INTRODUCTION
Background to the study
Learning English has become a major focus for Vietnamese people due to its significance in social and economic development As Vietnam strives to advance in technology and science, mastering English is essential, since it is the most popular language worldwide and the language of developed countries like the USA, UK, and Australia According to Broughton et al (1980), "A good command of English in second language situation is considered as a passport to social and economic advancement," highlighting its importance in Vietnam’s progress The enthusiasm for learning English is evident, with the government emphasizing English language teaching, as noted by Trench in his report on the UNDP project VIE/80/53: “There is enormous enthusiasm for learning English in Vietnam on the part of learners and the government attaches great importance to English language education.” English is now a compulsory subject in secondary schools and universities, supported by a growing number of language centers, schools, and a variety of learning resources across Vietnam.
English plays a vital role in Vietnam, prompting numerous studies to improve English teaching and learning processes At Ho Chi Minh City University of Industry, English is equally important as in other regions, highlighting the need for focused research This is the primary motivation behind conducting a study at the university to enhance English education.
1.1.2- Learning English at Hochiminh City University of Industry
Hochiminh City University of Industry (HUI) emphasizes the importance of English proficiency for student graduation, requiring all students to earn designated English certificates based on their academic level Specifically, college students must obtain intermediate-level English certificates, while university students are required to achieve advanced-level certification With over 60,000 students enrolled, HUI's rigorous English requirements present a significant challenge in ensuring students develop strong English communication skills, reflecting the university’s commitment to enhancing language competence for academic and professional success.
At HUI, the English curriculum includes "American Headway 2," an Essential Global Proficiency (EGP) course that enhances students' language skills, along with a comprehensive grammar course utilizing "Grammar in Use" to develop essential English grammar skills The program also offers a Technical English course, equipping students with industry-specific terminology These courses collectively strengthen students' listening, speaking, reading, and writing abilities, preparing them for future career opportunities with a solid foundation in English proficiency and technical communication.
To ease this burden, The University invites about 40 visiting teachers from different universities and colleges besides 44 full time faculties from the English Department and 20 from others
The situation of English at Hochiminh City University of Industry urges English teachers to have better methods in their teaching job
1.1.3- The importance of contextualization in learning IT jargon
Teachers continually seek to improve their teaching methods to enhance students’ learning outcomes, prompting extensive research worldwide into second language acquisition This research has evolved from a focus on the linguistic and grammatical properties of learner language to include pragmatic and sociolinguistic aspects, emphasizing the importance of social context in language development (Ellis, 1994) According to Rod Ellis, developments in SLA research now address not only grammatical features but also how learners perform speech acts like requests and apologies appropriately Celce-Murcia and Olshtain (2000) highlight the neglected area of productive vocabulary use, underscoring the significance of contextualization in language learning Understanding the influence of context on utterance production and the challenges students face in applying contextual cues are crucial areas of ongoing investigation.
Global researchers in linguistics extensively study various aspects of language learning and teaching, with particular focus on improving students’ communicative competence At USSH (University of Social Sciences and Humanities), numerous studies emphasize effective methods for teaching and learning different linguistic elements Among these elements, vocabulary remains the most significant component in acquiring a new language, as McCarthy (1991) highlights that "vocabulary will still be the largest single element in teaching a new language for the learner."
Vocabulary plays a crucial role in language learning and teaching, attracting extensive research worldwide, including in Vietnam Having a sufficient vocabulary enables learners to communicate effectively, whether speaking, watching TV, or reading newspapers and books Additionally, vocabulary is easier to memorize when reinforced through context and repetition, enhancing retention As John Morgan and Mario Rinvolucri emphasize, “Encountering and understanding a word are seldom enough; like meeting people, meaningful interaction and depth are essential for lasting memory” (1986:4) Therefore, contextualization is one of the most effective strategies for both acquiring and using vocabulary.
The importance of context in language learning is evident, especially in acquiring vocabulary Research highlights that both receptive and productive language processes are influenced by contextual factors, emphasizing the need to consider not only what the learner produces but also what is addressed to her The properties of input significantly affect the output, and the situational context in which communication occurs shapes the learner’s language use Overall, situational context plays a crucial role in both input and output processes, underscoring its vital role in effective language acquisition.
Therefore, teaching and learning vocabulary in context have found the acceptance of a lot of the researchers, linguists, language teachers and learners
‘Most are already in agreement that vocabulary should, wherever possible, be taught in context’ (McCarthy, 1991: 64) This is the reason to learn vocabulary in context
1.1.4- IT English in Vietnam and at HUI
Information Technology is an indispensable part of modern life, with its widespread use across the globe The significance of IT is officially recognized in Vietnam through the Information Technology Act, enacted by the National Assembly on July 12, 2006, which regulates all IT-related activities Vietnamese government circulars and decisions, such as Decision No 58/2010/QĐ-TTg and Circular No 30/2010/TT-BLDTBXH, emphasize that teachers at colleges and universities must possess appropriate levels of foreign language proficiency and information technology skills to fulfill their professional requirements These legal standards are applicable to Vietnamese universities, including the Hanoi University of Industry (HUI), underscoring the importance of IT competence in higher education.
The internet is undeniably the most powerful communication tool today, facilitating global connectivity and information sharing English dominates online content, IT books, and digital devices, making it the primary language of the digital world Consequently, proficiency in English is essential for success in IT education and business, serving as a key factor in accessing cutting-edge knowledge and opportunities worldwide.
The above information shows the importance of Enrglish in learning Information Technology in Vietnam in general, at HUI in particular as well as the needs for this study.
Purpose of the Study and the research question
Students at Ho Chi Minh City University of Industry utilize various methods to learn English vocabulary, focusing on contextualizing words to effectively communicate and understand ideas They actively consolidate their vocabulary, ensuring it is stored in long-term memory for future use Key factors that facilitate vocabulary contextualization include effective learning strategies and practice, while barriers such as lack of exposure or motivation can hinder students' ability to use vocabulary confidently in communication.
This study aims to identify the challenges faced by HUI students in learning vocabulary in context, including guessing word meanings effectively It provides students with strategies to utilize context clues in their vocabulary learning, helping them recognize their strengths and weaknesses The findings enhance students’ overall vocabulary acquisition and specifically improve their understanding of IT jargon, contributing to more effective language learning outcomes.
The study aims to answer the guiding research question : What contextualization problems do IT students at HUI encounter in their learning IT jargon?
Delimitation and limitation
This study focuses on the strategies students use to guess word meanings in context, highlighting the importance of contextualization in vocabulary learning While contextualization is a complex area beyond the scope of this thesis, the research provides insights into how IT students leverage context to enhance their understanding of new vocabulary The findings reveal the extent to which these students rely on contextual clues in their language learning process, emphasizing the significance of context-based strategies in effective vocabulary acquisition.
The rapid evolution of information technology results in constantly changing IT jargon, making it challenging for students to learn and retain relevant vocabulary Since this study focuses exclusively on IT students at HUI, the findings primarily represent the vocabulary learning experiences of a specific, small group of learners within this institution.
Significance of the study
Numerous scholarly research studies have highlighted the crucial role of context in language learning, particularly in vocabulary acquisition These studies emphasize effective strategies that students can use to enhance their vocabulary learning while also addressing the common difficulties they face in contextualizing new words Understanding and applying appropriate vocabulary learning strategies within meaningful contexts are essential for successful language development.
Understanding the contextualization challenges faced by IT students at HUI is essential for improving vocabulary acquisition for effective communication The study highlights the importance of context in conveying word meaning and explores key vocabulary aspects related to contextual understanding It emphasizes the crucial role of word knowledge in successful vocabulary learning, particularly in guessing word meanings within context Survey results reveal specific contextualization problems encountered by IT students when learning technical vocabulary Finally, the study offers practical vocabulary learning strategies to help students enhance their communicative abilities through effective contextualization.
Organization of the thesis
The introduction chapter sets the foundation for the research, outlining the purpose and scope of the study It is essential to include a clear overview of the thesis structure to help readers understand the research framework This thesis is organized into five chapters: Introduction, Review of Related Literature, Methodology, Results and Discussion, and Conclusion Proper organization ensures readers can easily follow the research process and key findings.
(3) methodology, (4) data analysis and discussion of results, and (5) conclusion and suggestions
The introductory chapter provides essential background information on the study, outlining its target population and emphasizing its significance It clearly states the research aims and questions, offering readers a comprehensive overview of the study's purpose This chapter also presents the main ideas and framework guiding the research process, helping readers understand the progression and scope of the thesis.
The review of related literature serves to share findings from closely related studies, establish the study’s importance, and provide a benchmark for comparison, as outlined by John W Creswell (2003) This thesis’s literature review covers key areas including the role of context and its elements in vocabulary retention and communicative competence, the relationship between context elements and word knowledge, and strategies for contextualized vocabulary learning Additionally, two tables summarize strategies for contextualization and guessing word meanings in context, which are used to analyze the research findings.
Chapter 3 outlines the research methodology, including the research site, respondents, data collection instruments, and data analysis procedures, providing an overview of the research process Chapter 4 presents an analysis of the collected data and discusses the findings, helping to address the research questions Finally, Chapter 5 offers conclusions and recommendations based on the study's results.
REVIEW OF RELATED LITERATURE
What is context
In language studies, understanding the role of context is crucial, as it guides listeners in interpreting meaning; without context, communication can become confusing or bizarre (Aitchison, 1987) Additionally, language is defined as what members of a specific society speak, highlighting the importance of social and cultural factors in language use (Wardhaugh, 1986).
Language is inherently a social phenomenon, and effective language use depends on the surrounding context Understanding the concept of context is essential to grasp how language functions in communication Without considering context, interpreting meaning and ensuring clear communication become challenging Therefore, recognizing the role of context enhances our comprehension of language as a tool for social interaction.
The followings are some previous research on context that provides more understandings of context and context’s role in learning vocabulary which helps the study to design its questionnaire
2.1.1- What does context refer to in language use?
Rod Ellis in his book “Second Language Acquisition in Context” writes :
The term "context" is often defined as the actual situation in which a communicative event occurs, shaping the form, appropriateness, and meaning of utterances (Lyons, 1977) It is described as a structure that influences language use, although this definition lacks specificity regarding its elements A clearer understanding is that context encompasses all nonlinguistic and nontextual factors affecting spoken or written communication, such as surrounding events (Halliday, 1991) However, this broader view may still be insufficient for certain studies, prompting Marianna and Elite to offer a more comprehensive definition of context as all relevant factors and elements that influence discourse beyond just language and text.
1 all the factors and elements that are nonlinguistic and nontextual, but which affect spoken and written communicative interaction
2 the social, psychological, physical setting in which language use takes place The context often helps in understanding the particular meaning of the word, phrase, and so forth
3 discourse context (co-text) – prior and subsequent textual forms and information that may have a bearing on interpreting some items in or portion of the text.’(2000:236)
Context refers to all the surrounding words, phrases, and sentences that influence and clarify the meaning of an utterance, enhancing overall understanding According to Ann M Johns, the meaning of a word is also shaped by its context, which provides essential cues for accurate interpretation Understanding context is crucial for grasping how words and phrases convey intended messages in communication.
Context encompasses more than just a physical location or specific publication; it includes all nonlinguistic and nontextual elements that influence the situation in which reading and writing occur It refers to the surrounding events and circumstances happening when people speak or write, shaping the meaning and understanding of communication Understanding context is essential for interpreting messages accurately and appreciating the broader situational factors involved in language use.
On the upshot, context is not only simulative factor that helps people understand the ideas expressed, but also the place where the utterance and L2 learning take place
Context, based on fundamental definitions, encompasses both linguistic and extralinguistic elements that shape the understanding of utterances It includes nonlinguistic and nontextual factors such as social, psychological, and physical settings that influence communication Additionally, context involves prior and subsequent information that helps interpret specific parts of utterances, highlighting the interconnected role of environmental and situational factors in effective communication.
Context elements in second language acquisition encompass both linguistic and extralinguistic factors that influence language choice, as defined in Rod Ellis's "Second Language Acquisition in Context" (1987) Ellis describes linguistic context as the co-text or discourse surroundings that explain utterances, while extralinguistic or situational context refers to the settings and factors affecting language use Marianna and Elite further emphasize that linguistic context involves the co-text, whereas the extralinguistic context pertains to the physical and social environment where communication occurs These distinctions are supported by Marianne Celce-Murcia and Elite Olshtain in "Discourse and Context in Language Teaching," highlighting the importance of both types of context in understanding language behavior and teaching.
Duranti and Goodwin (1992) identify four key types of context that influence communication: setting, which encompasses the physical and interactive environment; the behavioral environment, involving nonverbal cues and kinetic behaviors; language context, including co-text and reflexive language use; and the extra situational factors such as social, political, and cultural influences Understanding these contextual elements is essential for effective communication analysis and interpretation.
In language learning, particularly vocabulary acquisition, the "setting" and "language" are considered more vital than other factors Two key types of context are especially important for specific purposes: (1) situational context, which includes the purpose, participants, and physical and temporal environment of communication, analyzed through pragmatics; and (2) discourse context (co-text), which involves the surrounding language—prior and subsequent utterances—that frame a language segment or exchange For example, understanding the context in which someone encounters a friend and greets them greatly influences language comprehension and usage.
Understanding how to interpret conversational responses is essential in effective communication For example, when someone simply says "Hello," they expect a verbal reply that acknowledges their greeting Similarly, phrases like "Who else was there?" require referring back to prior discourse about the event's participants to accurately interpret the question These examples highlight the importance of context and prior conversation in understanding spoken language, which is crucial for enhancing communication skills and effective content creation.
Elite, 2000 : 12) The study will go further to discourse context called linguistic context (language) and situational context (settings) which strongly affect the vocabulary learning process
Discourse context refers to the flow of prior and subsequent language surrounding a particular language segment or exchange It encompasses both internal relationships of form and meaning—such as words, structures, and cohesion—and external communicative functions or purposes According to Marianna and Elite in “Discourse and Context in Language Teaching,” a comprehensive definition of discourse combines these perspectives, highlighting that a piece of spoken or written language must relate coherently to its external purpose and audience within its situational, social, and cultural context Understanding linguistic context involves analyzing these internal and external factors that precede or follow language exchanges, essential for effective communication and language analysis.
Ellis (1987:7) argues that the concept of linguistic context should extend beyond just the immediate preceding and following elements in isolated utterances Instead, it includes the entire verbal environment relevant to the category being examined Linguistic context encompasses relationships between forms, meanings, and communicative functions, covering the full scope of the verbal surroundings that influence understanding and interpretation This broader view highlights the importance of considering the entire verbal environment in linguistic analysis for a more comprehensive understanding.
Linguistic context plays a crucial role in vocabulary selection and comprehension of utterances, highlighting its indispensability in effective communication Understanding linguistic context is essential for identifying contextualization challenges faced by study participants, thereby enhancing the overall research analysis.
Situational context plays a crucial role in vocabulary selection and understanding utterances, operating alongside linguistic and discourse contexts It can be viewed at macro and micro levels, with the macro level encompassing prototypical or domain-specific contexts such as schools, families, churches, or government offices Each domain influences language use by encouraging the use of specific vocabularies or language varieties suited to particular situations For example, language choices differ significantly between the school environment and the family setting, highlighting how domain context impacts appropriate vocabulary use.
Ellis (1987) identified key variables of situational context at the micro level, including the scene—covering setting and purpose—and the participants, which encompass individual traits and their interrelations Understanding how these variables influence language choice is essential, as Ellis emphasizes the importance of examining their effects Hymes’ well-known descriptions of these situational variables provide valuable insights into how context shapes language use in specific settings.
Vocabulary knowledge
Understanding why learners should contextualize words during language acquisition requires exploring their vocabulary knowledge and effective vocabulary learning strategies This exploration is essential for developing a comprehensive questionnaire that identifies learners' specific difficulties with vocabulary contextualization, ultimately enhancing their language proficiency.
Linguists emphasize that word knowledge extends beyond understanding individual meanings to recognizing their relationships with other words within utterances These word relationships develop naturally as words are integral parts of language contexts, helping learners grasp how words interact and create meaningful communication This comprehensive understanding enhances vocabulary acquisition and improves language fluency.
Experts like David Singleton (2000), Norbert Schmitt (2000), Michael McCarthy (1992), Jean Aitchison (1987), and Ruth Gairns and Stuart Redman (1986) analyze the concept of "word" from various perspectives, emphasizing its multifaceted nature Norbert Schmitt (2000) further categorizes types of word knowledge, highlighting the complexity of understanding words in language This comprehensive view underscores the importance of exploring different aspects of words to enhance language learning and linguistic research.
the meaning(s) of the word
the written form of the word
the spoken form of the word
the grammatical behavior of the word
the collocation of the word
the register of the word
the associations of the word
the frequency of the word”
Understanding the various approaches to defining words—such as orthographic, phonetic, phonological, semantic, and grammatical—reveals that there is no single way to interpret them According to Singleton (2000), words can be viewed as types or tokens, lexemes or word-forms, orthographic units, phonological units, or semantic and grammatical units These perspectives emphasize that word knowledge encompasses multiple dimensions, and studying these different facets is essential for language learners to truly master a word Recognizing the multifaceted nature of words highlights the importance of comprehensive vocabulary development in language learning.
2.2.1- The meaning(s) of the word
Schmitt (2000) distinguishes between two types of word meaning: core meaning and encyclopedic knowledge Core meaning refers to the shared, common understanding among members of a society, whereas encyclopedic knowledge is personalized, shaped by an individual’s experiences and personal beliefs While core meaning remains consistent and is not influenced by context, encyclopedic knowledge varies depending on the situational and participant context, highlighting its dependence on individual and contextual factors.
Ruth Gairns and Stuart Redman (1986) identify two types of word meaning: conceptual and affective Conceptual meaning involves understanding not only what a word refers to but also its boundaries, distinguishing it from related words through features like polysemy, homonymy, and synonymy In contrast, affective meaning pertains to the attitudinal and emotional factors expressed through vocabulary, reflecting the speaker's feelings and attitudes toward the concept These distinctions are crucial for language learners and enrich semantic understanding.
Core conceptual meaning is largely independent of context, whereas encyclopedic knowledge and affective meaning depend on the use and situation Words in use are inherently connected to the individuals who use them, emphasizing the importance of affective meaning in communication Many words exhibit polysemy, homonymy, or synonymy, with their specific meanings clarified through contextual understanding Therefore, studying word meanings requires learners to focus on the context of utterances to accurately interpret and learn vocabulary, enhancing both language learning and effective communication.
While many consider meaning the most important aspect of learning a word, the written form was historically viewed as a secondary or "lower level" component (Schmitt, 2000: 45) However, this perception has shifted, recognizing that the written form is a crucial element for vocabulary knowledge and overall language processing (Schmitt, 2000: 45) The written forms of words play a significant role in enhancing written communication and facilitating effective vocabulary learning.
The written form of word is very important because it defines the boundary of a word that helps learners to have particular images of words in their minds
In the orthographic approach, a word is defined as a sequence of letters bounded by blank spaces, which emphasizes the importance of focusing on the written form of words However, learners often struggle with reading due to difficulties in recognizing these written forms Similar-looking words can lead to misunderstandings, as learners cannot reliably guess their meanings from context, especially when words like "optimal" are mistaken for similar words such as "optional." Word-shaped familiarity can sometimes override contextual clues, making guessing less effective Additionally, learners face challenges when words change form through the addition of affixes, which affects both their written appearance and pronunciation This interaction between orthography and phonology complicates the reading process and highlights the need for targeted vocabulary and morphological instruction.
(1990” 4) gives some examples of these changes as follows :“’reduce’ changes it vowel sound to ‘reduction’” and “the /k/ sound in ‘electric’ becomes /s/ in
Understanding the relationship between a word’s meaning and its spelling is essential for language learners, as highlighted by Singleton (2000) The written form of a word often changes to suit its grammatical role, position in sentences, and intended meaning, enhancing comprehension Exposure to words in various contexts reinforces their written forms and aids long-term memory retention Additionally, the written forms of words help readers interpret the meaning of utterances and establish the contextual environment where communication occurs, ultimately supporting language acquisition and literacy.
The written form of a word is crucial for language learners, as it is a key aspect of vocabulary that closely relates to other word features Many students tend to remember the spelling and visual representation of words more effectively Additionally, context plays a vital role in supporting learners, helping them identify mistakes and reinforce their ability to recall the correct written form.
Listening and speaking can be challenging for English learners, making the spoken form of words essential for effective language acquisition The spoken form refers to pronunciation, which facilitates clear communication between listeners and speakers Focusing on pronunciation helps students improve their vocabulary retention and boost their conversational skills, making spoken language a key component of effective English learning.
Adequate phonological knowledge involves understanding how to segment and interpret a word’s acoustic representation within continuous speech, as well as pronouncing it clearly for others This includes recognizing individual phonemes, identifying the number of syllables, and understanding stress patterns, which are essential for accurate spoken language comprehension and production.
Proper word stress is a major challenge for language learners, as it significantly impacts pronunciation and comprehension According to Schmitt (2000), Gairns & Redman (1991), and Singleton (2000), stress distribution can alter the sound of individual phonemes, change a word’s grammatical class, and even modify its meaning Words that have similar spelling but differ in stress placement often cause confusion, highlighting the importance of correct stress patterns In spoken language, the correct stress placement offers a clear advantage over written form, aiding listeners in accurately identifying words.
One common phonological challenge for language learners is understanding the relationship between word spellings and pronunciation Mastering the sounds of individual phonemes is essential, as it helps learners navigate variations in stress patterns and pronunciation, ultimately improving their overall speaking and listening skills.
Vocabulary learning strategies (VLS)
Contextualization is a key aspect of Vocabulary Learning Strategies (VLS), which include various methods to understand and remember new words According to Schmitt (2000), there are over fifty-eight different VLS, highlighting their diversity VLS are generally categorized into two main types: strategies used for the initial discovery of a word’s meaning and strategies aimed at retaining and consolidating that word in memory These strategies facilitate both understanding and long-term retention, making them essential tools for effective vocabulary acquisition.
The first group is Determination strategies (DET) This group belongs to the (1) strategies that are useful for the initial discovery of a word’s meaning
“This can be done through guessing from one’s structural knowledge of a language, guessing from an L1 cognate, guessing from context, or using reference materials” (Schmitt, 2000:135) This group includes :
“Analyze part of speech Analyze affixes and roots Check for L1 cognate Guess meaning from textual context Analyze any available pictures or gestures
Using a dictionary, whether bilingual or monolingual, is a key vocabulary learning strategy (Schmitt, 2000:134) McCarthy (1990:125) highlights similar methods such as guessing meanings from context and using dictionaries Among these, contextual guessing involves learners inferring the meaning of a word based on the surrounding text, which Gairns and Redman (1986:117) refer to as "Contextual Guesswork." This strategy enhances vocabulary acquisition by encouraging learners to leverage contextual clues.
Understanding the meaning of a word relies on textual or linguistic context According to Elaine and Pamela (2002:3), effective strategies for deriving a word's meaning from context include identifying definitions or information about the new vocabulary item Additionally, recognizing clues within other sentences or parts of sentences can provide valuable hints to interpret unfamiliar words accurately.
(3) simple logic for guessing a new word meaning
According to Elaine and Pamela, new word definitions are often presented in parentheses, after a dash, or following a comma Students can infer the meaning of unfamiliar words by paying attention to these contextual cues such as parentheses, dashes, and commas Additionally, these punctuation marks are used to introduce examples that serve as clues to understanding the meanings of new words Using contextual signs effectively helps learners deduce and grasp new vocabulary more accurately.
Elaine and Pamela (2002: 23) highlight that clues such as synonyms, antonyms, examples, and definitions are essential for understanding new vocabulary They emphasize that students can identify opposite or similar words to a new term and recognize examples through contextual signals like "for example," "for instance," "such as," and "among them." Additionally, they note that examples can appear without these cue words, often in parentheses or between dashes, serving as effective explanations Furthermore, defining a new word can also be achieved by using connecting phrases like "that is" or "in other words" to clarify meanings.
Logical knowledge plays a crucial role in understanding word meanings from context, as learners make guesses and inferences about new words by creating mental schemas based on their world knowledge and prior experiences (McCarthy, 1990) Developing effective inference skills helps learners better retain the contextual meaning of target words upon first encounter (McCarthy, 1990) This strategy is most effective for learners who possess an adequate vocabulary and sufficient background knowledge, as there is a clear link between recalling words and the contexts in which they are learned (McCarthy, 1990; Xialong).
Guessing words from context is essential for language comprehension, as it relies heavily on understanding the surrounding text Other strategies, such as analyzing parts of speech, affixes, and roots, also depend on contextual cues to be effective As highlighted in "The Grammatical Behavior of Words," the correct use of parts of speech and affixes is guided by contextual information, emphasizing the importance of context in vocabulary development and language learning.
Using a dictionary is essential not only when learners cannot infer new words from context but also for understanding word pronunciation According to Ruth Gairns and Stuart Redman (1986), learners often encounter situations where guessing from context is unsuccessful, making dictionaries a valuable tool They highlight that dictionaries aid in mastering phonemic transcription and stress patterns, which are crucial for correct pronunciation and language proficiency.
The first group of VLS consists of independent strategies that learners can employ without assistance from others, relying solely on their language skills and general knowledge These strategies include guessing words from context and analyzing word parts, such as affixes and parts of speech However, these methods require learners to have a solid foundation in language and broader life knowledge, making them unsuitable for beginners in English learning.
Social strategies (SOC) involve interacting with others to enhance language learning Learners can ask teachers or classmates for information about new words, receiving responses such as synonyms or translations to aid understanding (Schmitt, 2000: 135) These strategies occur during social interactions, facilitating practical language acquisition through communication.
“Ask teachers for a synonym, paraphrase, or L1 translation of new word Ask classmates for meaning
Study and practice meaning in a group Interact with native speakers” (Schmitt, 2000:134)
McCarthy (1990: 125) also gives one more strategy that belongs to SOC strategies – Ask for a sentence showing word usage This strategy helps learners to use words correctly
Socio-cultural (SOC) learning provides learners with greater motivation to utilize contextual clues when acquiring vocabulary compared to direct explicit teaching (DET) Engaging in group practice or interacting with native speakers allows learners to reinforce their understanding of new words naturally While seeking help from peers or teachers can save time, the effectiveness greatly depends on receiving accurate and comprehensive answers that encompass all aspects of the word’s knowledge Ideally, teachers and peers use contextual descriptions to explain new vocabulary, but such detailed explanations are rare, prompting learners to adopt additional strategies to expand their vocabulary independently.
To effectively consolidate new vocabulary and reinforce memory, learners should engage in group study or interact with native speakers Using context is crucial in this process, as learners need to consider social settings, communication goals, and appropriate language usage Additionally, awareness of their social roles and positions within groups enhances language learning and helps apply new words accurately in real-life situations.
This group of strategies helps learners to understand more about the words with their types of knowledge because language use happening in groups of people is under the influence of all the elements of context and similar to real life conversations
The third group of VLS is memory strategies “Memory strategies (MEM) (traditionally known as mnemonics) involve relating the word to be retained with some previously learned knowledge, using some form of imagery, or grouping.” (Schmitt, 2000:135) In order to retain the previous knowledge of words, learners use the following strategies:
“Connect word to a previous personal experience Associate the word with its coordinates
Connect the word to its synonyms and antonyms Use semantic maps
Image word form Use Keyword Method Group words together to study them Study the spelling of a word
Say new word aloud when studying Use physical action when learning a word.” (Schmitt, 2000:134) These strategies can be used without context in the cases of saying new word aloud, studying the spelling, connecting the word with its synonyms or antonyms However, these strategies should be used in context to get better results because the nature of word is affected by context Especially, some strategies like connect word to a previous personal experience, associate the word with its coordinates, connect the word to its synonyms and antonyms, and Group words together to study them had better be integrated with context because according Ruth Gairns and Stuart Redman (1986:69) words similar in meaning are easily confused So that “the items need to be contextualized properly, and it is vital to highlight to students the differences between items as clearly as possible” (Gairns & Redman,1986:69) Learners at the start of encountering words need some of MEM strategies without context, but they should use context to discover word knowledge
Conceptual Framework of the Study
The conceptual framework summarizes theories which are the basis for making the study’s questionnaire To find out the contextualization problems in learning IT vocabulary, the study presents some research on context elements, word knowledge, and vocabulary strategies Vocabulary strategies shows the ways learners use while studying vocabulary and the ways learners use contexts in these strategies Vocabulary knowledge - its meaning(s), its written and spoken forms, the grammatical behavior of the word, its collocation, the register of the word, and the associations of the word- are word information that learners must know to use in real life Context and its elements cover all the vocabulary learning process The questionnaire about learning IT English will be based on these three factors – context, vocabulary knowledge, and vocabulary strategies
Context elements consist of the situational and linguistic contexts Context elements are presented in the diagram as follows:
Context elements can be seen through the word knowledge and vocabulary learning strategies So that vocabulary contextualization helps learners to understand word knowledge sufficiently
Considering types of word knowledge under the light of context, Personal knowledge factor can be seen in encyclopedic knowledge of words, relationship between individuals, situation, purpose – in register, and collocation helps learners see internal relationship of form and meaning as well as external communicative function and purpose
Contextualization is expressed clearly in vocabulary learning strategies Smith (2000) divides VLS into 5 groups Some of them are used for input process, and some are used for output process
In the input process- reading and listening- learners contextualize words by discovering word in textual contexts For this case learners can use the strategies as follows: analyze part of speech, analyze affixes and roots, check for L1 cognate,
EXTERNAL COMMUNICATIVE FUNCTION AND PURPOSE
RELATIONSHIP BETWEEN INDIVIDUALS guess meaning from textual context, use a dictionary, ask teachers for a synonym or paraphrase, or L1 translation of new word, ask classmates for meaning, connect word to a previous personal experience, associate the word with its coordinates, connect the word to its synonyms and antonyms, use semantic maps, image word form, use Keyword Method, use English- language media (songs, movies, newscasts, etc.), use spaced word practice (expanding rehearsal)
For output process – writing and speaking- learners can use words to produce utterances or contextualize words In this case learners can use the strategies as follows: study and practice meaning in a group, interact with native speakers
The relationship between context and vocabulary learning can be shaped into the table as follows:
Table 1 a: Summary of Contextualization Strategies in Vocabulary learning
- Analyze part of speech, (DET)
- Analyze affixes and roots (DET)
- Use a dictionary (bilingual or monolingual) (DET)
- Ask teachers for a synonym, paraphrase, or L1 translation of new word (SOC)
- Ask classmates for meaning (SOC)
- Study the spelling of a word (MEM)
- Say new word aloud when studying (MEM)
- Use physical action when learning a word.(MEM)
- Put English labels on physical objects (COG)
Relationship of form and meaning
-word class -word class, word form -meaning
-meaning, forms, class, usage -meaning, grammatical knowledge,
- meaning & written form -meaning, written form, usage
- Analyze any available pictures or gestures (DET) Setting, individuals
- Guess meaning from textual context (DET)
- Ask for a sentence showing word usage (SOC)
- Use semantic maps (MEM) -Connect the word to its synonyms and antonyms(MEM)
-External communicative function and purpose;
-Internal relationship of form and meanings
Meaning, collocation, register, grammatical knowledge, association, word forms,
- Study and practice meaning in a group (SOC)
- Interact with native speakers (SOC)
- Use English- language media (MET)
- Use spaced word practice (MET)
- Test oneself with word tests (MET)
- Connect word to a previous personal experience (MEM)
External communicative function and purpose; settings; purpose; individuals; relationship between individuals
Meaning, collocation, register, grammatical knowledge, word forms, association
- Associate the word with its coordinates (MEM)
- Group words together to study them (MEM)
- Skip or pass new word (MET)
External communicative function and purpose
Meaning, grammatical knowledge, word forms, collocation, register, association
It cannot be denied that context with its elements is essential factors which affect overall vocabulary learning process Students have to apply their knowledge of words’ relationship and other grammatical knowledge to guess meanings of new words Among the strategies mentioned in the table 1a, guessing meaning in textual context is concentrated in this study There are 3 methods to guess word meanings in context :
(1) finding definitions of new vocabulary by using some contextual signs, such as: verbs be or mean; parentheses, dashes, commas
(2) using clues to the meanings of new vocabulary there are three types of clues to guess word meanings in context – synonyms or antonyms; examples; and explanation Contextual signs for examples are the phrases like : for example, for instance, and such as Sometimes examples also appear in parentheses or between dashes Explanation is one of types of clues to the meaning that is defined by phrases, such as in other words, that is
(3) logical knowledge is used to guess word meaning in context Logical knowledge requires students to have enough experience and knowledge of world and texts Below is a table of summary of strategies of guessing word meaning in context
Table 1b : Summary of strategies of guessing word meaning in context
Strategies of guessing Word meaning in context Sub- strategies
1 –Finding definitions of new vocabulary
Verbs : be, mean, Parentheses, dashes, commas
2- Using clues to the meanings of new vocabulary
Explanation by using antonyms or synonyms in other sentences
Examples For example, for instance, such as, parentheses, dashes Explanation That is; in other words
3- Using logical knowledge Relationship between words
Using world knowledge and experience of the world and texts
Literal meaning and texts around
To summarize, the two tables above (table 1 and table 2) present vocabulary learning strategies and strategies of getting word meaning from context The research on contextualization in guessing word meanings in context, context’s elements, vocabulary knowledge, and vocabulary strategies help the study to find out students’ strength and weakness of vocabulary contextualization.