INTRODUCTION
Rationale for the study
English has become an essential international language, serving as a crucial link between countries globally In Vietnam, its significance is recognized in the national curriculum, where English is a core subject Proficiency in English opens doors to higher education at prestigious institutions and enhances job prospects in international companies Despite early exposure to the language, many young learners struggle to achieve mastery in English.
The importance of vocabulary in learning English cannot be overstated, as it is essential for effective communication A robust vocabulary enables learners to understand reading and listening materials clearly while also allowing them to express their thoughts fluently in speaking and writing McCarthy (1990) emphasizes that without a wide range of words, meaningful communication in a second language is impossible, regardless of grammar or pronunciation skills Additionally, Folse (2008) identifies vocabulary level as a crucial factor in enhancing second language proficiency Ultimately, vocabulary serves as the foundation that connects the four key language skills: speaking, listening, reading, and writing By expanding their vocabulary, students can more easily master English, improving both comprehension and production of the language.
In Vietnam, significant efforts are dedicated to teaching and learning English both in and out of schools, with each 45-minute lesson typically allocating 5 to 7 minutes for introducing new vocabulary and 3 to 5 minutes for activities to assess comprehension The duration for these activities can vary based on students' familiarity with the topic Each teacher employs different techniques for teaching vocabulary that are tailored to their specific class settings and student levels Despite these efforts, many students struggle to acquire and correctly use new words, leading to poor performance on tests and examinations, even when the questions relate to the vocabulary they have learned Ultimately, while both teachers and students are committed to improving vocabulary learning, the effectiveness remains below expectations.
Identifying the vocabulary learning challenges faced by 10th-grade students at Phu Binh High School is essential Understanding the external factors that significantly influence their acquisition of new words and phrases will enable the development of effective strategies for both teachers and students This approach aims to enhance vocabulary teaching and learning at the school.
Research questions
This study investigates the external factors that significantly influence vocabulary learning among 10th-grade students at Phu Binh High School in Thai Nguyen The research specifically aims to identify which factors have the greatest and least impact on their vocabulary acquisition.
1 What external factors have the most and the least effect on the vocabulary learning of 10 th form students at Phu Binh high school, Thai Nguyen province?
2 What can be done to help students learn vocabulary better?
Scope of the study
This study primarily investigates external factors that significantly impact vocabulary learning for 10th-grade students, acknowledging that it is not feasible to address all aspects of needs analysis and course objectives.
- grade students at Phu Binh high school in Thai Nguyen province where the researcher is working
In the context of teaching and learning English at high school, English vocabulary mentioned here means the new words in the English textbook
“Tieng Anh 10” - the old version The target population is students at grade
10 who have been learning English for 4 to 7 years
Besides, the study also investigates English teachers working at Phu Binh high school to find out techniques which are often used to motivate students to learn vocabulary
The study's findings offer valuable insights for teachers seeking effective vocabulary teaching strategies and for students aiming to tackle challenges and enhance their engagement in vocabulary learning.
Methodology
200 10 th form students randomly selected from 13 classes and 13 English teachers at Phu Binh high school participated in this study
This study investigates the key factors influencing vocabulary learning among 10th-grade students, employing a quantitative approach to understand and clarify their experiences, perceptions, and attitudes.
Questionnaires for both teachers and students will be employed to collect data
The survey aims to identify the key factors influencing vocabulary learning among 10th-grade students, focusing on both the most and least impactful elements Data analysis was conducted using frequency, percentages, and means, with the Statistical Package for Social Sciences (SPSS) employed for statistical evaluation.
Organization of the study
The thesis consists of five main chapters as follows:
In this part, general information including the rationale, the aims, the research questions, the scope, the method, and the organization of the study is presented.
LITERATURE REVIEW
This part provides a summary of some theories relating to vocabulary in the second language teaching and learning, and factors affecting vocabulary acquisition.
METHODOLOGY
This section outlines the study's context, subject matter, and methodology It also details the data collection and analysis techniques employed in the research.
FINDINGS AND DISCUSSIONS
In this chapter, the detailed results of the study as well as the discussion about the results will be presented.
CONCLUSIONS
This chapter provides a summary of major findings, proposes some recommendations, states the limitations of the study, and offers some suggestions for future research
This chapter offers a concise overview of key theoretical concepts related to vocabulary, highlighting its significance in language learning It examines the various factors influencing vocabulary acquisition, including external elements that impact students' vocabulary learning, as well as effective teaching techniques for vocabulary development.
Michael Lewis (1993:89, cited in Hoang, 1995) states that vocabulary
“…may be individual words or full sentences - institutionalized utterances - that conveyed fix social or pragmatic meaning within a given community”
Vocabulary, as defined by Hornby (1995), encompasses a collection of words along with their meanings Penny Ur (1996:60) further elaborates that vocabulary includes the words taught in a foreign language, indicating that it can extend beyond single words to include compounds of two or three words and multi-word idioms.
Zimmerman, as referenced by Coady and Huckin (1997), emphasizes the essential role of vocabulary in language teaching, highlighting its significance for language learners Neuman and Dwyer (2009) further define vocabulary as the necessary words that learners must acquire to communicate effectively.
Benettayeb (2010) emphasizes that vocabulary comprises the largest collection of words within a language, and without a solid vocabulary, learners struggle to effectively use and understand the target language.
Lessard and Clouston (2013) define vocabulary as the collection of words in a language, which includes both individual terms and multi-word phrases or chunks that convey specific meanings Thus, vocabulary encompasses not only standalone words but also expressions and combinations of words that together express particular ideas.
In the very first part of his book, Michael Mc Carthy (1990:2) stated that:
Vocabulary is the most crucial element of any language course, as experienced by many language teachers Regardless of students' proficiency in grammar or their ability to pronounce sounds in a second language (L2), effective communication is impossible without a robust vocabulary to convey diverse meanings.
Vocabulary acquisition is a crucial element in learning a foreign language, significantly impacting language learners' overall proficiency As highlighted by Cameron (2001), vocabulary is fundamental to language acquisition Schmitt (2000) emphasizes that lexical knowledge is vital for achieving communicative competence and successfully mastering a second language.
Research by Laufer and Nation (1999), Maximo (2000), and Read (2000) emphasizes that vocabulary acquisition is crucial for success in learning a second language A rich vocabulary allows students to effectively utilize the language structures and functions they have learned, facilitating clear communication.
Nation (2001) emphasizes the interconnectedness of vocabulary knowledge and language use, stating that increased vocabulary acquisition enhances the accuracy and appropriateness of language application Conversely, effective language use contributes to a deeper understanding of vocabulary.
Researchers like Richards (1980) and Krashen (1989) highlight the importance of vocabulary in second language acquisition, as noted by Maximo (2000) They emphasize that expanding vocabulary is essential for mastering a language Additionally, the absence of sufficient vocabulary is often cited as the primary reason why language learners prefer carrying dictionaries over grammar books.
Vocabulary plays a crucial role in language acquisition, particularly in learning a second language Therefore, it is essential to incorporate vocabulary instruction into the curriculum, emphasizing the need for structured lessons by language educators and dedicated efforts from learners.
Despite extensive research on vocabulary acquisition by linguists and psychologists, a comprehensive theory remains elusive Psychologists tend to focus on vocabulary development through formal models, often overlooking the model-free nature of L2 vocabulary literature In contrast, applied linguists emphasize the descriptive aspects of the bilingual lexicon, recognizing its immediate pedagogical implications (Singleton, 2008) These differing perspectives complicate the identification of influential factors and their effects on vocabulary acquisition.
According to Singleton (2008:4-24), several key factors significantly influence vocabulary learning and acquisition, including the linguistic features of lexical items, the impact of first and additional languages, and the incremental nature of vocabulary acquisition Furthermore, the role of memory in learning vocabulary, the organization and development of the second language (L2) mental lexicon, exposure to linguistic input, individual learner differences, and the teacher's role in vocabulary instruction and strategies are all crucial elements in the process of vocabulary development.
Quach (2007) categorized the factors influencing learning into three primary groups: learner-related factors, teacher-related factors, and learning context Learner-related factors encompass memory and storage systems, learners' needs and interests, as well as their learning styles and strategies Teacher-related factors focus on the teaching methods employed and the training of strategies Additionally, language input and output are crucial elements within the learning context group.
According to Maraco (2010) and Lightbow & Spada (2013), vocabulary acquisition is influenced by two primary categories: internal and external factors Internal factors encompass age, language aptitude, intelligence, attitude, motivation, and personality, while external factors pertain to the conditions surrounding the learner, such as the foreign language curriculum, the quality of teachers, learning tasks, peer interactions, classroom atmosphere, family support, and the availability of opportunities for language input and output.
2.3 External factors affecting vocabulary acquisition