VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ***************** PHẠM THỊ TÂM DIFICULTIES IN MEMORIZING ESP VOCABULARY IN THE COURS[.]
LITERATURE REVIEW
Vocabulary in second language learning and teaching
Vocabulary, as defined by Ur (1996), encompasses not only individual words but also multi-word units such as compounds and idioms, emphasizing its broad scope in language learning Similarly, Richards and Platt (1992) highlight that vocabulary includes all the words that learners need to understand and use effectively in a foreign language Understanding these definitions underscores the importance of teaching both single words and multi-word expressions to enhance language proficiency and communicative competence.
Vocabulary comprises a set of lexemes, including words, compound words, and idioms Read (2000) emphasizes that vocabulary is an inventory of individual words alongside their meanings, serving as a fundamental aspect of language Different definitions highlight that vocabulary refers to "the total number of words in a language" (Hornby, 1995), underscoring its importance in effective communication and language proficiency.
1.1.2 The status of vocabulary in language teaching and learning
Vocabulary teaching and learning have evolved significantly over the past two decades, emphasizing its crucial role in language acquisition McCarthy (1990) highlighted that vocabulary is the most important component of any language course Without a solid vocabulary foundation, students cannot effectively communicate, regardless of their grammar knowledge or pronunciation skills, since words are essential for expressing a wide range of meanings in an L2.
Since the mid-1980s, there has been renewed interest in the essential role of vocabulary in second language learning Research has focused on key areas such as the nature of the bilingual lexicon, vocabulary acquisition, lexical storage, and retrieval processes, as well as how second language learners use vocabulary effectively Vocabulary is a critical component of language proficiency, with studies emphasizing that “vocabulary is central to language” and “words are of critical importance to the typical language learner” (Coady and Huckin, 1997).
Vocabulary plays a crucial role in the effective teaching and learning of a foreign language, making L2 vocabulary acquisition a key area of interest for researchers, teachers, and curriculum designers As a vital component of language proficiency, developing strong vocabulary skills enhances communication and comprehension in second language learners Recent studies emphasize the importance of innovative strategies and methodologies to improve vocabulary retention and usage among learners Focusing on vocabulary acquisition is essential for optimizing language instruction and achieving fluency in a foreign language.
1.1.3 Main characteristics of vocabulary in business context
Understanding the importance of vocabulary in second language learning and teaching has been highlighted previously This section focuses on English for Specific Purposes (ESP) vocabulary, emphasizing its unique characteristics within the business context ESP vocabulary is tailored to specialized fields, facilitating effective communication in professional environments Recognizing these key features is essential for designing focused language instruction that enhances learners' business language proficiency.
English for Specific Purposes (ESP) focuses on tailored language learning driven by specific goals It includes two main categories: English for Occupational Purposes (EOP), which is designed for mastering English skills needed for a job, and English for Academic Purposes (EAP), aimed at supporting students in their academic and study-related pursuits Today, ESP encompasses a wide range of specialized fields, such as English for Technicians and English for Business, providing targeted language training for various professional and educational contexts.
Technical words are specialized terms closely associated with specific fields such as engineering, medicine, and linguistics These terms are predominantly found in specialized textbooks and scholarly materials The meaning of a technical word is confined to its particular field, distinguishing it as domain-specific language Technical vocabulary is characterized by its high frequency of use within its respective area of study, reflecting its importance for precise and efficient communication among experts.
Specialized words consist of terms that frequently appear within a specific subject area but are rare or absent in other fields, enhancing the precision and relevance of specialized texts (Nation and Chung, 2004) Approximately 5% of the words in running text are typically considered crucial for conveying core meaning, according to Nation (2001) Understanding the role of these specialized vocabulary items is essential for effective comprehension and communication within a particular domain.
Main characteristics of vocabulary in business context
Specialized English, such as medical, technical, and business English, is primarily distinguished by its specialized lexicon According to Nguyen Phuoc Vinh (2011), Business English encompasses a wide range of subjects and professions, with words often having meanings tied to fields like accounting, finance, banking, and marketing This article will analyze the morphological and semantic features of vocabulary used in financial, accounting, and banking English, highlighting how these characteristics support effective communication within these industries.
Financial, accounting, and banking English utilize simple words such as "asset," "bear," "capital," "debit," "earnings," and "fraud," making the terminology accessible Many of these words are composite, containing a recognizable internal structure that aids understanding This simplicity helps professionals communicate effectively and ensures clarity in financial discussions Utilizing familiar terms and building blocks enhances comprehension across various financial sectors.
According to the Longman Business English Dictionary (2007), compound nouns constitute a significant portion of business English vocabulary Nguyen and Ton (2010) emphasize that collocations—such as nouns combined with other nouns or adjectives plus nouns—are characteristic features of financial, accounting, and banking English Their analysis of collocations in the Longman Business Dictionary reveals that the word "account" has 65 collocations, "asset" has 13, and "balance" has 14, highlighting the importance of understanding compound word usage in the domain of business terminology.
Certain verb-preposition compounds, such as buy-back, buy-in, take-out, take-over, turnover, write-back, write-down, and write-off, are integral terms used in finance, accounting, and banking These phrases describe specific financial transactions and adjustments that are essential for accurate financial reporting and analysis Understanding these compounds enhances clarity in financial communication and ensures compliance with industry terminology standards.
Certain compound nouns formed with pattern count nouns and adjectives, such as attorneys general, notaries public, and courts-martial, are traditionally pluralized in English Similarly, in financial terminology, phrases like accounts payable, bills receivable, and shares outstanding also use a plural form on the noun, highlighting their role in formal and technical language Understanding these patterns is essential for accurate communication and proper grammatical usage in both legal and financial contexts.
Learning and translating financial texts can be challenging due to complex terminology such as dormant accounts, liquid assets, and idle balances, which often confuse readers and translators Additionally, terms like baby bonds, cooperative banks, and red-chip companies add layers of difficulty because of their specific meanings and contextual usage in finance Recognizing these problematic compounds is essential for improving comprehension and accurate translation of financial documents.
Vocabulary memorization
Language learning fundamentally involves memorization, which is the process of storing new information in memory (Schmitt, 1997) Numerous studies and dictionaries emphasize the importance of memorization in acquiring a new language According to Richards and Platt, memorization is a crucial component of language learning, facilitating the retention and recall of vocabulary and grammatical structures essential for language proficiency.
Memorization is the conscious process of establishing information in memory, involving deliberate mental effort to learn and recall details such as names, addresses, lists, or stories According to 1992 definitions, memorizing refers to purposeful activities where learners actively think about storing information for future use The Oxford Advanced Learner's Dictionary (2005) describes memorization as learning something carefully enough to remember it exactly This technique aligns with the cognitive learning strategy called rehearsal, which emphasizes repeated practice to reinforce memory Overall, memorization is a key technique for committing diverse types of information—visual, auditory, or tactile—to memory for later recall, supporting effective learning and retention.
Unlike grammar, which relies on rule-based learning, vocabulary acquisition primarily involves memorizing individual words A key challenge in teaching and learning vocabulary is understanding how memory functions, as researchers differentiate between various memory systems (Thornbury, 2002) Recognizing these systems can enhance effective vocabulary retention and learning strategies.
Short-term memory is the brain's capacity to hold a limited number of items temporarily, typically for a few seconds, such as repeating a word recently heard However, effective vocabulary acquisition goes beyond mere short-term retention, requiring words to be actively processed and manipulated To transfer words into long-term memory, learners must engage in various cognitive operations that reinforce understanding and retention.
Working memory is a limited capacity component of the human memory system responsible for the temporary storage and manipulation of information to support cognition, as defined by Alan Baddeley and Graham J Hitch (2010) It is characterized by four key features: limited capacity, primarily serial processing, its role as a temporary working store, and the involvement of control processes, according to Klimesch (1994) Material typically remains in working memory for about twenty seconds, with the articulatory loop enabling the processing of new information by continuously refreshing the short-term store, similar to an audiotape replay The ability to hold words in working memory is a strong predictor of language learning aptitude, with better retention correlating to a smoother foreign language acquisition process.
Long-term memory functions as a vast filling system with an enormous capacity, capable of storing durable information over time Unlike working memory, which has limited capacity and temporary content, long-term memory maintains information permanently To effectively transfer new materials into long-term memory, it is essential to follow specific principles outlined by Thornbury (2002).
Repetition of encounters with a word is a crucial and highly effective teaching strategy When students encounter the same word multiple times across different contexts, especially over spaced intervals, it significantly enhances memory retention This repetitive exposure helps learners to internalize vocabulary more effectively, making it easier for them to recall and use words accurately in the long term Incorporating repetition into reading activities is therefore essential for improving vocabulary acquisition and overall language proficiency.
Retrieval is a form of active repetition that enhances long-term memory Activities involving retrieval, such as incorporating new items into written tasks, empower students to recall information more effectively in the future By practicing retrieval, learners strengthen their ability to remember and apply knowledge, making it a vital strategy for effective learning and retention.
Spacing - it is useful to split memory work over a period rather than to mass it together in a single block
Pacing - to respect different learning styles and pace, students should be ideally given the opportunity to do memory work individually
Using words actively by incorporating them into meaningful contexts enhances long-term memory retention, embodying the "Use it or lose it" principle Engaging with vocabulary in interesting ways ensures better retention and mastery, making active usage the most effective strategy for language learning.
Cognitive depth - the more decisions students make about the word and the more cognitively demanding these decisions are, the better the word is remembered
Personal organizing - personalization significantly increased the probability that students will remember new items It is achieved mainly through conversation and role-playing activities
Imaging - easily visualized words are better memorable than those that do not evoke with any pictures Even abstract words can be associated with some mental image
Mnemonics - tricks to help retrieve items or rules that are stored in memory The best kinds of mnemonics are visuals and keyword techniques
Motivation - strong motivation itself does not ensure that words will be remembered Even unmotivated students remember words if they have to face appropriate tasks
Attention - it is not possible to improve vocabulary without a certain degree of conscious attention.
1.2.3 Factors affecting ESP vocabulary memorizing
According to Ur (1996), several factors influence how well we remember certain words, including the inherent nature of the words, the learning context, and the teaching methods used These elements play a crucial role in vocabulary retention and acquisition The upcoming sections will explore these factors in detail to provide a comprehensive understanding of their impact on language learning.
Nation (2001) emphasizes that teaching and learning ESP face significant challenges due to the use of specific lexis This specialized vocabulary not only poses difficulties for learners in knowing the correct words but also stems from their lack of experience with the unique way of conceptualizing concepts within a discourse community Additionally, ESP lexis presents a complex puzzle for learners because it encompasses shared values and conventions that are unfamiliar to outsiders, making vocabulary acquisition a critical aspect of mastering ESP.
Bowker and Pearson (2002) highlight that technical and general words often overlap in meaning, which can lead to confusion among learners Words with multiple meanings pose additional challenges, as students may resist accepting new definitions after learning an initial one Additionally, unfamiliar concepts can make understanding and acquiring certain words more difficult, emphasizing the complexity of vocabulary learning.
Research on vocabulary strategies shows that learners vary in their use of these techniques, highlighting the importance of conscious application for effective learning Macaro (2005) emphasizes that learners must actively apply strategies to strengthen the connection between strategy use and vocabulary acquisition However, Cohen (1996) notes that many learners lack the necessary mastery of a diverse strategy repertoire, limiting their ability to progress independently in language learning Developing effective vocabulary strategies is essential for fostering autonomous language acquisition and improving overall learning outcomes.
Learning strategies and individual differences can influence vocabulary memorization, as noted by Daller, Milton, and Treffers-Daller (2007) Memorization strategies, which involve associating new words with existing knowledge, visual imagery, or grouping, are vital for effectively integrating new vocabulary into memory Schmitt (2000) highlights 27 memorization techniques within his vocabulary strategy taxonomy, including methods like using pictorial representations of word meanings While numerous memorization strategies exist, their effectiveness ultimately depends on how well learners can adapt and apply these techniques to their individual learning styles.
Sun (2010) highlights that individual learner differences significantly influence how words are stored in memory According to Sun, three key aspects of these differences impact word retention, including cognitive factors, learning styles, and prior language experience Understanding these elements can enhance language acquisition strategies and improve vocabulary retention Incorporating awareness of learner variability is essential for developing effective language teaching methods.
THE INVESTIGATION
Research methodology
This study investigates the challenges faced by second-year non-English major students in memorizing ESP vocabulary It aims to identify specific difficulties encountered during vocabulary learning and explore effective strategies to overcome these problems The research focuses on answering two key questions: what are the main issues students face in memorizing ESP vocabulary, and what solutions can be implemented to enhance their vocabulary retention and learning effectiveness The findings will provide valuable insights for improving ESP teaching methods and supporting students' language acquisition.
(1) What are the 2 nd year non-English major students’ difficulties in memorizing ESP vocabulary in the textbook “English for Finance”?
(2) What are the possible solutions to help the learners memorize ESP vocabulary better?
There are two groups of participants: students and teachers Group 1 involves
A total of 100 second-year students from four departments—Accounting (31 students), Banking and Insurance (23 students), International Finance (29 students), and Taxation and Customs (17 students)—have completed both General Education (GE) and English for Specific Purposes (ESP) courses at AOF The majority of these students (78%) originate from rural areas, while 22% come from towns and cities; additionally, 79% are female Prior to enrolling at AOF, 87% of students had learned English, with the remaining 13% having studied only French, and 2% not having learned any foreign language The teaching staff in Group 2 comprises 16 ESP teachers with varying experience, ranging from 4 to 25 years, contributing to the quality of language education at AOF.
To collect data, two instruments, questionnaire for students and interview for teachers are used
The questionnaire was developed based on existing literature on ESP vocabulary learning, combined with the researcher’s four years of teaching experience at AOF and discussions with fellow English teachers It comprises four main sections: the first gathers students’ background information, including their domicile, major, and English learning status The remaining sections focus on identifying students’ difficulties in memorizing ESP vocabulary Specifically, Part II explores students’ opinions on the ESP course book and vocabulary, Part III seeks their views on teachers’ vocabulary instruction, and Part IV addresses students’ perspectives on their own vocabulary learning The full questionnaire is included in Appendix 1.
The semi-structured interview aims to gather teachers' insights on ESP vocabulary presented in the course book, students' vocabulary memorization strategies, effective vocabulary teaching methods, and recommendations for enhancing students' vocabulary retention The interview questions, provided in Appendix 2, are designed to explore these key areas, offering valuable data to improve ESP vocabulary instruction.
Data for the investigation was collected by distributing questionnaires to 100 students during their class time, ensuring a controlled environment Clear instructions were provided for each question to guide accurate and meaningful responses Students were encouraged to read the questionnaire carefully and answer honestly and thoughtfully They were also advised to take their time to complete the questionnaire thoroughly, ensuring the reliability and validity of the data collected.
For teachers‟ deep understanding, thorough answers and great contribution, the interview questions were delivered before having interviews with them
The questionnaire responses were analyzed using descriptive statistics to provide clear insights into the data Raw data were transformed into tables and charts, facilitating easy understanding and comparison of key findings Additionally, open-ended interview responses were examined to identify common themes, which were then analyzed to uncover deeper insights.
Data analysis and discussion
The study analyzes student questionnaire responses and teacher interview insights to identify key challenges in ESP vocabulary memorization These findings highlight the need for targeted teaching strategies and innovative learning methods to enhance vocabulary retention Based on the results, several practical solutions are proposed to improve students' ability to memorize and recall ESP terminology effectively Implementing these recommendations can lead to more effective vocabulary acquisition processes in ESP learning contexts.
2.3.1.1 The results collected by questionnaire on the target language input
Topics of reading texts are…to your own knowledge
According to you, reading texts contain…new vocabulary items
There are…phrases, compounds in each unit
New vocabulary items are…repeated in the next units
Meanings of vocabulary items are…
C unfamiliar 78 There are…vocabulary practice exercises in each unit
Vocabulary practice exercises in each unit are…
Table 1: Students‟ opinion on the syllabus and ESP vocabulary in the course book
Regarding students‟ opinion on the syllabus and ESP vocabulary, table 1 shows that:
After completing the course, 61% of students find the reading topics to be unfamiliar, while only 27% feel that the topics align with their background knowledge This indicates that most students find it challenging to comprehend and remember new information in their target language, emphasizing the need for effective teaching strategies to improve language acquisition and reading comprehension.
The majority of students (63%) believe that reading texts contain many new vocabulary items, highlighting the challenge of memorizing numerous words after each unit Only 2% of students selected the option "few," while the remaining respondents chose "average," indicating that most feel overwhelmed by the vocabulary load Additionally, 67% of students report that each unit contains many phrases and compound words, further increasing their difficulty and anxiety in mastering new vocabulary.
Many students believe that new vocabulary items are rarely or only sometimes repeated in subsequent units, with 62% stating "rarely" and the remaining students choosing "sometimes." This indicates limited exposure to new vocabulary, reducing opportunities for review and hindering the transfer of these words into long-term memory.
Only 5% of students find the vocabulary meanings in the book very familiar, indicating limited familiarity Conversely, 78% of students consider the vocabulary unfamiliar, highlighting the challenge in mastering specialized English (ESP) terms Memorizing general English vocabulary is already difficult for students, but mastering ESP vocabulary is even more complex due to their numerous specialized meanings and overlaps with general English This leads to significant confusion among students regarding the meanings of ESP vocabulary items.
Over 51% of students feel that each unit offers limited vocabulary practice exercises Additionally, 58% find these exercises boring, which discourages them from engaging with the activities This lack of motivation hampers students’ ability to effectively consolidate and memorize new vocabulary, highlighting the need for more engaging and abundant vocabulary practice in their learning process.
1.3.1.2 The results collected by questionnaire on the teachers’ vocabulary teaching methods
Teachers play a crucial role in helping students acquire language skills, especially vocabulary However, as shown in Table 2, many teachers at the AOF struggle to effectively support students in memorizing and retaining new vocabulary, highlighting a need for improved teaching strategies in this area.
Your teacher spends….time presenting new vocabulary items
Your teacher…teaches you to pronounce new vocabulary items
Your teacher… tests your learned vocabulary items
Your teacher trains you in memorizing new vocabulary items
Your teacher‟s vocabulary presenting ways are…
What techniques for presenting new words does your teacher often use?
(you can choose more than one)
B saying the words clearly and writing them on the board
C translating all the words into Vietnamese
D using mimes, gestures, and facial expressions
E using target language to define new words
Table 2: Students‟ opinion on their teachers‟ vocabulary teaching methods
Nearly half of the students (48%) report that teachers spend significant time presenting and explaining new vocabulary, including meanings, parts of speech, and sometimes connotations in Vietnamese However, pronunciation skills are often neglected, with 49% of students revealing that teachers rarely or never focus on teaching proper pronunciation The lack of emphasis on pronunciation contributes to students’ difficulties in memorizing vocabulary effectively, impacting their overall language proficiency.
Incorporating vocabulary exercises that require students to practice and receive correction can significantly reinforce their learning and aid in reviewing key vocabulary However, only 11% of students reported that their teachers often assign and correct these exercises, while 34% indicated they do so only sometimes The largest portion, 55%, stated that their teachers rarely or never assign such practice, highlighting a potential area for improving vocabulary reinforcement strategies in the classroom.
“rarely” This makes students inactive in their vocabulary practicing and reviewing
Most students are unaware of how to effectively apply memory strategies without proper guidance from their teachers Despite this, 95% of students reported that their teachers do not provide instruction on memory strategies, while only a small fraction (5%) indicated that their teachers do so.
This is also a great difficulty for students to memorize vocabulary
Most students find traditional vocabulary presentation methods unengaging, with 66% labeling their teachers’ techniques as boring when given the option "c." Techniques such as writing on the board and translating all the words into Vietnamese remain the most common, accounting for 34% and 72% of responses, respectively These findings indicate that current vocabulary presentation methods are no longer capturing students’ interest effectively.
2.3.1.3 The results collected by questionnaire on students’ vocabulary learning
You feel it….to study ESP vocabulary
You are…in learning vocabulary during class lessons
You use new vocabulary items to discuss and communicate during class and after- class time
Memorizing ESP vocabulary items is…
You learn ESP vocabulary at home…
Table 3: Students‟ opinion on their own vocabulary learning
The effectiveness of vocabulary memorization largely depends on students' individual learning approaches However, as illustrated in Table 3, numerous issues are evident in students' own vocabulary learning processes, indicating the need for improved strategies to enhance retention and application.
Students' interest in studying ESP vocabulary is low, with only 23% finding it interesting, 36% feeling neutral, and 41% experiencing boredom, indicating limited motivation Additionally, 81% of students acknowledge that they are very passive in vocabulary learning, which correlates with the 78% who rarely use new vocabulary to discuss or communicate what they have learned during and after class.
Many students find memorizing vocabulary challenging, with 68% citing it as difficult Despite this, only 16% dedicate daily study time at home, while 53% occasionally review vocabulary outside of class Most students tend to learn vocabulary only before tests, indicating a lack of consistent practice Factors such as laziness and the perceived difficulty of memorization significantly hinder students' ability to effectively learn and retain new vocabulary.
Effective vocabulary learning strategies are essential components of language acquisition success As highlighted earlier, implementing proven techniques can significantly enhance vocabulary development Table 4.1 presents commonly used and highly effective vocabulary strategies that learners can adopt to improve their language skills and achieve better learning outcomes.
Which vocabulary strategies do you often use to memorize vocabulary?
A Connect words to personal experience 18
C Connect new words with known words 11
D Group words on topics such as: kinds of banks, etc 42
E Make sentences with new words 5
F Write down all new words in a notebook and learn them 49
G Rote- learn words and their Vietnamese equivalents 74
J Study and practice vocabulary through group work (e.g test each other‟s vocabulary)
Your3 most effective strategies are…
A Connect words to personal experience 5
C Connect new words with known words 6
D Group words on topics such as: kinds of banks, etc 28
E Make sentences with new words 4
F Write down all new words in a notebook and learn them 15
G Rote- learn words and their Vietnamese equivalents 27
J Study and practice vocabulary through group work (e.g test each other‟s vocabulary) 11
Table 4.1: Students‟ vocabulary memorizing strategies used
From figures shown on table 4.1 above, the comparison between question 19 and
20 is made in chart 1 below:
Chart 1: The comparison between used strategies and effective ones
Some suggested solutions
Based on an analysis of students' difficulties and teacher-reported solutions, as well as the author's review of vocabulary memorization theories, several effective strategies are proposed to address these challenges These recommendations aim to support ESP learners, educators, curriculum designers, and material developers in enhancing vocabulary acquisition Implementing tailored approaches can improve memorization and facilitate more effective language learning outcomes for specialized English learners.
2.4.1 Material writers and curriculum developers
Material designers should conduct a thorough needs analysis and clearly define learners' objectives related to their field of study to create effective educational content This approach enables the development of engaging, informative, and visually appealing passages that incorporate relevant new vocabulary Repeating key vocabulary throughout the material reinforces learning, especially when complemented by targeted exercises that help learners practice and internalize essential language skills.
Curriculum developers should prioritize scheduling specialized courses like accounting, auditing, and banking before ESP to ensure students gain foundational knowledge Teaching these essential courses first helps students familiarize themselves with core concepts, enhancing their understanding and preparedness for subsequent English for Specific Purposes (ESP) courses This strategic adjustment in the learning timeline improves overall course effectiveness and student competence in their specialized fields.
Effective English classes require careful attention to class size, with a recommended minimum of 35 students per session to enhance ESP learning outcomes Smaller class sizes facilitate better student engagement and allow teachers to design more targeted materials and vocabulary exercises Additionally, improving teaching facilities is essential to support dynamic and engaging vocabulary instruction, ultimately making language learning more effective.
To enhance students’ ESP vocabulary learning, teachers should inspire passion and motivation through the use of effective teaching techniques In addition to traditional methods such as clear pronunciation, writing words on the board, and translating terms into Vietnamese, incorporating visual aids like pictures and images can significantly improve understanding These strategies help create an engaging learning environment, fostering better retention and interest in vocabulary acquisition.
Teachers should dedicate more time to designing engaging activities such as word network gap-fill exercises, guessing games, spelling challenges, brainstorming sessions, topic discussions, vocabulary identification tasks, and using random items for vocabulary practice Incorporating these activities enhances student engagement and language retention Additionally, providing students with frequent opportunities to practice and apply new vocabulary through regular assessments, such as weekly or monthly progress tests, as well as summaries of previous units, is essential for consolidating learning and tracking progress.
ESP teachers should proactively enhance their specialized knowledge by engaging with economics books, newspapers, and TV programs in both Vietnamese and English This continuous learning boosts teachers' confidence in presenting and explaining new ESP vocabulary, thereby increasing students' trust in their expertise and leaving a positive impression.
Furthermore, teachers should also focus more on presenting pronunciation by asking students to pronounce new vocabulary items several times chorally or individually
Teachers should teach students effective memory strategies, such as linking new vocabulary to personal experiences, using synonyms and antonyms, and connecting new words with known concepts Additionally, grouping related terms by topics, like types of banks or branches of economics, helps reinforce learning Implementing these strategies in multiple lessons at the start of the course enables students to utilize them effectively, enhancing their vocabulary retention and comprehension skills.
To enhance vocabulary retention, students should focus on making new words meaningful by forming mental images, understanding and organizing information, and relating words to their existing knowledge Merely reading or writing words mechanically leads to poor memory retention, as students tend to forget them quickly Engaging actively with words through meaningful associations helps improve memory and long-term learning.
Students should dedicate more time to practicing and rehearsing vocabulary through exercises and summarizing reading texts Regular repetition of new words enhances retention and long-term memory Consistent practice is essential for expanding vocabulary and improving language proficiency.
Students should regularly test their knowledge to reinforce learning and improve retention Engaging in frequent vocabulary exercises encourages students to be more diligent and proactive in consolidating their vocabulary skills To make learning more interactive, students can test themselves through games with friends or group activities, promoting collaborative learning and mutual vocabulary review Consistent practice and active engagement are essential for effective vocabulary mastery.
To improve vocabulary retention, students should minimize interference by avoiding the learning of multiple new words simultaneously Reviewing vocabulary just before sleep can lead to better memorization outcomes It's advisable for students to focus on specific periods, such as before or after meals or during short intervals like commuting or waiting, to efficiently memorize or review new words Avoiding overloading the mind with many words at once and utilizing brief moments throughout the day can significantly enhance vocabulary learning effectiveness.
Students should also take an active part in class-time vocabulary learning (using learned words to discuss and communicate), taking notes in a well- organized plan
Understanding word families, parts of speech, and word groups helps students recognize and apply language patterns, making learning feel more familiar and approachable It is essential for students to take notes accurately and effectively, as well-organized notes reinforce their understanding and retention of vocabulary and grammar concepts learned at home Proper note-taking strategies support independent learning and enable students to review key language features confidently.
Students often take notes like:
Current account (n): tài khoản séc Liquidity (n): tính thanh khoản Legal tender (n): đồng tiền pháp định
This traditional note-taking method is ineffective because it offers only basic information, such as the general meaning, part of speech, and gender, reflecting an outdated, one-dimensional view of language Additionally, it lacks flexibility, preventing users from updating or refining entries as their understanding deepens, and does not provide pronunciation details To improve language learning, students should adopt a more comprehensive system that allows for the inclusion of relevant information and space for future additions, fostering a more adaptable and thorough vocabulary organization.
Equilibrium /,i:kwi'libriəm/(n): sự cân bằng, điểm cân bằng e.g
Equilibrium for a particular goods means that the demand of that goods equals the supply
Commodity /kə'mɔditi/ (n): a product or a raw material that can be bought and sold Ex: They need more commodities for supplying their new markets
Students should dedicate more time to exploring various memory strategies (see Appendix 6) and actively apply them to discover the most effective techniques tailored to their individual learning needs.
Conclusion
This study investigated the common challenges faced by second-year non-major students when memorizing ESP vocabulary from the "English for Finance" course at the Academy of Finance Employing both qualitative and quantitative research methods, including questionnaires and interviews, the research aimed to identify key difficulties in vocabulary learning The participants consisted of second-year non-major students and their teachers at the Academy of Finance The findings provide valuable insights into the factors affecting ESP vocabulary acquisition, offering guidance for improving teaching strategies and student learning outcomes in specialized English courses.
This article explores key theoretical concepts related to general vocabulary and English for Specific Purposes (ESP) vocabulary, emphasizing the importance of effective vocabulary teaching and learning in today's educational trends It highlights the unique characteristics of ESP vocabulary and discusses the role of memorization theories in vocabulary acquisition The findings provide a foundation for developing practical solutions aimed at improving students' ability to memorize and retain ESP vocabulary more effectively.
Second-year students face various difficulties in memorizing ESP vocabulary from "English for Finance" due to the unique characteristics of ESP vocabulary and the challenges posed by the curriculum These issues are further compounded by teaching methods that may not fully address students’ learning needs and by students’ own vocabulary learning strategies, making memorization a significant hurdle in mastering specialized finance terminology.
To answer the second research question, What are the possible solutions to help the learners memorize ESP vocabulary better?, ESP-material redesigning, more suitable
Effective ESP vocabulary learning can be enhanced through strategies such as developing detailed ESP schedules, providing ample opportunities for vocabulary practice, and employing engaging presentation techniques Focusing on active acquisition of specialized knowledge and prioritizing pronunciation presentation greatly aid learners in retaining new terms For students, it is crucial to dedicate time to exploring and applying memory strategies, making vocabulary meaningful, practicing regularly, testing learned words frequently, minimizing interference, and actively participating in class activities These methods collectively support better retention and mastery of ESP vocabulary.
In general, better memorization of vocabulary, especially ESP vocabulary requires much consideration and efforts of not only students themselves but also teachers, material writers and curriculum developers.
Limitations of the study
Despite the researcher’s efforts, this study has certain limitations that should be acknowledged Conducting experimental research could have provided more convincing evidence of the effectiveness and feasibility of the proposed solutions Redesigning ESP (English for Specific Purposes) materials is a complex process that cannot be completed quickly, and developing a more effective ESP curriculum requires careful planning to meet the needs of over 12,000 students annually at the Academy.
g
Equilibrium for a particular goods means that the demand of that goods equals the supply
Commodity /kə'mɔditi/ (n): a product or a raw material that can be bought and sold Ex: They need more commodities for supplying their new markets
Students should dedicate more time to exploring various memory strategies (see Appendix 6) and experiment with applying them to determine which methods are most effective and suitable for their individual learning styles.
This study provides an overview of effective strategies to enhance vocabulary memorization among second-year non-English major students engaging with ESP course materials Key findings highlight the challenges students face in retaining specialized vocabulary and suggest targeted solutions such as interactive learning techniques, contextual practice, and using multimedia resources Implementing these approaches can significantly improve students’ ability to memorize and apply ESP vocabulary more effectively, leading to better academic performance in their specialized English courses.
“English for Finance” Finally, the limitations of the study and some recommendations for further research are made
This study investigates the common challenges faced by second-year non-major students in memorizing ESP vocabulary while using the "English for Finance" course book at the Academy of Finance Employing a mixed-methods approach that combines qualitative and quantitative research, data was collected through questionnaires and interviews with both students and teachers The research aims to identify specific difficulties students encounter in mastering finance-related terminology and explore effective strategies to enhance vocabulary retention and learning outcomes in ESP education.
This article explores fundamental theoretical concepts related to general vocabulary and ESP (English for Specific Purposes) vocabulary, emphasizing the importance of effective vocabulary teaching and learning in today’s educational trends It highlights the unique characteristics of ESP vocabulary and discusses memorization theories, providing a solid foundation for addressing challenges in students' ESP vocabulary retention Based on these insights, the study aims to identify feasible solutions to enhance students’ ability to memorize and utilize ESP vocabulary effectively.
Second-year students face distinct challenges in memorizing ESP vocabulary from the "English for Finance" textbook, primarily due to the specialized nature of ESP curriculum and vocabulary characteristics Inadequate vocabulary teaching methods employed by teachers further hinder effective learning, while students' own learning strategies and motivation also play a crucial role in overcoming these difficulties.
To answer the second research question, What are the possible solutions to help the learners memorize ESP vocabulary better?, ESP-material redesigning, more suitable
Effective ESP vocabulary learning can be enhanced through carefully developing a study schedule, providing ample practice opportunities, and employing engaging vocabulary presentation techniques Improving active specialized knowledge and focusing on pronunciation are also crucial strategies recommended for material writers, curriculum developers, and teachers to facilitate better retention of ESP terminology Students should dedicate time to explore and apply memory strategies, make vocabulary meaningful, practice regularly, and test their knowledge to reinforce learning Additionally, minimizing interference and actively participating in class activities are essential for successful ESP vocabulary acquisition.
In general, better memorization of vocabulary, especially ESP vocabulary requires much consideration and efforts of not only students themselves but also teachers, material writers and curriculum developers
Despite the researcher’s efforts, this study has certain limitations, notably that experimental research could have more convincingly demonstrated the effectiveness and practicality of the proposed solutions Redesigning ESP (English for Specific Purposes) materials is a complex process that cannot be completed in a short period, requiring thorough planning and development Additionally, creating a more effective ESP curriculum involves careful consideration to meet the needs of over 12,000 students annually at the Academy, emphasizing the importance of tailored and scalable solutions for language education.
This study highlights the importance of memory strategies in enhancing recall Although the research did not explore how each strategy functions with students or identify optimal times to utilize them, it emphasizes their potential benefits Future research will focus on experimental methods to examine how memory strategies specifically support ESP students in memorizing vocabulary, aiming to improve language learning outcomes.
1 Alan Baddeley and Graham J Hitch (2010) Working Memory Scholarpedia
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This survey aims to explore the difficulties students face in memorizing at the Academy of Finance and to gather suggested solutions to improve learning strategies Your active participation and thoughtful responses are essential for the success of this study, which ultimately aims to help students memorize ESP vocabulary more effectively Thank you for contributing to this important research; your feedback will make a meaningful impact on enhancing academic performance.
Please, answer the following questions by circling suitable answers or writing if necessary
Did you learn English before entering at AOF? A Yes B No
If no, which language did you learn? ………
II Students’ opinion on ESP vocabulary in the course book
1 Topics of reading texts are… to your own knowledge
2 According to you, reading texts contain… new vocabulary items
3 There are….phrases, compounds in each unit
4 New vocabulary items are…repeated in the next units
5 Meanings of vocabulary items are…
6 There are….vocabulary practice exercises in each unit
7 Vocabulary practice exercises in each unit are…
III Students’ opinion on their teachers’ vocabulary teaching
8 Your teacher spends……… time presenting new vocabulary items
9 Your teacher………teaches you to pronounce new vocabulary items
10 Your teacher… tests your learned vocabulary items
11 Your teacher trains you in memorizing new Vocabulary items?
12 Your teacher‟s vocabulary presenting ways are……
13 What techniques for presenting new words does your teacher often use? (you can choose more than one option)
B saying the words clearly and writing them on the board
C translating all the words into Vietnamese
D using mimes, gestures, and facial expressions
E using target language to define the new words
IV Students’ opinion on their own vocabulary learning
14 You feel it……….to study ESP vocabulary
15 You are…in learning vocabulary during class lessons
16 You… use new vocabulary items to discuss and communicate during class and after- class time
17 Memorizing ESP vocabulary items is…
18 You learn ESP vocabulary at home…
19 Which vocabulary strategies do you often use to memorize vocabulary?
C Connect new words with known words
D Group words on topics such as: kinds of banks, branches of economics, etc
E Make sentences with new words
F Write down all new words in a notebook and learn them
G Rote- learn words and their Vietnamese equivalents
J Study and practice the meaning through group work (e.g test each other‟s vocabulary)
20 Your 3 most effective strategies are…………
(write the letters on the twentieth question)………
1 What problems do you have when teaching ESP vocabulary to the 2 nd - year students at the AOF?
2 What do you think about ESP vocabulary in the course book “English for Finance” in terms of: - relevance to students‟ major
3 What problems do you find from your students‟ vocabulary memorization when working with the book “English for Finance”?
4 What techniques and activities do you often use to present new words? a using visual aids (objects, pictures,…) b saying the words clearly and write them on the board c translating all the words into Vietnamese d using mimes, gestures, and facial expressions e using target language to define the new words f other ways (please specify)………
5 What techniques and activities do you often use to help your students to review and memorize the taught words? a making sentences with words b completing sentences c filling in the gaps d choosing the words that have the nearest meaning to the given words e matching words f reordering words g asking and answering questions h discussing i playing games j other ways (please specify)………
6 What recommendations should be made to improve your students‟ vocabulary memorizing?
APPENDIX 3 Some suggested activities for teachers’ applying to teaching vocabulary
(Adapted from Ur (1996), Gairns, R and Redman, S (2004), Kate Kinsella (2005),
Goal: - introduce new vocabulary or check learnt vocabulary items
- Write a single word in the centre of the board
- Ask students to brainstorm all the words they can think of that are connected with it
To enhance student engagement, invite several students to come to the board and write down words related to a specific topic Encourage as many students as possible to participate by calling them at random to share their words aloud For example, when focusing on the word "price," students can share various related terms, helping to expand vocabulary and reinforce understanding through active participation This interactive approach promotes a dynamic learning environment and reinforces key concepts effectively.
Goal: to introduce the vocabulary of a new reading passage
- Give students new texts (or texts in the course book)
- Ask students to underline or mark with fluorescent pens all the words they know
Encourage students to work in pairs or groups of three to facilitate peer learning Have students share their knowledge by teaching each other concepts that their peers are unfamiliar with, promoting collaborative understanding Then, guide them to interpret the meanings of the remaining unmarked items, enhancing their comprehension skills through shared discussion and exploration.
- Bring the class together to hear the results, check guesses and teach new items where necessary
Goal: for students‟ vocabulary revision
- Write on the board a number of vocabulary items (learnt items in previous lessons)
- Jumble the words (not appear in categories)
Encourage students to work independently to categorize items into three or four groups, fostering critical thinking and decision-making skills Allow students to choose their own categories and explain their reasoning, making the activity more engaging and effective This approach enhances understanding and helps students articulate their thought processes, promoting active learning and deeper comprehension.
- Sort the word cards by category (e.g., words related to people, words related to things)
- Find words that have certain connotations such as positive and negative, good and bad, desirable and undesirable
- Sort words by part of speech (e.g., N, V, Adv, Adj)
- Make sentences using pairs of words
- Group words and then explain basis of groupings
Goal: Help review vocabulary and summarize the contents of the reading texts
- Write down on the blackboard the chart
- Ask students close their books and do this one in several minutes
- Ask one students come to blackboard to fill in
- Ask another one to stand in front of the class and make a presentation on money basing on that information
- Ask these others listen to and then correct information
- Give students comment on their work and then correct the table
- Ask the other one using the correct information to make another presentation
Hints: - This kind of activity should be used at the beginning to check old lessons or at the end of the lesson to consolidate the information
Token money E.g paper note, dollars
Medium of exchange Measure of value Commodity money
Store of value Standard of differed payment
Goal: help students consolidate and build more vocabulary with its origin
Enhance vocabulary skills by providing students with a core word, such as a verb, noun, or adjective, and guiding them to explore its related words and origins Encourage learners to identify and connect related terms derived from the root word, helping to build a strong linguistic foundation This activity promotes understanding of word families, etymology, and how words evolve, making language learning more engaging and comprehensive Incorporate structured exercises where students fill in charts with these related words to reinforce their grasp of word origins and improve their lexical skills.
- Ask them to work in pairs and then compare
- Ask them to explain the meanings of the words in English to their partners
- Call students to blackboard to fill in
- Call several students to explain meanings of the words during their friend‟s work on blackboard
- Then correct the information and ask students chorally pronounce the words
- Dictate the word to be taught and have students record in square
- Have students suggest examples of the word and record a number of examples
- Have students provide non-examples of the concept and record of number of non-examples
- Finally, have students write a definition of the concept
(to go bankrupt) Supply supplier
APPENDIX 4 English vocabulary test (30 minutes)
I For each of the following words, write a sentence that makes its meaning clear (3 pts) fiscal policy stock exchange contractionary deposit equity venture capital
II Match the words on the left with their definitions on the right (3 pts)
1 Pension a Money paid on what is inherited after someone died
2 Inheritance tax b Money paid to people with a handicap
3 Disability allowance c Money paid to people after a certain age
4 Child benefit d Money chargeable on a loan
5 Saving account e Money paid towards the cost of raising a family
6 Interest f An account that is used mainly for keeping money
III Teacher dictates these following words, the students write down (2 pts) profitability, permanent, fluctuation, inventory, over- stringent, negotiate
IV Teacher dictates these following Vietnamese words, the students write down