Luận văn using a vocabulary website to increase the vocabulary size of it workers in hanoi

An excelled vocabulary is beneficial 10 inferring meaning from Bnglish sentences Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999, Nonetheless, countless leamers who leam Jinglish as

(Việc sử dụng trang web từ vựng để gia tăng vốn từ của nhân viên IT tại Hà Nội)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 8140231.01

Hanoi, May 2019

USING A VOCABULARY WEBSITE TO INCREASE

THE VOCABULARY SIZE OF IT WORKERS LN HANOL

(Vige sit dung trang web tir vung dé gia tang vén tir cia nhan vién IT tai Ha Néi)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 8140231.01

Supervisor: Trần Thi Thu Hién, PhD

Hanoi, May 2019

CHAPTER 1 INTRODUCTION

1.1, Rationale of the study

Undoubtedly, English has become the global language which is used widely all over the world, at school and for entertainment and tourism and especially at

work Among many olher clemenls to master belore one cam have communicative

competence at English, vocabulary plays one of the most significant roles “One thing that students, teachers, materials writers, and researchers can all agree upon is

thal learning vocabulary is an esserjal pad of) mastering a second

language Llowever, the best means of achieving good vocabulary leaming is still unclear, partly because it depends on a wide variety of factors” (Schmitt, 2008)

Wikins argued (1972) that “Withoul grammar very lille ean be conveyed, without

vocabulary nothing can be conveyed.” Oxford (1990a) pointed out that language learners typically have significant difficulty remembering large vocabularies Over

the past recenl yours, numerous studies have examined English learning, and most

emphasized the importance of vocabulary leaming to English leaming (DeCartio, 2001) An excelled vocabulary is beneficial 10 inferring meaning from Bnglish

sentences (Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999), Nonetheless,

countless leamers who leam Jinglish as a second language have always found

learning vooabulary [requenily as a challenging and boring task to do because they

are too busy with their work, social relationships and fanily, not to mention that most of them cannot memorize words as well as young leamers, especially with long or infrequently used words In addition, leaming vocabulary is supposed to do

by themselves at home, and then it requires lots of autonomy and self-motivation Last but not least, forgetting leamed vocabulary is another serious problem during

learning English vocabulary Forgetting is the loss of information over Lime People

typically recall information better just after learning than after a long delay Ebbinghaus (1985), based on experimental result, proposed the forgetting curve Howover, momory slrategies help learners te overcome forgetting Memory

1.1 Rationale of the study

1.2 Aims and cbjeutives of the study

1.3, Research questions

1.4, Scope of the study

1.5 Significance of the study

1.6 Methods of the study

1.7 Organivation of the thesis

CHAPTER 2 LITERATURE REVIEW

2.1.3 Diffivulties in leaming voesbulary 10 2.1.4, Approaches to leaching and learning voeabulary "

2.2.2, Role of TCT ỉn eduoation cán cọ Hee 16 2.2.3 Potential use of TCT in vocabulary learning 7

2.3.2, valuation criteria for vocabulary websifes DB 2.4, Previous studies SH HH HH H0 are — -.-

CHAPTER 1 INTRODUCTION

1.1, Rationale of the study

Undoubtedly, English has become the global language which is used widely all over the world, at school and for entertainment and tourism and especially at

work Among many olher clemenls to master belore one cam have communicative

competence at English, vocabulary plays one of the most significant roles “One thing that students, teachers, materials writers, and researchers can all agree upon is

thal learning vocabulary is an esserjal pad of) mastering a second

language Llowever, the best means of achieving good vocabulary leaming is still unclear, partly because it depends on a wide variety of factors” (Schmitt, 2008)

Wikins argued (1972) that “Withoul grammar very lille ean be conveyed, without

vocabulary nothing can be conveyed.” Oxford (1990a) pointed out that language learners typically have significant difficulty remembering large vocabularies Over

the past recenl yours, numerous studies have examined English learning, and most

emphasized the importance of vocabulary leaming to English leaming (DeCartio, 2001) An excelled vocabulary is beneficial 10 inferring meaning from Bnglish

sentences (Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999), Nonetheless,

countless leamers who leam Jinglish as a second language have always found

learning vooabulary [requenily as a challenging and boring task to do because they

are too busy with their work, social relationships and fanily, not to mention that most of them cannot memorize words as well as young leamers, especially with long or infrequently used words In addition, leaming vocabulary is supposed to do

by themselves at home, and then it requires lots of autonomy and self-motivation Last but not least, forgetting leamed vocabulary is another serious problem during

learning English vocabulary Forgetting is the loss of information over Lime People

typically recall information better just after learning than after a long delay Ebbinghaus (1985), based on experimental result, proposed the forgetting curve Howover, momory slrategies help learners te overcome forgetting Memory

English as forcign language

Information communication technology Information quality

First language Second language Uniform Resource Locator Website for education

ii

1.1 Rationale of the study

1.2 Aims and cbjeutives of the study

1.3, Research questions

1.4, Scope of the study

1.5 Significance of the study

1.6 Methods of the study

1.7 Organivation of the thesis

CHAPTER 2 LITERATURE REVIEW

2.1.3 Diffivulties in leaming voesbulary 10 2.1.4, Approaches to leaching and learning voeabulary "

2.2.2, Role of TCT ỉn eduoation cán cọ Hee 16 2.2.3 Potential use of TCT in vocabulary learning 7

2.3.2, valuation criteria for vocabulary websifes DB 2.4, Previous studies SH HH HH H0 are — -.-

English as forcign language

Information communication technology Information quality

First language Second language Uniform Resource Locator Website for education

ii

ABSTRACT

This sludy investigated the polential effect of’ using a vocabulary websile on

increasing vocabulary size The research aimed to figure out whether the use of vocabulary instruction website could help widen IT students’ vocabulary and to

identify students’ allilude towards using the website instead of their traditional way

In order to accomplish these purposes, 15 students who are I'T workers in one of my tutor classes in Ilanoi were selected to participate in the study All the students

learned to take TORIC exam to meet their company requirement which is 700

‘TOLIC and they came from the same linguistic background To achieve this target

in a short period of time, the students focus mainly on increasing the passive

vorabulary Three dala collection imstruments were omployed, namely pre-lest/post-

tests and questionnaire After one month, the post-test and a questionnaire were administered The analysis of the data collected revealed that the students made

encouraging progress in boosting vocabulary size by using the vocabulary website;

besides, according to the result of the questionnaire these IT workers were more

motivated (o lear vocabulary than they usually do

Key words; vocabulay leaming, vocabulary mercase, ufonnation

communication technology (IC)

vi

LIST OF TABLES

Table 4.1 The vocabulary pre-test

Table 4.2 The voeabulary post — test-resull

Table 4.3 The results of students’ questionnaixe answais

LIST OF FIGURES

Figure 3.1 Types of research methodology

Figure 3.2 Emest Stringer’s AR model (in Mills, G 2003, p.t8)

Figure 3.3 Detailed AR model

Chart 4.1 The overall mean score in pre-test and post-test

LIST OF TABLES

Table 4.1 The vocabulary pre-test

Table 4.2 The voeabulary post — test-resull

Table 4.3 The results of students’ questionnaixe answais

LIST OF FIGURES

Figure 3.1 Types of research methodology

Figure 3.2 Emest Stringer’s AR model (in Mills, G 2003, p.t8)

Figure 3.3 Detailed AR model

Chart 4.1 The overall mean score in pre-test and post-test

3.2.2 Rationale of ung AR

3.3 Participants of the Sitdy 021 seeree

3.4, Data collection instruments and procedure

3.4.1 The pre-test ancl post-Lest

3.4.2 The questionnaie 2S 2220200221022

3.5 The research stages

3.5.1 Identifying the problem

3.5.2 Intervention

3.5.3 Post-interventian stage

CHAPTER 4 FINDINGS ANĐ DISCUSSION

4.1 The progress in increasing students’ vocabulary by using the vocabulary websites

4.1.1 Resukt oỀ the pre-t@SE, c2 c2 tt tre

4.1.2 Result of the post-test

3, Result of the questionnaire

APPENDIX B: POST TEST

AAPPENDIX C QUESTIONNAIRE 0 es cscs cesses snes

APPLNDLX D: Word List

LIST OF TABLES

Table 4.1 The vocabulary pre-test

Table 4.2 The voeabulary post — test-resull

Table 4.3 The results of students’ questionnaixe answais

LIST OF FIGURES

Figure 3.1 Types of research methodology

Figure 3.2 Emest Stringer’s AR model (in Mills, G 2003, p.t8)

Figure 3.3 Detailed AR model

Chart 4.1 The overall mean score in pre-test and post-test

3.2.2 Rationale of ung AR

3.3 Participants of the Sitdy 021 seeree

3.4, Data collection instruments and procedure

3.4.1 The pre-test ancl post-Lest

3.4.2 The questionnaie 2S 2220200221022

3.5 The research stages

3.5.1 Identifying the problem

3.5.2 Intervention

3.5.3 Post-interventian stage

CHAPTER 4 FINDINGS ANĐ DISCUSSION

4.1 The progress in increasing students’ vocabulary by using the vocabulary websites

4.1.1 Resukt oỀ the pre-t@SE, c2 c2 tt tre

4.1.2 Result of the post-test

3, Result of the questionnaire

APPENDIX B: POST TEST

AAPPENDIX C QUESTIONNAIRE 0 es cscs cesses snes

APPLNDLX D: Word List

CHAPTER 1 INTRODUCTION

1.1, Rationale of the study

Undoubtedly, English has become the global language which is used widely all over the world, at school and for entertainment and tourism and especially at

work Among many olher clemenls to master belore one cam have communicative

competence at English, vocabulary plays one of the most significant roles “One thing that students, teachers, materials writers, and researchers can all agree upon is

thal learning vocabulary is an esserjal pad of) mastering a second

language Llowever, the best means of achieving good vocabulary leaming is still unclear, partly because it depends on a wide variety of factors” (Schmitt, 2008)

Wikins argued (1972) that “Withoul grammar very lille ean be conveyed, without

vocabulary nothing can be conveyed.” Oxford (1990a) pointed out that language learners typically have significant difficulty remembering large vocabularies Over

the past recenl yours, numerous studies have examined English learning, and most

emphasized the importance of vocabulary leaming to English leaming (DeCartio, 2001) An excelled vocabulary is beneficial 10 inferring meaning from Bnglish

sentences (Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999), Nonetheless,

countless leamers who leam Jinglish as a second language have always found

learning vooabulary [requenily as a challenging and boring task to do because they

are too busy with their work, social relationships and fanily, not to mention that most of them cannot memorize words as well as young leamers, especially with long or infrequently used words In addition, leaming vocabulary is supposed to do

by themselves at home, and then it requires lots of autonomy and self-motivation Last but not least, forgetting leamed vocabulary is another serious problem during

learning English vocabulary Forgetting is the loss of information over Lime People

typically recall information better just after learning than after a long delay Ebbinghaus (1985), based on experimental result, proposed the forgetting curve Howover, momory slrategies help learners te overcome forgetting Memory

‘be unable to overcome difficulties during the time my research was carried out

Besides, T would like to give my whole-hoarted thanks lo wy students in my twer class for (heir cuthusiaslic participation im my research Without their help, I would not have been able to complete this paper

Last but not Jeast, I owe a great debt of gratitude to my beloved family whose support and encouragement have always been a great deal of motivation that

has helped me to overcome all problems to complatc my thesis

Thi Luong

ABSTRACT

This sludy investigated the polential effect of’ using a vocabulary websile on

increasing vocabulary size The research aimed to figure out whether the use of vocabulary instruction website could help widen IT students’ vocabulary and to

identify students’ allilude towards using the website instead of their traditional way

In order to accomplish these purposes, 15 students who are I'T workers in one of my tutor classes in Ilanoi were selected to participate in the study All the students

learned to take TORIC exam to meet their company requirement which is 700

‘TOLIC and they came from the same linguistic background To achieve this target

in a short period of time, the students focus mainly on increasing the passive

vorabulary Three dala collection imstruments were omployed, namely pre-lest/post-

tests and questionnaire After one month, the post-test and a questionnaire were administered The analysis of the data collected revealed that the students made

encouraging progress in boosting vocabulary size by using the vocabulary website;

besides, according to the result of the questionnaire these IT workers were more

motivated (o lear vocabulary than they usually do

Key words; vocabulay leaming, vocabulary mercase, ufonnation

communication technology (IC)

vi

‘be unable to overcome difficulties during the time my research was carried out

Besides, T would like to give my whole-hoarted thanks lo wy students in my twer class for (heir cuthusiaslic participation im my research Without their help, I would not have been able to complete this paper

Last but not Jeast, I owe a great debt of gratitude to my beloved family whose support and encouragement have always been a great deal of motivation that

has helped me to overcome all problems to complatc my thesis

Thi Luong

3.2.2 Rationale of ung AR

3.3 Participants of the Sitdy 021 seeree

3.4, Data collection instruments and procedure

3.4.1 The pre-test ancl post-Lest

3.4.2 The questionnaie 2S 2220200221022

3.5 The research stages

3.5.1 Identifying the problem

3.5.2 Intervention

3.5.3 Post-interventian stage

CHAPTER 4 FINDINGS ANĐ DISCUSSION

4.1 The progress in increasing students’ vocabulary by using the vocabulary websites

4.1.1 Resukt oỀ the pre-t@SE, c2 c2 tt tre

4.1.2 Result of the post-test

3, Result of the questionnaire

APPENDIX B: POST TEST

AAPPENDIX C QUESTIONNAIRE 0 es cscs cesses snes

APPLNDLX D: Word List

3.2.2 Rationale of ung AR

3.3 Participants of the Sitdy 021 seeree

3.4, Data collection instruments and procedure

3.4.1 The pre-test ancl post-Lest

3.4.2 The questionnaie 2S 2220200221022

3.5 The research stages

3.5.1 Identifying the problem

3.5.2 Intervention

3.5.3 Post-interventian stage

CHAPTER 4 FINDINGS ANĐ DISCUSSION

4.1 The progress in increasing students’ vocabulary by using the vocabulary websites

4.1.1 Resukt oỀ the pre-t@SE, c2 c2 tt tre

4.1.2 Result of the post-test

3, Result of the questionnaire

APPENDIX B: POST TEST

AAPPENDIX C QUESTIONNAIRE 0 es cscs cesses snes

APPLNDLX D: Word List

CHAPTER 1 INTRODUCTION

1.1, Rationale of the study

Undoubtedly, English has become the global language which is used widely all over the world, at school and for entertainment and tourism and especially at

work Among many olher clemenls to master belore one cam have communicative

competence at English, vocabulary plays one of the most significant roles “One thing that students, teachers, materials writers, and researchers can all agree upon is

thal learning vocabulary is an esserjal pad of) mastering a second

language Llowever, the best means of achieving good vocabulary leaming is still unclear, partly because it depends on a wide variety of factors” (Schmitt, 2008)

Wikins argued (1972) that “Withoul grammar very lille ean be conveyed, without

vocabulary nothing can be conveyed.” Oxford (1990a) pointed out that language learners typically have significant difficulty remembering large vocabularies Over

the past recenl yours, numerous studies have examined English learning, and most

emphasized the importance of vocabulary leaming to English leaming (DeCartio, 2001) An excelled vocabulary is beneficial 10 inferring meaning from Bnglish

sentences (Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999), Nonetheless,

countless leamers who leam Jinglish as a second language have always found

learning vooabulary [requenily as a challenging and boring task to do because they

are too busy with their work, social relationships and fanily, not to mention that most of them cannot memorize words as well as young leamers, especially with long or infrequently used words In addition, leaming vocabulary is supposed to do

by themselves at home, and then it requires lots of autonomy and self-motivation Last but not least, forgetting leamed vocabulary is another serious problem during

learning English vocabulary Forgetting is the loss of information over Lime People

typically recall information better just after learning than after a long delay Ebbinghaus (1985), based on experimental result, proposed the forgetting curve Howover, momory slrategies help learners te overcome forgetting Memory

1.1 Rationale of the study

1.2 Aims and cbjeutives of the study

1.3, Research questions

1.4, Scope of the study

1.5 Significance of the study

1.6 Methods of the study

1.7 Organivation of the thesis

CHAPTER 2 LITERATURE REVIEW

2.1.3 Diffivulties in leaming voesbulary 10 2.1.4, Approaches to leaching and learning voeabulary "

2.2.2, Role of TCT ỉn eduoation cán cọ Hee 16 2.2.3 Potential use of TCT in vocabulary learning 7

2.3.2, valuation criteria for vocabulary websifes DB 2.4, Previous studies SH HH HH H0 are — -.-

3.2.2 Rationale of ung AR

3.3 Participants of the Sitdy 021 seeree

3.4, Data collection instruments and procedure

3.4.1 The pre-test ancl post-Lest

3.4.2 The questionnaie 2S 2220200221022

3.5 The research stages

3.5.1 Identifying the problem

3.5.2 Intervention

3.5.3 Post-interventian stage

CHAPTER 4 FINDINGS ANĐ DISCUSSION

4.1 The progress in increasing students’ vocabulary by using the vocabulary websites

4.1.1 Resukt oỀ the pre-t@SE, c2 c2 tt tre

4.1.2 Result of the post-test

3, Result of the questionnaire

APPENDIX B: POST TEST

AAPPENDIX C QUESTIONNAIRE 0 es cscs cesses snes

APPLNDLX D: Word List

‘be unable to overcome difficulties during the time my research was carried out

Besides, T would like to give my whole-hoarted thanks lo wy students in my twer class for (heir cuthusiaslic participation im my research Without their help, I would not have been able to complete this paper

Last but not Jeast, I owe a great debt of gratitude to my beloved family whose support and encouragement have always been a great deal of motivation that

has helped me to overcome all problems to complatc my thesis

Thi Luong

English as forcign language

Information communication technology Information quality

First language Second language Uniform Resource Locator Website for education

ii

ABSTRACT

This sludy investigated the polential effect of’ using a vocabulary websile on

increasing vocabulary size The research aimed to figure out whether the use of vocabulary instruction website could help widen IT students’ vocabulary and to

identify students’ allilude towards using the website instead of their traditional way

In order to accomplish these purposes, 15 students who are I'T workers in one of my tutor classes in Ilanoi were selected to participate in the study All the students

learned to take TORIC exam to meet their company requirement which is 700

‘TOLIC and they came from the same linguistic background To achieve this target

in a short period of time, the students focus mainly on increasing the passive

vorabulary Three dala collection imstruments were omployed, namely pre-lest/post-

tests and questionnaire After one month, the post-test and a questionnaire were administered The analysis of the data collected revealed that the students made

encouraging progress in boosting vocabulary size by using the vocabulary website;

besides, according to the result of the questionnaire these IT workers were more

motivated (o lear vocabulary than they usually do

Key words; vocabulay leaming, vocabulary mercase, ufonnation

communication technology (IC)

vi

ABSTRACT

This sludy investigated the polential effect of’ using a vocabulary websile on

increasing vocabulary size The research aimed to figure out whether the use of vocabulary instruction website could help widen IT students’ vocabulary and to

identify students’ allilude towards using the website instead of their traditional way

In order to accomplish these purposes, 15 students who are I'T workers in one of my tutor classes in Ilanoi were selected to participate in the study All the students

learned to take TORIC exam to meet their company requirement which is 700

‘TOLIC and they came from the same linguistic background To achieve this target

in a short period of time, the students focus mainly on increasing the passive

vorabulary Three dala collection imstruments were omployed, namely pre-lest/post-

tests and questionnaire After one month, the post-test and a questionnaire were administered The analysis of the data collected revealed that the students made

encouraging progress in boosting vocabulary size by using the vocabulary website;

besides, according to the result of the questionnaire these IT workers were more

motivated (o lear vocabulary than they usually do

Key words; vocabulay leaming, vocabulary mercase, ufonnation

communication technology (IC)

vi

LIST OF TABLES

Table 4.1 The vocabulary pre-test

Table 4.2 The voeabulary post — test-resull

Table 4.3 The results of students’ questionnaixe answais

LIST OF FIGURES

Figure 3.1 Types of research methodology

Figure 3.2 Emest Stringer’s AR model (in Mills, G 2003, p.t8)

Figure 3.3 Detailed AR model

Chart 4.1 The overall mean score in pre-test and post-test

1.1 Rationale of the study

1.2 Aims and cbjeutives of the study

1.3, Research questions

1.4, Scope of the study

1.5 Significance of the study

1.6 Methods of the study

1.7 Organivation of the thesis

CHAPTER 2 LITERATURE REVIEW

2.1.3 Diffivulties in leaming voesbulary 10 2.1.4, Approaches to leaching and learning voeabulary "

2.2.2, Role of TCT ỉn eduoation cán cọ Hee 16 2.2.3 Potential use of TCT in vocabulary learning 7

2.3.2, valuation criteria for vocabulary websifes DB 2.4, Previous studies SH HH HH H0 are — -.-

English as forcign language

Information communication technology Information quality

First language Second language Uniform Resource Locator Website for education

ii

1.1 Rationale of the study

1.2 Aims and cbjeutives of the study

1.3, Research questions

1.4, Scope of the study

1.5 Significance of the study

1.6 Methods of the study

1.7 Organivation of the thesis

CHAPTER 2 LITERATURE REVIEW

2.1.3 Diffivulties in leaming voesbulary 10 2.1.4, Approaches to leaching and learning voeabulary "

2.2.2, Role of TCT ỉn eduoation cán cọ Hee 16 2.2.3 Potential use of TCT in vocabulary learning 7

2.3.2, valuation criteria for vocabulary websifes DB 2.4, Previous studies SH HH HH H0 are — -.-

‘be unable to overcome difficulties during the time my research was carried out

Besides, T would like to give my whole-hoarted thanks lo wy students in my twer class for (heir cuthusiaslic participation im my research Without their help, I would not have been able to complete this paper

Last but not Jeast, I owe a great debt of gratitude to my beloved family whose support and encouragement have always been a great deal of motivation that

has helped me to overcome all problems to complatc my thesis

Thi Luong

LIST OF TABLES

Table 4.1 The vocabulary pre-test

Table 4.2 The voeabulary post — test-resull

Table 4.3 The results of students’ questionnaixe answais

LIST OF FIGURES

Figure 3.1 Types of research methodology

Figure 3.2 Emest Stringer’s AR model (in Mills, G 2003, p.t8)

Figure 3.3 Detailed AR model

Chart 4.1 The overall mean score in pre-test and post-test

CHAPTER 1 INTRODUCTION

1.1, Rationale of the study

Undoubtedly, English has become the global language which is used widely all over the world, at school and for entertainment and tourism and especially at

work Among many olher clemenls to master belore one cam have communicative

competence at English, vocabulary plays one of the most significant roles “One thing that students, teachers, materials writers, and researchers can all agree upon is

thal learning vocabulary is an esserjal pad of) mastering a second

language Llowever, the best means of achieving good vocabulary leaming is still unclear, partly because it depends on a wide variety of factors” (Schmitt, 2008)

Wikins argued (1972) that “Withoul grammar very lille ean be conveyed, without

vocabulary nothing can be conveyed.” Oxford (1990a) pointed out that language learners typically have significant difficulty remembering large vocabularies Over

the past recenl yours, numerous studies have examined English learning, and most

emphasized the importance of vocabulary leaming to English leaming (DeCartio, 2001) An excelled vocabulary is beneficial 10 inferring meaning from Bnglish

sentences (Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999), Nonetheless,

countless leamers who leam Jinglish as a second language have always found

learning vooabulary [requenily as a challenging and boring task to do because they

are too busy with their work, social relationships and fanily, not to mention that most of them cannot memorize words as well as young leamers, especially with long or infrequently used words In addition, leaming vocabulary is supposed to do

by themselves at home, and then it requires lots of autonomy and self-motivation Last but not least, forgetting leamed vocabulary is another serious problem during

learning English vocabulary Forgetting is the loss of information over Lime People

typically recall information better just after learning than after a long delay Ebbinghaus (1985), based on experimental result, proposed the forgetting curve Howover, momory slrategies help learners te overcome forgetting Memory

CHAPTER 1 INTRODUCTION

1.1, Rationale of the study

Undoubtedly, English has become the global language which is used widely all over the world, at school and for entertainment and tourism and especially at

work Among many olher clemenls to master belore one cam have communicative

competence at English, vocabulary plays one of the most significant roles “One thing that students, teachers, materials writers, and researchers can all agree upon is

thal learning vocabulary is an esserjal pad of) mastering a second

language Llowever, the best means of achieving good vocabulary leaming is still unclear, partly because it depends on a wide variety of factors” (Schmitt, 2008)

Wikins argued (1972) that “Withoul grammar very lille ean be conveyed, without

vocabulary nothing can be conveyed.” Oxford (1990a) pointed out that language learners typically have significant difficulty remembering large vocabularies Over

the past recenl yours, numerous studies have examined English learning, and most

emphasized the importance of vocabulary leaming to English leaming (DeCartio, 2001) An excelled vocabulary is beneficial 10 inferring meaning from Bnglish

sentences (Harmon, 1998, 2002; Rupley, Logan & Nichols, 1999), Nonetheless,

countless leamers who leam Jinglish as a second language have always found

learning vooabulary [requenily as a challenging and boring task to do because they

are too busy with their work, social relationships and fanily, not to mention that most of them cannot memorize words as well as young leamers, especially with long or infrequently used words In addition, leaming vocabulary is supposed to do

by themselves at home, and then it requires lots of autonomy and self-motivation Last but not least, forgetting leamed vocabulary is another serious problem during

learning English vocabulary Forgetting is the loss of information over Lime People

typically recall information better just after learning than after a long delay Ebbinghaus (1985), based on experimental result, proposed the forgetting curve Howover, momory slrategies help learners te overcome forgetting Memory

‘be unable to overcome difficulties during the time my research was carried out

Besides, T would like to give my whole-hoarted thanks lo wy students in my twer class for (heir cuthusiaslic participation im my research Without their help, I would not have been able to complete this paper

Last but not Jeast, I owe a great debt of gratitude to my beloved family whose support and encouragement have always been a great deal of motivation that

has helped me to overcome all problems to complatc my thesis

Thi Luong