A study on effective vocabulary learning methods for students at a high school in hung yen

Trang 1 Admin --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON EFFECTIVE VOCABULARY LEARNING METHODS FOR STUDENTS AT A HIGH SCHOOL IN HUNG YEN NGHIÊN CỨU PHƯƠNG PHÁP HỌC TỪ VỰN

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GRADUATION PAPER FIELD: ENGLISH LINGUISTICS

A STUDY ON EFFECTIVE VOCABULARY

LEARNING METHODS FOR STUDENTS AT A HIGH

SCHOOL IN HUNG YEN (NGHIÊN CỨU PHƯƠNG PHÁP HỌC TỪ VỰNG HIỆU QUẢ CHO HỌC SINH MỘT TRƯỜNG TRUNG

Supervisor: Do Phuc Huong, PhD

Student: Doan Quang Huy Student number: 11317017

Hung Yen - 2021

FACULTY OF FOREIGN LANGUAGES

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GRADUATION PAPER FIELD: ENGLISH LINGUISTICS

A STUDY ON EFFECTIVE VOCABULARY

LEARNING METHODS FOR STUDENTS AT A HIGH

SCHOOL IN HUNG YEN (NGHIÊN CỨU PHƯƠNG PHÁP HỌC TỪ VỰNG HIỆU QUẢ CHO HỌC SINH MỘT TRƯỜNG TRUNG

Student: Doan Quang Huy Student number: 11317017 Supervisor: Do Phuc Huong, PhD

Hung Yen – 2021

DECLARATION

I certify my authorship of the study report entitled "A study on effective vocabulary

learning methods for students at a high school in Hung Yen" is the result of my own

research and the substance of this dissertation has not been submitted for a degree to any other university or institution If this declaration is found to be false, disciplinary measures and penalties can be taken and imposed following university policies and rules

to all lecturers of the English Language in Foreign Language Department who have taught

me many things

Besides, I would like to thank all the members of the students of My Hao high school for helping me to complete this research and especially for their cooperation during the data collection process My sincere thanks go to all the authors of the books, magazines, and other material listed in the reference part for their ideas that have been reflected and developed in the study Last but not least, I would like to give my heartfelt thanks to my family, my friends who always encourage, and inspirit me to complete this graduation paper

I hope that this thesis will be useful for readers However, I realize that this thesis is far from being perfect, so any criticisms, ideas and suggestions for the improvement of this thesis are greatly appreciated

ABSTRACT

The research aims at investigating the situation of learning vocabulary for students

of a high school, the students’ attitudes towards learning vocabulary, the benefits of learning vocabulary in improving learning English, as well as methods that should be used to help students of high school participate learn vocabulary effectively

The study gives a systematic presentation of the key theories related to methods of learning English vocabulary The various aspects of learning English vocabulary, as well as some of the difficulties in learning vocabulary, are thoroughly discussed The researcher distributed survey questionnaires to 39 students in My Hao high school's class 11a12, as well

as conducted five random interviews with My Hao high school students to achieve the aforementioned goals Based on the analysis of the above sources of data, the researchers drew some significant conclusions The results of such research showed that studying English vocabulary of students at My Hao high school is needed to improve and students realized the importance as well as the usefulness of participating in learning vocabulary to improve the English language skills

Finally, the data was analyzed and some suggestions were given to help the students

of My Hao high school learn English vocabulary more effectively

Table of Contents

DECLARATION i

ACKNOWLEDGEMENT ii

ABSTRACT iii

CHAPTER I: INTRODUCTION 1

1.1 The rationale of the study 1

1.2 Aims of the study 1

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Methods of study 2

1.6 Design of the study 2

CHAPTER II: LITERATURE REVIEW 4

2.1 Definition of vocabulary 4

2.2 Classification of vocabulary 4

2.3 The role of vocabulary in learning foreign languages 5

2.4 Factors that affect learners in the process of learning vocabulary 5

2.5 Definition of vocabulary learning methods 6

2.6 Classification of vocabulary learning methods 6

2.6.1 Language teaching methods 6

2.6.2 Vocabulary learning methods 7

2.7 Some Norbert Schmitt typical methods of learning vocabulary 9

2.8 Summary 11

CHAPTER III: THE STUDY 12

3.1 Research settings 12

3.1.1 Study program 12

3.1.2 School conditions 12

3.2 Research questions 12

3.3 Methods of research 13

3.3.1 Survey questionnaires 13

3.3.2 Interview 13

3.4 Research process 13

3.5 Data analysis 13

3.5.1 The role of vocabulary in learning English 13

Chart 3.1: The role of vocabulary in learning English 14

3.5.2 The method of guessing words 14

Table 3.1: The word prediction method 14

3.5.3 Communication method 15

Chart 3.2: The use of communication methods 15

Chart 3.3: ask friends method 15

Chart 3.4: Methods of communication when dealing with foreigners 16

3.5.4 Memorization method 17

Chart 3.5: Memory method 17

3.5.5 Cognitive method 18

Table 3.2: Cognitive method 18

3.5.6 Some other methods 18

3.6 Interviews 19

3.7 Direct responses to research questions 20

3.7.1 The role of vocabulary in learning English 20

3.7.2 Vocabulary learning methods at My Hao High School 20

3.7.3 Implication for effective vocabulary learning methods at high school 21

3.8 Summary 21

CHAPTER IV: CONCLUSION 22

4.1 Summary of the study 22

4.2 Limitations of the study 22

4.3 Suggestions for further studies 22 REFERENCES I APPENDIX I III APPENDIX II VI

LIST OF CHARTS AND TABLES

1 List of charts

Chart 3.1: The role of vocabulary in learning English 14

Chart 3.2: The use of communication methods 15

Chart 3.3: ask friends method 15

Chart 3.4: Methods of communication when dealing with foreigners 16

Chart 3.5: Memory method 17

2 List of tables Table 3.1: The word prediction method 14

Table 3.2: Cognitive method 18

CHAPTER I: INTRODUCTION

This chapter introduces the rationale, the aims, research questions, the scope, the methodology, and the design of the study

1.1 The rationale of the study

Nowadays, English has a significant role since it has become an international language and is used as an official language in all fields such as aviation, business, science technology In Vietnam, English is becoming increasingly significant and is being taught as

a required subject in schools If we consider learning English to be like constructing a home, then acquiring vocabulary is the basis for that home There are many ways to learn vocabulary, but having effective vocabulary enrichment methods is not easy In fact, the vocabulary learning method is ineffective

Although it is difficult for learners to communicate successfully after many years of learning English Instead of what they have learned, they tend to use simple words Furthermore, how to use words is an important component in determining the quality of an essay Learners frequently encounter problems with their writing abilities

Providing learners with vocabulary awareness is one method to aiding them in successfully utilizing English Only when the word is employed correctly and appropriately will the student be able to understand As a result, English vocabulary knowledge is limited, which has a substantial impact on English usage

For the aforementioned reasons, the researcher delve into the in-depth study of these methods of learning vocabulary from My Hao high school students in order to find the master vocabulary learning methods of students majoring in English and research methods New learning aims to reinforce and improve the learning method of the students' major later

1.2 Aims of the study

Studying this topic, the researcher want to solve the following problems:

First, the topic helps students determine the importance of learning vocabulary and its relationship to listening, speaking, reading, and writing skills

Second, the topic goes into research into the main vocabulary learning methods of the students at My Hao high school

Third, the topic gives some suggestions on how to learn vocabulary effectively to help English learners build their own vocabulary

1.3 Research questions

1 What roles does vocabulary play in learning English?

2 What vocabulary learning methods do students at My Hao High School usually use?

3 What are the implication for effective vocabulary learning methods at high school?

1.4 Scope of the study

To be suitable for students, the author only focuses on the following issues:

1 Limit on research subjects

Research on some major vocabulary learning methods of students of My Hao high school and give some suggestions on how to learn vocabulary effectively

2 Limit on the site and research object

Investigating the vocabulary learning method of 39 students from class 11a12 at My Hao High School (as well as consulting with 5 other students in the school)

1.5 Methods of study

4.1 Document research method

Conduct research, research related documents to have a rational basis for scientific thesis, accurate information for the analysis of the topic

4.2 Methods of investigation, survey

Distribute survey questionnaires, collect information from students of My Hao High School

to see these the main vocabulary learning methods of students specializing in English 4.3 Interview method

Interviewing My Hao high school students directly to see how the methodology learns their vocabulary and the level of effectiveness of those methods

4.4 Methods of data analysis

From the results obtained on the questionnaire, sum up and statistics to for the most accurate figures for the topic

1.6 Design of the study

The study includes four main chapters, organized as follows:

Chapter 1: Introduction

- The rationale of the study

- Aims of the study

- Research questions

- Scope of the study

- Research methodology

- Design of the study

Chapter 2: A literature review

- Theoretical background related to vocabulary

- The background of the vocabulary learning method

Chapter 3: The study

- Result of the study

- Discussion about the result of the study

- Suggestion for learning and teaching

Chapter 4: Conclusion

- Summary of the study

- The limitations of the study

- Suggestions for further studies

CHAPTER II: LITERATURE REVIEW

This chapter introduces the role of vocabulary in learning foreign languages Some typical methods of learning vocabulary

2.1 Definition of vocabulary

There are many different definitions of vocabulary Corresponding to its particularly important role in learning foreign languages, vocabulary has become the main concern of researchers, teachers and learners

Ur, Penny (1996) defines vocabulary as words we teach in a certain foreign language However, a lexical unit can have a single word as well have more than one single word It is

a combination of two or three words or even idioms of many words

Meanwhile, Pyles and Algeo argued that "when most of us think about language, we think first about words It is true that vocabulary is the focus of language It is in words that

we arrange together to make sentences, conversation and discourse of all kinds (1970, p 96)

According to the definition of the dictionary on the website https://world.IQ.com, the vocabulary is words known to a human individual or another entity, it is a part of a particular language An individual's vocabulary is both a component of all the words that the person can understand, and also a constituent of all words used by that person in the process of creating new sentences

2.2 Classification of vocabulary

There are many ways to classify vocabulary according to criteria, characteristics, and different functions Based on semantics, words are classified into content words and words

with grammatical functions

Based on grammar, words are divided into words of different categories They can

be noun, verb, adjective, adverb, preposition, article or conjugate There are three groups of words that appear in these varies in order of usage: words with high usage, words with low usage, and words specialization One remarkable study found lists of 1000, 2000, or 3000 most frequently used words in English These lists have a great effect on English teachers and learners

Words are classified into single words (containing only an original taste), transformative words (consisting of an original morphology and an interesting one or more auxiliary shapes to transform the meaning of words), and compound words (at least two original shapes with or without the filler image) The vocabulary of a learner is divided into

active vocabulary and passive vocabulary or capital from production and reception based on the language learning method

2.3 The role of vocabulary in learning foreign languages

There is no denying that vocabulary plays a particularly important role in one language It can be said that if you consider learning English as building a house, then learning the vocabulary is building the foundation of that house Let's decide which method

of vocabulary acquisition is ideal for you Without a broad vocabulary, you will hardly create any conversation Therefore, learners need to make an effort to acquire the target language not only in the classroom but also in the later world According to Troike (1976, p.87),

"vocabulary is most important for understanding and knowing names for things, actions and concepts"

According to Nation (2006), receptive knowledge of 8,000–9,000 word families is needed to comprehend authentic written texts in English, and knowledge of 6,000–7,000 families for dealing with spoken texts

According to Scott Thornbury (2002: 13), "without grammar, we can only express very little, but without vocabulary, we can't convey anything."

Wilkins (1972) states that: ‘‘There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say … While without grammar very little can be conveyed, without vocabulary nothing can be conveyed’’ p97)

At the end of high school and beginning of university studies, second language (L2) learners in various countries know just 2,000–4,000 word families, often despite more than 1,000 hours of instruction (Laufer, 2010)

2.4 Factors that affect learners in the process of learning vocabulary

According to Lightbown and Spada (1999: 51-68), the factors that influence an individual's vocabulary learning include: intelligence, giftedness, personality, motivation and opinion, excitement, beliefs age and learning methods of learners

Rubin and Thompson (1994: 3-8) also agree in the same way that age, aptitude, personality, learning methods and experienced experiences are factors that influence vocabulary learning of learners

The Importance of Learning Methods Nunan (1999: 171) emphasizes that: Knowledge of methods is very important, because it helps learners realize what they are

doing If they are aware of their learning process, learning will be more effective Ellis (1997: 76-8) shared the same view when he asserted that researchers have shown that successful learners use more learning methods than unsuccessful learners and that they use different methods for each stage in their ascent progress He also emphasized that if they recognize that learning methods are important, they will be able to teach the students

The results are consistent with Swain’s (1985) output hypothesis, since ‘pushing’ learners to use particular language items in challenging output tasks benefited understanding and learning

Thus, the learning method is the decisive factor for each individual's successful vocabulary learning

2.5 Definition of vocabulary learning methods

There is no formal definition of a vocabulary learning method The reason may be because vocabulary learning methods are a part of language learning methods Therefore, the definition of language learning methods can be considered as the definition of vocabulary learning method

According to Oxford (1990), one of the leading lecturers and researchers in the field

of the study of linguistic methodology gave their views on methodology as follows: The method has a special significance It is important to learn a language because it is a tool that effectively supports learners' direct and active learning participation in order to maximize their communication abilities

Schmitt (1997) agreed when defining methodology as a process in which information

is passed, accumulated, acquired and used In other words, learning methods are special thoughts and behaviors that individuals use to help them understand, perceive, or remember new information

2.6 Classification of vocabulary learning methods

2.6.1 Language teaching methods

In the classical "Grammar Translation Method", students must find the word with the equivalent in their native language This method of vocabulary learning helps students to be more flexible in making sentences and creating new conversations

In the oral school "Audio Lingual Method", new words and structures are presented through dialogues Those conversations are again learned through imitation and repetition

Such mechanical practice does not promote students' independent thinking and learning vocabulary is therefore less effective

In the oral school "Audio Lingual Method", new words and structures are presented through dialogues The school of communication has maintained a method of teaching vocabulary by organizing crosswords Newton (2001) thinks that this is a way of learning to help learners supplement their vocabulary and develop communication skills for them Many experts recognize that playing games in the classroom is an effective way to learn vocabulary

2.6.2 Vocabulary learning methods

Although there have been many studies on vocabulary learning methods by the authors: Lawson and Hogben, 1996; Avila and Sadoski, 1996; Van Hell and Mahn, 1997, only two studies have studied lexical learning as a whole

In a recent study, Stoffer (1995) implemented one survey that includes 53 items designed to learn vocabulary learning methods These 53 items are summarized in 9 criteria:

 Methods include the use of authentication language

 Methods used for personal motivation

 The method used to organize words

 The method used to create inner alignment

 Memorization method

 Methods include creative activities

 Methods include physical activities

 The method used to create confidence

 Dictionary look up method

In another study by Schmitt (1997), he made his own proposals on the classification

of vocabulary learning methods He distinguishes between the methods used by the learner

to approach the meaning of a word on their first contact and the methods used by the learner

to reinforce the meaning of that word on their second contact The methods used to approach the meaning of a word include the word prediction method and the communication method The direction methods used to reinforce the meaning of words include communication methods, memorization methods, cognitive methods and metacognitive methods The communication method appears in both groups of methods above because it can be used for

both purposes This classification is partly based on the classification system of Oxford (1990)

The group approaches the meaning of the word

Methods of guessing the meaning of words include:

 Analysis from type

 Use a bilingual dictionary

 Use a single language dictionary

 Use word categories

 Use word boards

Communication methods include:

 Ask the teacher to translate it into the first language

 Ask your teacher to explain new words or find synonyms

 Ask the teacher the meaning of a complete sentence which contains new words

A group of methods reinforce the meaning of the word

Communication methods include:

 Study the meaning of words and practice accordingly

 Check the students' word list or word list for accuracy

 Communicate with foreigners

Memorization methods include:

 Study the meaning of words through illustrations

 Associated with verbs and antonyms

 Use the semantic map

 Group of words in a plot

Cognitive methods include:

 Read it many times

 Write many times

 Use flash cards

 Use the vocabulary notebook

Metacognitive methods include:

 Use communication methods in English

 Test your personal level with vocabulary tests

 Skip new words

2.7 Some Norbert Schmitt typical methods of learning vocabulary

Because the lexical classification system proposed by Schmitt (1997, p 207-208) will

be used as a background theory for research in this area, the clarification and illustrative examples of such methods have been used in our investigation questions According to Schmitt, there are the following vocabulary learning methods:

Method of guessing words

The word prediction method is used when learners are faced with accessing the meaning of a new word without having any reference resources or assistance from others

Learners are forced to use some of the following tricks to determine the meaning of a word

Guess words based on the same root word

Generic words are words that exist in different language forms but stem from a common root If the target language is closely related to the learners' native language, the words of the same origin are a useful resource for both guessing and memorizing the meaning of words For example, the German word "haus" is a word with the same root as the English word "house" However, the guesswork this way is only really effective for languages that have similarities, such as German and Dutch, which have the same origin

Guess words based on context

Guessing the meaning of words based on the context is a relatively difficult trick However, if this trick is performed successfully and often, the learners can not only develop their judgment skills, but also complete the exercises quickly

Designing word lists and cards

Word lists and self-designed flash cards are convenient for supplementing vocabulary Imagine these flashcards are like mobile dictionary pages that accompany learners anywhere Magnetic cards are very convenient Learners should post them in easily visible places where they will be remembered

Communication method

Communication methods are both used to discover the meaning of a new word, and

to reinforce that word in future meetings It can be understood that this method is a way of asking others about the meaning of a certain word The method of communication not only helps learners improve their vocabulary but also helps them expand relationships not only in school but also outside of society

Memorization method

Memorization is a method of learning vocabulary through pictures, objects or groups

of words Learners often memorize in the following ways:

Use pictures

While learning a new word, it is important to come up with an image of the word you are learning Try to come up with an easy to remember image that you can quickly remember the meaning of when you see it again To help, the image the learner imagines should be more related to the meaning of the word than to the pronunciation or writing

Contact related words

New words can be related to words that learners already know in the second language It usually includes some kind of relationship of meaning such as word of the same type (red, blue, white …etc…); synonyms (beautiful, nice, good-looking…etc…); antonyms (cold-hot, tall-short…etc…); subset (dog, cat, lion…etc… is a subset of animal) These relationships can be illustrated with semantic maps-a common way to reinforce words (Oxford–1990)

Group of words

Words can be grouped together to make them easy to remember, easy to accumulate, and easy to recall This means that all words that are meaningfully interrelated need to be arranged into groups of words by topic or function This is exactly how words are grouped

by topic, synonym and kind word The author mentioned in section 2.7.1.5

Cognitive method

This method is somewhat similar to the memorization method However, the difference is that cognitive methods do not focus too deeply on the process of applying skills This group of methods includes the process of repeating and using mechanical tools for vocabulary learning, such as:

Read a lot, write a lot

This is a process that is repeated through oral and written form Speech form is the way to read new words over and over again There are usually two basic ways of reading: silently reading and reading aloud Read silently to carve words into memory; Read aloud to learn the pronunciation of the word