once it has been experienced Theseprocedures are moreover isolated into five bunches oftechniques named etermination strategies (DET), socialstrategies (SOC), memory strategies (MEM), cognitivestrategies (COG) and metacognitive strategies (MET).Schmitt depicted each procedure as takes after.

(I) Dimension of discovering the meaning of a newword:

a Determination strategies (DET): used by anindividual when faced with discovering a new word'smeaning without resource to another person's expertise

b Social strategies (SOC): use interaction with otherpeople to improve language learning

(II) Dimension of consolidating a word once it hasbeen encountered:

a Social strategies (SOC): have group work to learn

d Metacognitive strategies (MET): involve aconscious overview of the learning process and makingdecisions about planning, monitoring, or evaluating thebest ways to study.

To be more illustrative, Schmitt's classification ofEnglish vocabulary learning strategies is presented throughthe table of 58 strategy items below:

Table 2.4 Schmitt's taxonomy of VLS

Source: Schmitt, N (1997) Vocabulary Learning Strategies In D N Schmitt, & M McCarthy

Bilingual dictionaryMonolingual dictionaryWord lists Flash cards

SOC

Ask teacher for L1 translationAsk teacher for paraphrase or synonym of new wordAsk teacher for the sentence including the new wordAsking classmates for meaning

Discover new meaning through group work activity

Strategies for consolidating a word once it has been encountered

SOC

Study and practice meaning in a groupTeacher checks students' flashcards and word lists for accuracyInteract with native speakers

Image word's meaningConnect word to a personal experienceAssociate the word with its coordinatesConnect the word to its synonyms and antonymsUse semantic maps

Use "scales" for gradable adjectivesPeg method

Loci methodGroup words together to study themGroup words together spatially on a page

Use new word in sentencesGroup words together within a storylineStudy the spelling of a word

Study the sound of a wordSay new word aloud when studyingImage word form

Underline the initial letter of the wordConfiguration

Use Key word methodAffixes and rootsPart of speechParaphrase the word's meaningUse cognates in study

Learn the words of idiom togetherUse physical action when learning a wordUse semantic feature grids

COG

Verbal repetitionWritten repetitionWord lists

Flash cardsTake notes in classUse the vocabulary section in your textbookListen to tape of word lists

Put English labels on physical objectsKeep a vocabulary notebook

Schmitt's classification of lexicon learningmethodologies will be picked as the instrument for this

term paper since, in this scientific categorization, Englishlexicon learning procedures are most particularly andclearly recorded.

2.2.3 Advantages of using appropriate VLS

Lexicon obtain appears to be considered by L2learners to be the foremost significant portion of dialectlearning; consequently, it is crucial that learners ought toknow how to misuse suitable strategies so as to memorizelexicon viably Horwitz (1988) affirmed that theprocurement of lexicon may be a never-ending handle andoften postures inconceivably challenges for dialectlearners, so utilizing suitable lexicon learning techniquesplays a really noteworthy part in dialect learning

Gu and Johnson (1996) moreover expressed that theutilize of lexicon learning procedures essentiallyinfluences learners' L2 capability in common and learners'lexicon securing in specific In expansion, lexicon learningmethodologies were respected as a device in enablinglearners to form astute decisions in terms of what tomemorize and how to memorize Thus, it is vital to utilizefitting lexicon learning procedures in arrange to boost alearner's lexicon securing

But for Horwitz and Gu & Johnson, most phoneticsanalysts have so distant declared an important relationshipbetween lexicon learning techniques and learning comesabout The two Japanese analysts, Mizumoto and Takeuchi(2008) examined the impact of lexicon learningmethodologies on TOEIC execution Among a gather offactors, lexicon learning methodologies had the mostprominent impact on TOEIC scores of the learners (p.17)

To whole up, there's barely any question that learnerscan strikingly advantage from misusing suitable lexiconlearning techniques when learning English as a momentdialect In this manner, it is the researcher's point to carryout this ponder and make the understudies mindful ofapplying suitable methodologies within the handle oflearning the lexicon of a dialect

2.3 The distinction between LSP and VLS

Since dialect learning techniques and learning styleinclination have every so often been mixed up, it is crucial

to recognize them in this term paper

Oxford (1990) states that a few learner characteristicssuch as "learning styles and personality traits are difficult

to change" (p.12) It can be said that learning styles aregenerally steady and not likely to alter over time In anycase, concurring to Ellis (1989), learners may now andthen desert their possess learning styles and alterthemselves to fit the teacher's educating styles Learningprocedures in common and lexicon learning procedures inspecific, on the opposite, are respected as "external skills"which shows "they are more problem-oriented andconscious" Oxford (1990) contends that "learningstrategies are easier to teach and modify" whereas learningstyles are inside identities of learners which are difficult toalter (p.12) It is suggested that learning methodologies aremore likely to alter and how much alter significantlydepends on the assignment and materials utilized withinthe learning environment

Reid (1998) moreover makes a difference us discover

it very simple to point out the distinction between lexiconlearning techniques and learning fashion prefer by to

learning styles as "inside based characteristics, frequentlynot seen or deliberately utilized by learners, for theadmissions and comprehension of unused data." (p.9) Bydifferentiate, she characterizes learning procedures as

"external skills often used consciously by students toimprove their learning." (p.9)

In a nutshell, lexicon learning techniques andlearning fashion inclination are demonstrated to be diverse.Particularly, procedures that learners utilize in the learninglexicon are more slanted to be changed so that the learningcomes about can be progressed while learning styles aresteady identity characteristics of learners which aregenerally difficult to alter