How to study vocabulary effectively is concerned by many teachers as well as researchers, and many learning methods are designed to serve effective vocabulary learning for students.. How
Problem statement
Currently, English plays an important role because it has become an international language and is used as the official language in all industries such as aviation, commerce, science and technology, etc In Vietnam, English are becoming more and more important and are being included in the school environment as a compulsory subject It can be said that if we consider learning English as the construction of a building, then learning vocabulary is its foundation There are many ways to learn vocabulary, but to have a strategy to enrich the vocabulary effectively is not easy and in fact, they are not really effective to learn vocabulary yet.
Rationale for the present study
It is a fact in learning English that after many years of learning, many people are still difficult to communicate successfully They tend to use simple vocabulary instead of what they have learned Besides, vocabulary usage is also an essential factor to evaluate the quality of a writing Regarding to writing skill, learners often have difficulty choosing vocabulary that is both accurate and logical
One secret to helping learners to successfully use English is to equip them with knowledge of vocabulary We can only understand correctly only when the vocabulary is correctly and appropriately used Therefore, the limited knowledge of English vocabulary makes the great effect on the use of English
From the above reasons, the author digs into the vocabulary learning methods of English learning students at UEF to find the key vocabulary learning methods for English-specialized students and study new learning methods to strengthen and improve the learning method for future specialized students The study focused on answering the following questions:
(1) What is the role of vocabulary in learning English?
(2) Which vocabulary learning methods do UEF English-majors students always apply?
(3) How can vocabulary be learnt effectively?
Aims of the study
Researching this topic, the author wants to solve the following problems:
Firstly, the topic helps students determine the importance of learning vocabulary and its relationship with listening, speaking, reading and writing skills
Secondly, the topic digs further into the study of vocabulary learning methods of the UEF English-specialized students
Thirdly, the topic gives some suggestions on how to learn vocabulary effectively to help English learners build their own vocabulary.
Significance of the study
The topic gives an overview of vocabulary and vocabulary learning methods applied to foreign language learning On that basis, the topic helps find effective vocabulary learning methods for English learners.
LITERATURE REVIEW
Definitions of vocabulary
There are many different definitions of vocabulary In correspondence with its very important role in foreign language learning, vocabulary has become a major concern for researchers, instructors and learners
Ur, Penny (1996) defined vocabulary as words we teach in a foreign language However, a vocabulary unit that may have a single word or also have more than a single word It is a combination of two or three words or even multi-word idioms
Pyles and Alges (1970) also suggested that wshen thinking about a language, the first factor we think of is words The word is the focus of language They are the connection between sound and meaning that allows us to communicate with others Moreover, they are arranged together to create sentences, conversations or speeches in different forms It turns out that vocabulary is essential for learning any language
According to the dictionary definition on the world.IQ.com website, vocabulary is words that are known by an individual or entity, which is part of a specific language
An individual's vocabulary is both a constituent of words that he can understand, as well as a combination of all the words that he uses in the process of creating new sentences.
Roles of vocabulary
It is undeniable that vocabulary plays a very important role in a language, so it can be said that if you consider learning English as construction of a building, then learning vocabulary is its foundation There are many ways to learn vocabulary, but having an effective vocabulary enrichment strategy is not easy, so many aspects of vocabulary have been studied including how to use words, how to design vocabulary learning curriculum, assessment and vocabulary learning strategies Without a wide vocabulary, it is difficult to create any conversation Therefore, learners need to make efforts to acquire the target language not only in the classroom but also in the outside world As Troike (1976) asserted that vocabulary is most important for understanding and recognizing things, facts, actions or concepts
Scott thornbury (2002, p.13) emphasized that “Without grammar, words can be expressed very little but without vocabulary, nothing can be conveyed”
David Willkin (2007, p.76) further asserted that “If you spend most of your time learning grammar, your English will not improve much You will see significant progress if you learn a lot of words and phrases You can say very little about grammar but you can say a lot of things with vocabulary.” Obviously, vocabulary is essential to practice listening, speaking, reading, writing skills and learning foreign languages in general.
Definitions of vocabulary learning method
There is no official definition of vocabulary learning method The reason may be because lexical methods are part of language learning methods Therefore, the definition of language learning methods can be considered as the lexical method definition
According to Oxford (1990), one of the leading lecturers and researchers in the field of language learning method research has given his opinion on the method of learning as follows: The method has a special meaning in learning a language because it is an effective tool to help learners to actively and directly participate in learning to maximize their communication ability
Rubin (1987) and Schmitt (1997) had the same opinion when defining learning method as a process in which information is conveyed, accumulated, absorbed and used In other words, learning method is special thoughts and behaviours that individuals use to help them understand, perceive or remember new information.
Classification of vocabulary learning method
Although there have been many studies on vocabulary learning methods of the authors, namely Lawson and Hogben (1996), Avina and Sadoski (1996) and Hell and Mahn (1997), however, only two studies have explored overall vocabulary learning
In a recent study by Stoffer (1995), she developed a survey of 53 items designed to learn about vocabulary learning methods These 53 items are summarized in 9 criteria as follows:
(1) The method consisting of the use of authentic language
(2) Method used for personal motivation
(3) The method used to organize words
(4) The method used to create the internal connection
(8) The method used to create confidence
(9) Method of dictionary look-up
In another study by Schmitt (1997), he made his own proposal for classifying the lexical method He distinguished the methods that the learner used to approach the meaning of the word at first contact with the methods that the learner used to reinforce the meaning of the word in subsequent contacts The method used to approach word meanings includes word guessing and communication methods
The method used to reinforce the meaning of words includes communication, memorization, cognition and metacognition The communication method appears in both groups as it can be used for both purposes This classification is partly based on the Oxford classification system (1990)
2.4.1 Groups of method of approaching to the word meaning include the following:
2.4.1.1 Method of guessing the meaning of words includes:
(2) Analysis of prefix, suffix and root word
(3) Review of awareness of the first language
(4) Analysis of available image or gestures
(5) Guess of word meaning from the context of the text
(1) Asking teachers to translate into the first language
(2) Asking teachers to explain new words or find synonyms
(3) Asking teachers the meaning of a complete sentence that contains the new word
(4) Asking classmates about the meaning of the word
(5) Discovering the meaning of new words through collective activities 2.4.2 Groups of method of reinforcing the meaning of words
(1) Studying the meaning of words and practice
(2) Checking the accuracy of students’ word list or word table
(1) Studying the meaning of words through illustrations
(13) Studying the spelling of words
(2) Describing the meaning of words (14) Studying the pronunciation of words
(15) Reading out loud words during learning by heart
(4) Attaching to words of the same type
(5) Attaching to synonyms and antonyms
(17) Underlining the first letter of a word
(6) Using semantic maps (18) Arranging words into groups
(7) Using the scale for adjectives of degree
(19) Using the key word method
(8) Using the normalized method (20) Remembering root words and affixes
(9) Using the topic-based vocabulary method
(10) Grouping words together to study
(11) Grouping words in different blank spaces on a paper
(23) Using words having the same root
(12) Studying the spelling of words (24) Learning words in an idiom Studying the pronunciation of words (25) Using physical activities
(5) Refer to the vocabulary lists in the book
2.4.3.4 Method of mega-cognation includes
(1) Using the communication methods in English
(2) Testing and evaluating the personal level by test related to vocabulary
(5) Continue studying words from the outside along with learning in class
Data gathering instruments
White (2002, p 24) notes that: Quantitative research is scientific and objective approach As mentioned above, the main aim of the study is to impartially record the findings about students’ personal opinions on vocabulary learning methods employed It is obvious that the methodology of quantitative best suits the aim With this type of research, the results are given numerical values and evaluated through some mathematical treatment and then put in form of a report of quantitative data analyse
The tool to help the author gather information is the questionnaire The questionnaire is designed bilingually in both English and Vietnamese The questionnaire structure is divided into 2 parts including part 1 designed to collect personal information of participants and part 2 consisting of questions designed to learn regular used vocabulary learning methods by UEF English-specialized students
Part 1 of the questionnaire includes 3 questions designed to collect information about participants
The purpose of question 1 is designed to know which year do the English- specialized students belong to?
Question 2 helps the author gather information about how many hours the participants spend on learning English
Question 3 is designed by the author to understand the personality group of the participants
The second part of the questionnaire consists of 7 questions (from question 4 to question 10 of the questionnaire) designed to collect information about the vocabulary learning methods currently being used by the UEF English-specialized students
Question 4 is to help the author know the favourite English learning time frame of the participants
Question 5 is designed to collect information about how many hours the participants spend on studying English vocabulary
Question 6 is to collect methods that the participants often use to learn English vocabulary
Question 7 is developed by the author to know what methods do the participants often use to memorize vocabulary?
Question 8 is designed to help the author know how the participants evaluate their vocabulary
Question 9 is developed to learn about the awareness of the participants on the role of English in finding a good job in the future
Question 10 is the last question designed by the author to know which vocabulary learning method, according to the participants, is best for them
Settings for the present study
To answer the research questions mentioned in chapter 1 of this study The author conducted a survey at the University of Economics and Finance (UEF) in Ho Chi Minh City UEF was founded on September 24, 2007 with the goal of developing to become one of the leading universities in Vietnam and achieving the national standard of learning, based on the philosophy: Quality - Efficiency - Integration On the other hand, at UEF in general and the Department of Foreign Languages in particular, English is the main communication language in the curriculum Therefore, this is a reliable source to study the vocabulary learning methods commonly used in students.
Participants’ information
Participants in the survey are students specializing in English at UEF 137 students answered the survey questionnaire They all have an average age of 18-23 years old, of which 32.6% of them are freshmen, 36.3% are sophomores, 9.6% are juniors and 21.5% are seniors (Figure 3.1)
Figure 3 1 Which grade level are you?
Among the participants, up to 110 students (equivalent to more than 80%) have been studying English for over 7 years There are 22 (equivalent to 16%) of them have been learning English from 5-7 years, 4 students (equivalent to 2.9%) have been learn English from 3 to 5 years and only one person involving in the survey stated that he has been learning English from 1-3 years From this point of view, it shows that students participating in the survey have basic English proficiency, creating favourable conditions for conducting the study
Figure 3.2 Years of Studying English
On the other hand, among 137 participants, 58.4% of them found themselves to be both active and passive, 23.4% of those who identified themselves as passive and only 18.2% said that they own the dynamic personality
Figure 3 3 Personality group of the participants
Data collection procedures
The data collection was conducted by the author in early June 2020 After completing the questionnaire design, the author changed the form of the questionnaire into an online survey and sent it to more than 150 English-specialized students at UEF and the author has collected 137 valid questionnaire answers In the questionnaire, students did not have to write their names and no one knew who answered the survey questions Moreover, all answers are kept confidential and the results will only be used for this research purpose.
Data analysis
The analysis of the survey results is carried out step by step by the author First of all, the answers are listed by the author into an excel table for each question to create a percentage for each answer Based on these data, the author will develop a chart to present the responses of the participants to each question
In summary, this chapter focuses on presenting the tool used by the author to collect data and analyse data in order to find out the vocabulary learning methods used by English-specialized students at UEF
The detailed results will be presented in detail in chapter 4 of this study.
FINDINGS AND DISCUSSION
Finding
4.1.1 When do you like learning English?
Figure 4.1 When do you like to learn English?
Based on the above chart, we can see that the period from 1 to 4 pm is most popular (48.9%) for students to study English, 35.8% of the surveyed students think that the time period from 6 - 9 pm is most suitable for studying English Next, 21.9% of them think that 7-9 am is a great time to learn English 19% of the respondents said 10-12 am is their favourite time to learn English Finally, only 18.2% of them felt like learning English after 10pm
4.1.2 How long do you spend learning English vocabulary?
Figure 4 2 How long do you spend learning English vocabulary?
From the results shown in the chart above, we can see that up to 18.2% of the respondents said that they could only spend 10 minutes a day studying English vocabulary 13.9% of people spend 20 minutes a day on doing this Up to 37.2% of the students taking the survey are spending 30 minutes a day on vocabulary learning
Only 6/137 people (equivalent to 4.4%) spend 40 minutes a day studying vocabulary
3 respondents (2.2%) said that they spent 50 minutes every day doing this 6.6% of them are learning vocabulary 1 hour a day Finally, 17.5% of participants are spending more than an hour a day on learning vocabulary From the above results, it shows that English students who participated in the survey have not really focused on studying to increase their vocabulary The time they spend learning vocabulary is quite low This will cause the increase in their vocabulary will be very slow, affecting other language skills
4.1.3 Which of the following methods do you use to learn English vocabulary?
Figure 4 3 Which kind of following methods do you use to learn English vocabulary?
From the survey results collected on the vocabulary learning methods used by students of English majors in UEF shown in the above bar graph, we see quite a lot of methods used by the participants with different frequency of use The above results show that the majority of students who participated in this study were also aware of the need to diversify their vocabulary learning methods so that they could find the most suitable learning methods for them to to maximize the effectiveness of vocabulary learning This will help them improve their vocabulary faster, which is good for learning other language skills
4.1.4 Which method do you apply for remembering a new word that you have studied?
Figure 4 4 Which method do you apply for remembering a new word that you have studied?
Memorizing learned vocabulary is an extremely important element of vocabulary learning That is why the author designed this question From the results in the above bar chart, there are many vocabulary memorization methods that have been used by UEF freshmen majoring in English Through the results of the survey on the frequency of using the methods, we can see that they are aware of the importance of memorizing the vocabulary they have learned Therefore, only a very small percentage of participants never used a method of memorizing vocabulary that they have learned The vast majority of them have occasional and frequent use of the methods However, in order to learn vocabulary effectively, the memorization of learned vocabulary needs to be more focused
4.1.5 Where do you think your level of English is?
Figure 4 5 Where do you think your level of English is?
From the results shown in the pie chart above, we can see that the majority of the survey participants thought that their current vocabulary was only at the threshold of sufficient use, 25.8% of them found that their vocabulary was growing more and more 21.2% of them said that with their current vocabulary they could understand a lot of key information And only 2 out of 137 respondents (equivalent to 1/5%) were confident that their current vocabulary could help them use fluently From the results above, it shows the fact that the vocabulary of the majority of the sections of students majoring in English at UEF is still low This is one thing that students need to overcome to improve other language skills
4.1.6 What is the percentage will English effect to your work?
Figure 4 6 How important is English to your work?
This question is designed by the author to collect evaluation of the survey participants of the impact of English on finding a good job in their future From the results shown in the above pie chart, more than half of the respondents (50.4%) thought that learning English well would help them easily find a good job in the future (level of effect greater than 50%) 14.1% of people thought that English had an influence of about 40% on whether they found a good job or not This was also the number of people who thought that English affected 30% of the chances of seeking a good job 15.6% of respondents said that English affects 30% of their job seeking 6/137 participants said that English only affected 20% of their employment opportunities Finally, only 2 people thought that the influence percentage of English on their future jobs which was only 10%
4.1.7 Which vocabulary learning method is best for you? Why?
In this question, many methods are given by the participants But the vast majority of them said that any method would be the best Studying with a variety of methods helps them avoid the boredom of learning Next, the method of learning through entertainment programs, watching movies and listening to music, etc are also chosen by quite many people The reason given by the survey is that the entertainment needs are essential for each person Learning vocabulary by this method makes them feel comfortable and not under pressure The third method chosen by many people is to read a lot and rewrite it a lot For them, learning this vocabulary not only helps them memorize vocabulary well but also helps them improve their writing skills The fourth most chosen method is the method of learning vocabulary through daily communication They think that this method helps them to memorize vocabulary better, and this method also helps them improve their speaking skills.
Discussion
To answer the research questions in chapter 1, the results of the study will be discussed in the context of theoretical concepts, based on the findings presented in chapter 4
Through the findings of the findings presented in chapter 4 of the study in this research, we can see that the majority of students majoring in English at UEF are aware of the importance of learning from English vocabulary They are aware that poor vocabulary will affect their language skills This will make it difficult for them to find a good job in the future However, the time they spend on vocabulary is still very limited This is an element they need to overcome in the future to promote their vocabulary learning
The survey results show that students participating in the survey are using a variety of methods in learning vocabulary Some of the most common methods used are using vocabulary cards, learning word family, learning through music listening, watching movies and other entertainment, writing over and over, reading over and over, memorizing through images or objects, etc
The analysis results in chapter 4 also show that most of the participants through the vocabulary learning process have assessed which learning method for them is the most effective, and help them improve their vocabulary quickly The vast majority of them are aware of the diverse use of methods that not only help them not be bored in learning but also help them quickly improve their vocabulary
According to Lightbow and Spada (1999, P.51-P.68), the factors that affect individual vocabulary learning include intelligence, talent, personality, motivation, learners' views, interests, beliefs, age and learning methods
Rubin and Thompson (1994, p 3-p 8) also agree with this view, believing that age, talent, character, learning methods and experiences are the factors that affect learners' vocabulary learning
Polski (1989) added two more factors, namely, learning style and learning method The Importance of Learning Methods Noonan (1999) emphasizes the importance of knowledge of methods because it helps learners to clearly realize what they are doing If they realize their learning process, learning will be more effective Ellis (1997) affirms that researchers point out that successful learners use more learning methods than unsuccessful learners They adopt different methods for each different stage in the upward process He also stressed that if they realize these decisive learning methods, they can teach students
Therefore, learning methods are the decisive factors for each individual to successfully learn vocabulary
According to previous studies, vocabulary learning methods are divided into two groups The first group is a semantic method group composed of methods of guessing the meaning of words and methods of communication The second group of methods is a group of methods to consolidate word meaning, which consists of communicative method, memory method, cognitive method and metacognitive method.
CONCLUSION
Summary of key findings
The main purpose of the study is to use the questionnaire to conduct a survey of vocabulary learning methods used by English major students at UEF From the collection of 137 answer sheets from research subjects, it has been proven that most students are aware of the role of vocabulary learning, and have investigated a number of vocabulary learning methods used by students with different frequencies to suit their ability However, their time spent on learning vocabulary will be an issue that needs to be improved in the future.
Implications
From the findings presented in chapter 4 The author wants to suggest some teachers to teachers to improve the perfection and effectiveness of vocabulary learning methods for students of English major To overcome the fact that students spend less time studying vocabulary, teachers can increase the frequency and number of new word tests in each lesson, which will motivate students to spend more time on their vocabulary learning
On the other hand, to increase vocabulary for students, teachers can provide new words for students in each themed lesson, instructing students how to memorize vocabulary best
To help increase vocabulary quickly, the author proposed solutions that students need to spend more time on vocabulary learning The number of vocabulary learned per day increases gradually over time
Memorizing learned vocabulary plays a huge role in vocabulary learning Therefore, students need to constantly apply methods to perform this memorization Some effective measures the author recommends using these vocabulary words when there is a right context, writing them over and over, reading over and over, etc.
Limitations
In this study, the author focused on finding out the vocabulary learning methods used by UEF English major students The author emphasizes on pointing out the roles and methods for learning vocabulary effectively for students However, the number of participants, as well as the time to conduct surveys, is also limited Therefore, the results of the study are not entirely representative of all students This suggests that the study only reflects part of the research problem The new study shows some of vocabulary learning methods used by English major students at UEF If the study takes longer time, the number of participants is more than it will reflect the issues in more detail
Ellis, R (1997), Second Language Acquisition, Oxford: OUP
Nation, I.S.P (1990), Teaching and Learning Vocabulary, New York: Newbury
Nunan, D (1990), Second Language Teaching and Learning , Boston: Heinle and Heinle Publisher
Oxford, R (1990), Language Learning Stratergies, Boston: Heinle and Heinle
Pyles,T & Algeo, J (1979), English – An Introduction to Language, New York:
Rivers, W.M (1983), Comunicating Naturally in a second language, Cambridge:
Rubin, J and Thompson, I (1994), How to be a more successful Language Learner, Boston: Heinle and Heinle Publisher
Schmitt, N (1997), Vocabulary Learning Stratergies, Cambridge: Cambridge
Spolsky, B (1989), Conditions for Second Language Learning, Oxford: OUP
Stoffer, I (1995), University Foreign language student’ choice of vocabulary learning stratergies as related to individual different variables, Unublished doctoral dissertation, University of Alabama, Alabama
Ur, Penny (1996), A course in Language Teaching, Cambridge: Cambridge
Wilskins, D (1972), Linguistics in Language Teaching, London: Edward Arudd.
This questionnaire is designed for the study entitled “ A study on vocabulary learning methods employed by English majors at UEF” Your assistance in completing the survey is highly appreciated All the provided information is solely for the aims of the study, not for any other purposes
1 How long have you learnt English?
2 Which year are you in?
3 Which personality group do you belong to?
A Active B Passive C Active and Passive
4 When do you like to learn English?
5 How long do you spend learning English vocabulary?
Commented [Office5]: Cô đã sửa phần này cho e luôn
6 Which of the following methods do you use to learn English vocabulary?
C Learning it by following the alphabet
D Learning through listening to music / watching movies / reading books, newspapers
E Writing it again and again
F Reading it again and again
G Memorizing it with pictures or objects
H Using the English dictionary apps
J Learning it through body language
7 Which method do you apply for remembering a new word that you have studied?
A Thinking again when you have free time
B Reading it often out loud
D Using it in online / offline communication
F Adding English words in everyday communication
G Teaching the learned word to another person
8 Where do you think your level of English vocabulary is?