Luận văn difficulties in learning english vocabulary faced by the 10th from students at Đông sơn 1 upper secondary school

The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of

UPPER SECONDARY SCIIOOL

(Những khó khăn trong việc học tiv vung Tiéng Anh cha hoc sinh lép 10 tai

frudng THPT Pang Son 1)

M.A MINOR PROGRAMME THESIS Field: Knglish Language ‘caching Mcthodolagy

Code: 601410

HANOI — 2013

DIFFICULTIES IN LEARNING ENGLISH VOCABULARY

FACED BY THE 10™ FORM STUDENTS AT DONG SONI

UPPER SECONDARY SCHOOL

(Những khả khăn trong việc học từ vựng Tiếng Anh cita hoc sinh lép 10 tai

trường THPT Đông Sơn 1)

M.A MINOR PROGRAMME THESIS

Field: Knglish Language Tcaching Mefhodolngy

Code: 601410

Supervisor: Lam Thị Phúc Han, M.A

HANOI — 2013

PART A: INTRODUCTION:

1 Rationale for the study

As far as we know, English is a common language im international

communication In Vietnam, with the reformation of the economy and society, as well as the implementation of the open - door policy, English has been used more and more widsly English also becomes « compulsory subject m education

curriculum

It is known that, in learning a foreign language in general, and English in

particular, the knowledge and mastery of vovabulary play an oxlremely impertant role McCarthy (1990) states that “No matter how well the student learns grammar,

no malter how successfully the sounds of 1.2 are mastered, without words Lo express

a wide range of meanings, communication m an L2 just cammot happen in any meaningful way.” By having rich vocabulary, students can improve their listening,

speaking, reading and writing abilities; nol only in the way they comprehend but

also in the way they produce language

In reality, in Viet Nam, vocabulary lessons are not paid enough attention in

order to help students leam new words more interestedly and effectively As a

result, most of them have formed a habit of only leamming new words found in their

text books or through teacher’s sources They normally leam vocabulary by such methods as listing new words on a notebook and learning them by heart, writing new words repeatedly down on papers, reading new words out loud several times, and so forth These above seem not to he very effective and interesting ways for

vocabulary acquisition Moreover, students only think of vocabulary learning as

Imowing the primary meaning of new words, they ignore all other functions of the

words Many of them may also recognize a word in a written or spoken form and

think thal they already "know the word", but they may not be able to use thal word properly in different contexts or pronounce it correctly Many students, after

learning Fnglish for many years, they can only read and understand short and

simple texts aud hardly communicate in English.

As a teacher of English, I have dealt with many questions relating to vocabulary learning which are raised by my students or among my colleagues or cxample, whl are the effective ways of learning vocabulary? How to retain a new word in the mind? ‘Therefore, I conducted a study to find out the main difficulties in learning vocabulary faced by the 10" form students at Dong Son I upper secondary school (DSUSS) Then I would like to give some suggestions to help students learn

English vocabulary more effectively

2 Aims of the study

The study aims to find out the difficulties faced by the 10" form students at DSUSS when they lean Fnglish vocabulary Then some suggestions will be given

to help students lean English vocabulary more effectively

- Whal are the suggestions thal help the students learn English vocabulary better?

4 Scope of the study

The study was designed to find oul the diflicultics im leaming English vocabulary faced by the 10" form students at DSUSS In the context of teaching and learning English at DSUSS, Engli

vocabulary mentioned here mean the new words in the English textbook Tieng Ank 10 that students arc taught or Ieam by themselves ‘I'he target population is the 10" form students ‘They have experienced from 4 lo 7 years of learning English, bul their English knowledge is nol very good,

The findings of the study would be much beneficial to both teachers who are considering whether lo improve thew sludsrils’ vocabulary and sludents who wants

to overcome the difficulties and boredom in leaming vocabulary

PART A: INTRODUCTION:

1 Rationale for the study

As far as we know, English is a common language im international

communication In Vietnam, with the reformation of the economy and society, as well as the implementation of the open - door policy, English has been used more and more widsly English also becomes « compulsory subject m education

curriculum

It is known that, in learning a foreign language in general, and English in

particular, the knowledge and mastery of vovabulary play an oxlremely impertant role McCarthy (1990) states that “No matter how well the student learns grammar,

no malter how successfully the sounds of 1.2 are mastered, without words Lo express

a wide range of meanings, communication m an L2 just cammot happen in any meaningful way.” By having rich vocabulary, students can improve their listening,

speaking, reading and writing abilities; nol only in the way they comprehend but

also in the way they produce language

In reality, in Viet Nam, vocabulary lessons are not paid enough attention in

order to help students leam new words more interestedly and effectively As a

result, most of them have formed a habit of only leamming new words found in their

text books or through teacher’s sources They normally leam vocabulary by such methods as listing new words on a notebook and learning them by heart, writing new words repeatedly down on papers, reading new words out loud several times, and so forth These above seem not to he very effective and interesting ways for

vocabulary acquisition Moreover, students only think of vocabulary learning as

Imowing the primary meaning of new words, they ignore all other functions of the

words Many of them may also recognize a word in a written or spoken form and

think thal they already "know the word", but they may not be able to use thal word properly in different contexts or pronounce it correctly Many students, after

learning Fnglish for many years, they can only read and understand short and

simple texts aud hardly communicate in English.

5 Methods af the study

In order to achieve the purpose of the study, both qualitative and quantitative metheds were uscd A survey questionnaire and an informal interview wore implemented with 120 10 form students who were chosen randomly The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of learning English vocabulary which serves for gathering

information of students’ attitudes to vocabulary learning, the ways the students

leam English vocabulary, some difficulties they face when leaming Fnglish vocabulary, the ways they are taught Linglish vocabulary and their expectation towards English vocabulary teaching method The informal interview with 30 students was conducted basing on the students’ answers in the survey questionnaire

6 Organization of the study

The thesis is composed of Ice main parts:

Part A - Introduction

In this part the rationale, the aims, the research questions, the scope, the method,

and the organization of the study are presented,

Part B - Development

This part is divided into three chapters

Chapter 1: Literature Review

‘This chapter presents the theoretical background for the study It focuses on some concepts in the second language vocabulary learning and some difficulties in second

language vocabulary learning

Chapter 2: The study

This is the main part of the study It describes the context of the study, the

participants, the dala collection methods and data aualysis procedures

1 Rationale for the study

2 Aims of the study

3 Research questions

A Scope of the study

5 Methods of the study

6 Organization of the study

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

1.1 Introduction cece cece

1.2 Atroverview of vocabulary

1.2.1, Definitions of vocabulary

1.2.2 The notion 0Ÿ WOFd cà cà nà nà bê HH nh như

1.2.3 Vocabulary item

1.2.4, Roles of vocabulary in foreign language learning

1.3 Vocabulary learning

1.3.1 Aspects of knowing a word

1.3.2 Explicit and implivit vocabulary leaning

1.3.3, Difficulties in vocabulary learning

1 Rationale for the study

2 Aims of the study

3 Research questions

A Scope of the study

5 Methods of the study

6 Organization of the study

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

1.1 Introduction cece cece

1.2 Atroverview of vocabulary

1.2.1, Definitions of vocabulary

1.2.2 The notion 0Ÿ WOFd cà cà nà nà bê HH nh như

1.2.3 Vocabulary item

1.2.4, Roles of vocabulary in foreign language learning

1.3 Vocabulary learning

1.3.1 Aspects of knowing a word

1.3.2 Explicit and implivit vocabulary leaning

1.3.3, Difficulties in vocabulary learning

2.3.3.1 Data collection instruments

2.3.3.2, Data collection procedure

Data analysis and discussion

3

1 Students’ level of English vocabulary

2.4.2 Suuslents’ attitudes towards learning English vocabulary

2.4.3 Students’ difficulties in learning a new word

2.4.4 Students’ preference and attitudes towards ways of learning

3.2 Students’ difficulties in leaming English vocabulary

3.2.1 Difficulties related to sudents themselves

3.3.1.1 Ti

clive ways of learning vocabulary 3.2.1.2 Lack of motivation cà -

3.2.2, Difficulties related to vocabulary itself

3.2.3 Dillicultses related to teachers

3.2.3.1 Teachers’ attitude to students

3.2.3.2 Teacher's teaching method

2.3.3.1 Data collection instruments

2.3.3.2, Data collection procedure

Data analysis and discussion

3

1 Students’ level of English vocabulary

2.4.2 Suuslents’ attitudes towards learning English vocabulary

2.4.3 Students’ difficulties in learning a new word

2.4.4 Students’ preference and attitudes towards ways of learning

3.2 Students’ difficulties in leaming English vocabulary

3.2.1 Difficulties related to sudents themselves

3.3.1.1 Ti

clive ways of learning vocabulary 3.2.1.2 Lack of motivation cà -

3.2.2, Difficulties related to vocabulary itself

3.2.3 Dillicultses related to teachers

3.2.3.1 Teachers’ attitude to students

3.2.3.2 Teacher's teaching method

3.2.4.2 The challenging cwriculum

3.3 Suggestions

3.3.1 For the tes

rs 3.3.1.1 Improving awareness of teachers’ roles 3.3.1.2 Improving vocabulary teaching method

3.3.1.3 Improving students’ self-study 3.2.2 Kor the stuđets

3.2.3 For the adminstralors at DSUSS

3 Limitations of the study

4, Suggestions for further research

REFERENCES

APPENDIX 1: SURVEY QUESTIONRATRE

AFPPRRDIX 2: SURVEY LNTERVIEW

LIST OF CHARTS AND TABLES

Charts:

Charl 1: Students’ level of English vocabulary

Chart 2: Students’ attitudes towards vocabulary learning in Linglish acquisition

Chart 3: Students’ attitudes towards leaming new words

Charl 4: Students’ difficulties mm tearing new words

Chart 5: Students’ evaluation of their ways of leaming new words

Chart 6 Students’ attitudes towards teacher’s role in their English vocabulary

acquisition

Chart 7: Teachers’ ways to present new words

Chart 8: Effective ways of new words presentation to students

Chart 9: Students’ evaluation towards teachers’ teaching method

Tables:

Table 1: Students’ tune tor learmmg new words

Table 2: Students’ ways of learning new words

Table 3: Students’ expectation to ways of leaming new words

Table 4: Students’ preference towards teacher

clivities in vouabulary lessor

Table 5: Students’ expectation towards teachers’ activities in vocabulary lesson

v

3.2.4.2 The challenging cwriculum

3.3 Suggestions

3.3.1 For the tes

rs 3.3.1.1 Improving awareness of teachers’ roles 3.3.1.2 Improving vocabulary teaching method

3.3.1.3 Improving students’ self-study 3.2.2 Kor the stuđets

3.2.3 For the adminstralors at DSUSS

3 Limitations of the study

4, Suggestions for further research

REFERENCES

APPENDIX 1: SURVEY QUESTIONRATRE

AFPPRRDIX 2: SURVEY LNTERVIEW

LIST OF CHARTS AND TABLES

Charts:

Charl 1: Students’ level of English vocabulary

Chart 2: Students’ attitudes towards vocabulary learning in Linglish acquisition

Chart 3: Students’ attitudes towards leaming new words

Charl 4: Students’ difficulties mm tearing new words

Chart 5: Students’ evaluation of their ways of leaming new words

Chart 6 Students’ attitudes towards teacher’s role in their English vocabulary

acquisition

Chart 7: Teachers’ ways to present new words

Chart 8: Effective ways of new words presentation to students

Chart 9: Students’ evaluation towards teachers’ teaching method

Tables:

Table 1: Students’ tune tor learmmg new words

Table 2: Students’ ways of learning new words

Table 3: Students’ expectation to ways of leaming new words

Table 4: Students’ preference towards teacher

clivities in vouabulary lessor

Table 5: Students’ expectation towards teachers’ activities in vocabulary lesson

v

As a teacher of English, I have dealt with many questions relating to vocabulary learning which are raised by my students or among my colleagues or cxample, whl are the effective ways of learning vocabulary? How to retain a new word in the mind? ‘Therefore, I conducted a study to find out the main difficulties in learning vocabulary faced by the 10" form students at Dong Son I upper secondary school (DSUSS) Then I would like to give some suggestions to help students learn

English vocabulary more effectively

2 Aims of the study

The study aims to find out the difficulties faced by the 10" form students at DSUSS when they lean Fnglish vocabulary Then some suggestions will be given

to help students lean English vocabulary more effectively

- Whal are the suggestions thal help the students learn English vocabulary better?

4 Scope of the study

The study was designed to find oul the diflicultics im leaming English vocabulary faced by the 10" form students at DSUSS In the context of teaching and learning English at DSUSS, Engli

vocabulary mentioned here mean the new words in the English textbook Tieng Ank 10 that students arc taught or Ieam by themselves ‘I'he target population is the 10" form students ‘They have experienced from 4 lo 7 years of learning English, bul their English knowledge is nol very good,

The findings of the study would be much beneficial to both teachers who are considering whether lo improve thew sludsrils’ vocabulary and sludents who wants

to overcome the difficulties and boredom in leaming vocabulary

5 Methods af the study

In order to achieve the purpose of the study, both qualitative and quantitative metheds were uscd A survey questionnaire and an informal interview wore implemented with 120 10 form students who were chosen randomly The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of learning English vocabulary which serves for gathering

information of students’ attitudes to vocabulary learning, the ways the students

leam English vocabulary, some difficulties they face when leaming Fnglish vocabulary, the ways they are taught Linglish vocabulary and their expectation towards English vocabulary teaching method The informal interview with 30 students was conducted basing on the students’ answers in the survey questionnaire

6 Organization of the study

The thesis is composed of Ice main parts:

Part A - Introduction

In this part the rationale, the aims, the research questions, the scope, the method,

and the organization of the study are presented,

Part B - Development

This part is divided into three chapters

Chapter 1: Literature Review

‘This chapter presents the theoretical background for the study It focuses on some concepts in the second language vocabulary learning and some difficulties in second

language vocabulary learning

Chapter 2: The study

This is the main part of the study It describes the context of the study, the

participants, the dala collection methods and data aualysis procedures

3.2.4.2 The challenging cwriculum

3.3 Suggestions

3.3.1 For the tes

rs 3.3.1.1 Improving awareness of teachers’ roles 3.3.1.2 Improving vocabulary teaching method

3.3.1.3 Improving students’ self-study 3.2.2 Kor the stuđets

3.2.3 For the adminstralors at DSUSS

3 Limitations of the study

4, Suggestions for further research

REFERENCES

APPENDIX 1: SURVEY QUESTIONRATRE

AFPPRRDIX 2: SURVEY LNTERVIEW

LIST OF CHARTS AND TABLES

Charts:

Charl 1: Students’ level of English vocabulary

Chart 2: Students’ attitudes towards vocabulary learning in Linglish acquisition

Chart 3: Students’ attitudes towards leaming new words

Charl 4: Students’ difficulties mm tearing new words

Chart 5: Students’ evaluation of their ways of leaming new words

Chart 6 Students’ attitudes towards teacher’s role in their English vocabulary

acquisition

Chart 7: Teachers’ ways to present new words

Chart 8: Effective ways of new words presentation to students

Chart 9: Students’ evaluation towards teachers’ teaching method

Tables:

Table 1: Students’ tune tor learmmg new words

Table 2: Students’ ways of learning new words

Table 3: Students’ expectation to ways of leaming new words

Table 4: Students’ preference towards teacher

clivities in vouabulary lessor

Table 5: Students’ expectation towards teachers’ activities in vocabulary lesson

v

5 Methods af the study

In order to achieve the purpose of the study, both qualitative and quantitative metheds were uscd A survey questionnaire and an informal interview wore implemented with 120 10 form students who were chosen randomly The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of learning English vocabulary which serves for gathering

information of students’ attitudes to vocabulary learning, the ways the students

leam English vocabulary, some difficulties they face when leaming Fnglish vocabulary, the ways they are taught Linglish vocabulary and their expectation towards English vocabulary teaching method The informal interview with 30 students was conducted basing on the students’ answers in the survey questionnaire

6 Organization of the study

The thesis is composed of Ice main parts:

Part A - Introduction

In this part the rationale, the aims, the research questions, the scope, the method,

and the organization of the study are presented,

Part B - Development

This part is divided into three chapters

Chapter 1: Literature Review

‘This chapter presents the theoretical background for the study It focuses on some concepts in the second language vocabulary learning and some difficulties in second

language vocabulary learning

Chapter 2: The study

This is the main part of the study It describes the context of the study, the

participants, the dala collection methods and data aualysis procedures

3.2.4.2 The challenging cwriculum

3.3 Suggestions

3.3.1 For the tes

rs 3.3.1.1 Improving awareness of teachers’ roles 3.3.1.2 Improving vocabulary teaching method

3.3.1.3 Improving students’ self-study 3.2.2 Kor the stuđets

3.2.3 For the adminstralors at DSUSS

3 Limitations of the study

4, Suggestions for further research

REFERENCES

APPENDIX 1: SURVEY QUESTIONRATRE

AFPPRRDIX 2: SURVEY LNTERVIEW

3.2.4.2 The challenging cwriculum

3.3 Suggestions

3.3.1 For the tes

rs 3.3.1.1 Improving awareness of teachers’ roles 3.3.1.2 Improving vocabulary teaching method

3.3.1.3 Improving students’ self-study 3.2.2 Kor the stuđets

3.2.3 For the adminstralors at DSUSS

3 Limitations of the study

4, Suggestions for further research

REFERENCES

APPENDIX 1: SURVEY QUESTIONRATRE

AFPPRRDIX 2: SURVEY LNTERVIEW

5 Methods af the study

In order to achieve the purpose of the study, both qualitative and quantitative metheds were uscd A survey questionnaire and an informal interview wore implemented with 120 10 form students who were chosen randomly The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of learning English vocabulary which serves for gathering

information of students’ attitudes to vocabulary learning, the ways the students

leam English vocabulary, some difficulties they face when leaming Fnglish vocabulary, the ways they are taught Linglish vocabulary and their expectation towards English vocabulary teaching method The informal interview with 30 students was conducted basing on the students’ answers in the survey questionnaire

6 Organization of the study

The thesis is composed of Ice main parts:

Part A - Introduction

In this part the rationale, the aims, the research questions, the scope, the method,

and the organization of the study are presented,

Part B - Development

This part is divided into three chapters

Chapter 1: Literature Review

‘This chapter presents the theoretical background for the study It focuses on some concepts in the second language vocabulary learning and some difficulties in second

language vocabulary learning

Chapter 2: The study

This is the main part of the study It describes the context of the study, the

participants, the dala collection methods and data aualysis procedures

1 Rationale for the study

2 Aims of the study

3 Research questions

A Scope of the study

5 Methods of the study

6 Organization of the study

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

1.1 Introduction cece cece

1.2 Atroverview of vocabulary

1.2.1, Definitions of vocabulary

1.2.2 The notion 0Ÿ WOFd cà cà nà nà bê HH nh như

1.2.3 Vocabulary item

1.2.4, Roles of vocabulary in foreign language learning

1.3 Vocabulary learning

1.3.1 Aspects of knowing a word

1.3.2 Explicit and implivit vocabulary leaning

1.3.3, Difficulties in vocabulary learning

2.3.3.1 Data collection instruments

2.3.3.2, Data collection procedure

Data analysis and discussion

3

1 Students’ level of English vocabulary

2.4.2 Suuslents’ attitudes towards learning English vocabulary

2.4.3 Students’ difficulties in learning a new word

2.4.4 Students’ preference and attitudes towards ways of learning

3.2 Students’ difficulties in leaming English vocabulary

3.2.1 Difficulties related to sudents themselves

3.3.1.1 Ti

clive ways of learning vocabulary 3.2.1.2 Lack of motivation cà -

3.2.2, Difficulties related to vocabulary itself

3.2.3 Dillicultses related to teachers

3.2.3.1 Teachers’ attitude to students

3.2.3.2 Teacher's teaching method

As a teacher of English, I have dealt with many questions relating to vocabulary learning which are raised by my students or among my colleagues or cxample, whl are the effective ways of learning vocabulary? How to retain a new word in the mind? ‘Therefore, I conducted a study to find out the main difficulties in learning vocabulary faced by the 10" form students at Dong Son I upper secondary school (DSUSS) Then I would like to give some suggestions to help students learn

English vocabulary more effectively

2 Aims of the study

The study aims to find out the difficulties faced by the 10" form students at DSUSS when they lean Fnglish vocabulary Then some suggestions will be given

to help students lean English vocabulary more effectively

- Whal are the suggestions thal help the students learn English vocabulary better?

4 Scope of the study

The study was designed to find oul the diflicultics im leaming English vocabulary faced by the 10" form students at DSUSS In the context of teaching and learning English at DSUSS, Engli

vocabulary mentioned here mean the new words in the English textbook Tieng Ank 10 that students arc taught or Ieam by themselves ‘I'he target population is the 10" form students ‘They have experienced from 4 lo 7 years of learning English, bul their English knowledge is nol very good,

The findings of the study would be much beneficial to both teachers who are considering whether lo improve thew sludsrils’ vocabulary and sludents who wants

to overcome the difficulties and boredom in leaming vocabulary

As a teacher of English, I have dealt with many questions relating to vocabulary learning which are raised by my students or among my colleagues or cxample, whl are the effective ways of learning vocabulary? How to retain a new word in the mind? ‘Therefore, I conducted a study to find out the main difficulties in learning vocabulary faced by the 10" form students at Dong Son I upper secondary school (DSUSS) Then I would like to give some suggestions to help students learn

English vocabulary more effectively

2 Aims of the study

The study aims to find out the difficulties faced by the 10" form students at DSUSS when they lean Fnglish vocabulary Then some suggestions will be given

to help students lean English vocabulary more effectively

- Whal are the suggestions thal help the students learn English vocabulary better?

4 Scope of the study

The study was designed to find oul the diflicultics im leaming English vocabulary faced by the 10" form students at DSUSS In the context of teaching and learning English at DSUSS, Engli

vocabulary mentioned here mean the new words in the English textbook Tieng Ank 10 that students arc taught or Ieam by themselves ‘I'he target population is the 10" form students ‘They have experienced from 4 lo 7 years of learning English, bul their English knowledge is nol very good,

The findings of the study would be much beneficial to both teachers who are considering whether lo improve thew sludsrils’ vocabulary and sludents who wants

to overcome the difficulties and boredom in leaming vocabulary

5 Methods af the study

In order to achieve the purpose of the study, both qualitative and quantitative metheds were uscd A survey questionnaire and an informal interview wore implemented with 120 10 form students who were chosen randomly The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of learning English vocabulary which serves for gathering

information of students’ attitudes to vocabulary learning, the ways the students

leam English vocabulary, some difficulties they face when leaming Fnglish vocabulary, the ways they are taught Linglish vocabulary and their expectation towards English vocabulary teaching method The informal interview with 30 students was conducted basing on the students’ answers in the survey questionnaire

6 Organization of the study

The thesis is composed of Ice main parts:

Part A - Introduction

In this part the rationale, the aims, the research questions, the scope, the method,

and the organization of the study are presented,

Part B - Development

This part is divided into three chapters

Chapter 1: Literature Review

‘This chapter presents the theoretical background for the study It focuses on some concepts in the second language vocabulary learning and some difficulties in second

language vocabulary learning

Chapter 2: The study

This is the main part of the study It describes the context of the study, the

participants, the dala collection methods and data aualysis procedures

1 Rationale for the study

2 Aims of the study

3 Research questions

A Scope of the study

5 Methods of the study

6 Organization of the study

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

1.1 Introduction cece cece

1.2 Atroverview of vocabulary

1.2.1, Definitions of vocabulary

1.2.2 The notion 0Ÿ WOFd cà cà nà nà bê HH nh như

1.2.3 Vocabulary item

1.2.4, Roles of vocabulary in foreign language learning

1.3 Vocabulary learning

1.3.1 Aspects of knowing a word

1.3.2 Explicit and implivit vocabulary leaning

1.3.3, Difficulties in vocabulary learning

2.3.3.1 Data collection instruments

2.3.3.2, Data collection procedure

Data analysis and discussion

3

1 Students’ level of English vocabulary

2.4.2 Suuslents’ attitudes towards learning English vocabulary

2.4.3 Students’ difficulties in learning a new word

2.4.4 Students’ preference and attitudes towards ways of learning

3.2 Students’ difficulties in leaming English vocabulary

3.2.1 Difficulties related to sudents themselves

3.3.1.1 Ti

clive ways of learning vocabulary 3.2.1.2 Lack of motivation cà -

3.2.2, Difficulties related to vocabulary itself

3.2.3 Dillicultses related to teachers

3.2.3.1 Teachers’ attitude to students

3.2.3.2 Teacher's teaching method

5 Methods af the study

In order to achieve the purpose of the study, both qualitative and quantitative metheds were uscd A survey questionnaire and an informal interview wore implemented with 120 10 form students who were chosen randomly The questionnaire consists of 18 questions grouped into 2 main parts, that is background information which helps to seek for information conceming students’ background and the reality of learning English vocabulary which serves for gathering

information of students’ attitudes to vocabulary learning, the ways the students

leam English vocabulary, some difficulties they face when leaming Fnglish vocabulary, the ways they are taught Linglish vocabulary and their expectation towards English vocabulary teaching method The informal interview with 30 students was conducted basing on the students’ answers in the survey questionnaire

6 Organization of the study

The thesis is composed of Ice main parts:

Part A - Introduction

In this part the rationale, the aims, the research questions, the scope, the method,

and the organization of the study are presented,

Part B - Development

This part is divided into three chapters

Chapter 1: Literature Review

‘This chapter presents the theoretical background for the study It focuses on some concepts in the second language vocabulary learning and some difficulties in second

language vocabulary learning

Chapter 2: The study

This is the main part of the study It describes the context of the study, the

participants, the dala collection methods and data aualysis procedures

LIST OF CHARTS AND TABLES

Charts:

Charl 1: Students’ level of English vocabulary

Chart 2: Students’ attitudes towards vocabulary learning in Linglish acquisition

Chart 3: Students’ attitudes towards leaming new words

Charl 4: Students’ difficulties mm tearing new words

Chart 5: Students’ evaluation of their ways of leaming new words

Chart 6 Students’ attitudes towards teacher’s role in their English vocabulary

acquisition

Chart 7: Teachers’ ways to present new words

Chart 8: Effective ways of new words presentation to students

Chart 9: Students’ evaluation towards teachers’ teaching method

Tables:

Table 1: Students’ tune tor learmmg new words

Table 2: Students’ ways of learning new words

Table 3: Students’ expectation to ways of leaming new words

Table 4: Students’ preference towards teacher

clivities in vouabulary lessor

Table 5: Students’ expectation towards teachers’ activities in vocabulary lesson

v

LIST OF CHARTS AND TABLES

Charts:

Charl 1: Students’ level of English vocabulary

Chart 2: Students’ attitudes towards vocabulary learning in Linglish acquisition

Chart 3: Students’ attitudes towards leaming new words

Charl 4: Students’ difficulties mm tearing new words

Chart 5: Students’ evaluation of their ways of leaming new words

Chart 6 Students’ attitudes towards teacher’s role in their English vocabulary

acquisition

Chart 7: Teachers’ ways to present new words

Chart 8: Effective ways of new words presentation to students

Chart 9: Students’ evaluation towards teachers’ teaching method

Tables:

Table 1: Students’ tune tor learmmg new words

Table 2: Students’ ways of learning new words

Table 3: Students’ expectation to ways of leaming new words

Table 4: Students’ preference towards teacher

clivities in vouabulary lessor

Table 5: Students’ expectation towards teachers’ activities in vocabulary lesson

v

PART A: INTRODUCTION:

1 Rationale for the study

As far as we know, English is a common language im international

communication In Vietnam, with the reformation of the economy and society, as well as the implementation of the open - door policy, English has been used more and more widsly English also becomes « compulsory subject m education

curriculum

It is known that, in learning a foreign language in general, and English in

particular, the knowledge and mastery of vovabulary play an oxlremely impertant role McCarthy (1990) states that “No matter how well the student learns grammar,

no malter how successfully the sounds of 1.2 are mastered, without words Lo express

a wide range of meanings, communication m an L2 just cammot happen in any meaningful way.” By having rich vocabulary, students can improve their listening,

speaking, reading and writing abilities; nol only in the way they comprehend but

also in the way they produce language

In reality, in Viet Nam, vocabulary lessons are not paid enough attention in

order to help students leam new words more interestedly and effectively As a

result, most of them have formed a habit of only leamming new words found in their

text books or through teacher’s sources They normally leam vocabulary by such methods as listing new words on a notebook and learning them by heart, writing new words repeatedly down on papers, reading new words out loud several times, and so forth These above seem not to he very effective and interesting ways for

vocabulary acquisition Moreover, students only think of vocabulary learning as

Imowing the primary meaning of new words, they ignore all other functions of the

words Many of them may also recognize a word in a written or spoken form and

think thal they already "know the word", but they may not be able to use thal word properly in different contexts or pronounce it correctly Many students, after

learning Fnglish for many years, they can only read and understand short and

simple texts aud hardly communicate in English.

LIST OF CHARTS AND TABLES

Charts:

Charl 1: Students’ level of English vocabulary

Chart 2: Students’ attitudes towards vocabulary learning in Linglish acquisition

Chart 3: Students’ attitudes towards leaming new words

Charl 4: Students’ difficulties mm tearing new words

Chart 5: Students’ evaluation of their ways of leaming new words

Chart 6 Students’ attitudes towards teacher’s role in their English vocabulary

acquisition

Chart 7: Teachers’ ways to present new words

Chart 8: Effective ways of new words presentation to students

Chart 9: Students’ evaluation towards teachers’ teaching method

Tables:

Table 1: Students’ tune tor learmmg new words

Table 2: Students’ ways of learning new words

Table 3: Students’ expectation to ways of leaming new words

Table 4: Students’ preference towards teacher

clivities in vouabulary lessor

Table 5: Students’ expectation towards teachers’ activities in vocabulary lesson

v

PART A: INTRODUCTION:

1 Rationale for the study

As far as we know, English is a common language im international

communication In Vietnam, with the reformation of the economy and society, as well as the implementation of the open - door policy, English has been used more and more widsly English also becomes « compulsory subject m education

curriculum

It is known that, in learning a foreign language in general, and English in

particular, the knowledge and mastery of vovabulary play an oxlremely impertant role McCarthy (1990) states that “No matter how well the student learns grammar,

no malter how successfully the sounds of 1.2 are mastered, without words Lo express

a wide range of meanings, communication m an L2 just cammot happen in any meaningful way.” By having rich vocabulary, students can improve their listening,

speaking, reading and writing abilities; nol only in the way they comprehend but

also in the way they produce language

In reality, in Viet Nam, vocabulary lessons are not paid enough attention in

order to help students leam new words more interestedly and effectively As a

result, most of them have formed a habit of only leamming new words found in their

text books or through teacher’s sources They normally leam vocabulary by such methods as listing new words on a notebook and learning them by heart, writing new words repeatedly down on papers, reading new words out loud several times, and so forth These above seem not to he very effective and interesting ways for

vocabulary acquisition Moreover, students only think of vocabulary learning as

Imowing the primary meaning of new words, they ignore all other functions of the

words Many of them may also recognize a word in a written or spoken form and

think thal they already "know the word", but they may not be able to use thal word properly in different contexts or pronounce it correctly Many students, after

learning Fnglish for many years, they can only read and understand short and

simple texts aud hardly communicate in English.

1 Rationale for the study

2 Aims of the study

3 Research questions

A Scope of the study

5 Methods of the study

6 Organization of the study

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

1.1 Introduction cece cece

1.2 Atroverview of vocabulary

1.2.1, Definitions of vocabulary

1.2.2 The notion 0Ÿ WOFd cà cà nà nà bê HH nh như

1.2.3 Vocabulary item

1.2.4, Roles of vocabulary in foreign language learning

1.3 Vocabulary learning

1.3.1 Aspects of knowing a word

1.3.2 Explicit and implivit vocabulary leaning

1.3.3, Difficulties in vocabulary learning