Thái độ của học sinh trường THPT Nguyễn Siêu về vai trò của học thuộc lòng trong chiến lược học từ vựng

30 3.1.2.1 What are the most effective strategies to learn vocabulary?...30 3.1.2.2 What do you think of rote learning for Vietnamese learners in vocabulary learning strategies?.... .25

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POSTGRADUATE STUDIES

THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC

THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG

M.A MINOR THESIS

FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410

COURSE: 16

Hanoi - 2010

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POSTGRADUATE STUDIES

THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGUYỄN SIÊU VỀ VAI TRÒ CỦA HỌC

THUỘC LÒNG TRONG CHIẾN LƯỢC HỌC TỪ VỰNG

M.A MINOR THESIS

FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410

COURSE: 16

SUPERVISOR: LÊ THẾ NGHIỆP, M.A

Hanoi - 2010

Candidate’s statement……… i

Acknowledgements……… … ii

Abstract iii

Table of contents ……….……… iv

List of abbreviation……… vii

List of tables and figures……… viii

PART I – INTRODUCTION ………1

1 Rationale of the study 1

2 Objectives of study 2

3 Research questions 2

4 Scope of the study 2

5 Method of study 3

6 Design of the study 3

PART II – DEVELOPMENT 4

CHAPTER I – LITERATURE REVIEW 4

1.1 Some major findings concerning language learner’s attitudes and learning strategies 4

1.2 Vocabulary learning strategies 6

1.2.1 Definitions of vocabulary learning strategies 6

1.2.2 General considerations about importance of vocabulary learning strategies 6

1.2.3 Classification of vocabulary learning strategies 7

1.2.4 Clarification of Schmitt’s vocabulary learning strategies 10

1.2.4.1 Determination strategies 10 1.2.4.2 Social strategies 11

1.2.4.3 Memory strategies 11

1.2.4.4 Cognitive strategies 12

1.2.4.5 Metalcognitive strategies 12

1.3 Attitudes and vocabulary learning Strategies 13

1.3.1 Definitions of attitudes 13 1.3.2 Role of attitudes to choice and use of vocabulary learning strategies 14

1.5 Vocabulary learning strategies in Vietnam 19

1.5.1 Influence of traditional methods on vocabulary learning strategies .16

1.5.2 Influence of the Vietnamese educational background on English as a foreign language 2

CHAPTER II – THE METHODOLOGY OF THE STUDY 22

2.1 Method 2

2.1.1 The context of study 22

2.1.2 Subjects 22

2.1.2.1 Students 22 2.1.2.2 Teachers 22

2.2 Instruments 23

2.2.1 Questionnaire 23 2.2.2 Interview 24

CHAPTER III – DATA ANALYSIS AND DISCUSSION 2

3.1 Results of students’ questionnaire 2

3.1.1 Student questionnaire: Part 1 Students’ responses to statements 25

3.1.1.1 Students’ attitudes about the value of RL in vocabulary learning 27

3.1.1.2 Students’ preference of RL in vocabulary learning 28

3.1.2 Student questionnaire: Part 2 Students’ responses to open

questions 30

3.1.2.1 What are the most effective strategies to learn vocabulary? 30 3.1.2.2 What do you think of rote learning for Vietnamese learners in vocabulary learning strategies? 31

3.1.2.3 Do you have any other strategies for either learning or memorising vocabulary? 31

3.2 Results of teacher’s interview 32

3.4 Factors arising from analysis 37

3.4.1 EFL environment 38

3.4.2 Traditional habits 38

3.4.3 National examination demand ……… 38

3.4.4 Failure to try out new strategies 38

3.5 Suggestions for teaching and vocabulary learning strategies 38

3.5.1 Suggestions for the Vietnamese Exams 39

3.5.2 Suggestions for teachers at Nguyen Sieu and other schools …… 39

3.5.3 Suggestions for students at Nguyen Sieu and other schools 40

PART III – CONCLUSION 41

1 Summary of the study 41

2 Limitations of the study 42

3 Implications for future research……… 42

REFERENCES……… …… 43

COG Cognitive

EFL English as Foreign Language

ESL English Second Language

VLSQ Vocabulary Learning Strategies questionnaire

VLSs Vocabulary Learning Strategies

List of Tables Pages

Table 1.1: Strategies for the discovery of a new word……… 8

Table 1.2: Strategies for consolidating a word once it has been encountered……9

Table 2.1: Points of investigation of the student’s questionnaire……….23

Table 3.1: Responses to students’ attitudes about RL in vocabulary learning

strategies……… .25

Table 3.2: Results of the responses from EFL teachers……….…… 33

List of Figures

Figure 3.1: Students’ attitudes about the value of RL in vocabulary learning…… 26

Figure 3.2: Students’ preference of RL in vocabulary learning……… 27

Figure 3.3: Students’ responses to the most effective strategies to learn vocabulary 30

Figure 3.4: Students’ views about Vietnamese students’ RL in vocabulary learning

PART I – INTRODUCTION

1 Rationale of the study

Vietnam is step by step reaching to the association and development of the world with many open-door policies Education which gets plenty of effects from outside belongs to that flow Learning and teaching English become a very important factor not only in education itself but also in country’s development English plays a role as the most important foreign language in Vietnam Both English and English learning appears in a huge number of researches as a proof of this phenomenon

When talking about Asian students, Robinson (2000) proposes, “many will agree they are quiet, diligent, shy, attentive, and keen to learn and seldom cause problems in class Do we know and understand their learning styles and problems? What is known about Asian learners?” A number of studies as Watkins & Biggs (1996) edited collection on “The Chinese Learner: Cultural, Psychological and Contextual Influences” has especially focused on understanding Chinese English learners There is a widespread belief that Chinese learners are oriented to Rote Learning (RL) The use of RL by Chinese learners has been seen as simple repetition or memorization of vocabulary lists Xiuping Li’s research (2004) focused on a deep analysis of Chinese EFL learners’ beliefs about role of rote learning in vocabulary learning strategies This reflects the view that language learning strategies are shaped by learner’s beliefs and that beliefs are probably shaped by their cultural backgrounds (e.g Horwitz, 1987; Wenden, 1987) It is generally accepted that many aspects of EFL learners’ choices of strategies are explained by different cultural beliefs (e.g Biggs 1997) Traditionally, Vietnamese learners usually remember vocabulary

by heart and RL is one of the most popular ways to learn English vocabulary in all strategies they can use To understand the reason why Vietnamese EFL learners use RL, it

is vital to understand Vietnamese learner’s attitude about role of RL in learning Actually, learners’ perceptions about learning strategies should be carefully considered This study gives concern for students’ attitude about RL at an Upper Secondary School – Nguyen Sieu, a school which always has a trend to change methods in learning and teaching English As a teacher of English at school I recognize that vocabulary learning is so important to students that they always try to remember any word they think it is new However, to look into the ways students usually use when learning English, I would like to

focus on RL to find out whether it is available or not to students at present

For all the above reasons, and motivated by the idea of finding relevant vocabulary learning strategies, it is my strong desire to purpose a study on “Students’ attitude about the role of Rote Learning in Vocabulary Learning Strategies at Nguyen Sieu Upper Secondary School”

2 Objectives of study

This paper is carried out with these following purposes:

1 to promote a positive understanding of the concept of RL in vocabulary learning strategies

2 to test whether Nguyen Sieu students use more RL strategies than other memory strategies and the reasons why they do so

3 to offer possible guidance to Vietnamese EFL teachers and students who are interested in choosing and using RL in vocabulary learning strategies

3 Research questions

To achieve the objectives of the study, the following research questions were proposed:

1 Do Nguyen Sieu students use more RL strategies than other memory strategies in vocabulary learning?

2 Are RL strategies helpful and effective in vocabulary learning nowadays although it

is a traditional method?

3 Is RL given a positive appreciation because of its important role in vocabulary learning?

4 Scope of the study

There is a wide range of methods that help students to retain vocabulary However, in this minor thesis I would focus my research on RL, students’ attitude about RL and their preference for RL when learning English vocabulary Although RL is usually considered

as a traditional, out- of - date, boring and ineffective way in learning language, this study hopes to give several positive opinions about it Through gathering information about learner’s attitude about learning and memorizing EFL vocabulary, the role of RL strategies

in vocabulary learning strategies will be made clearer

5 Method of study

To find answers to the above - stated research questions, the study uses a combination of qualitive and quantitive research approaches, which include data analysis and survey questionnaire In the study, data which is collected through questionnaire will be processed and analyzed to investigate into learner’s vocabulary learning strategies

6 Design of the study

The thesis consists of three parts as follows:

Part I – Introduction, which states the rationale, objectives, scope and research

questions, as well as the methods and design of the study

Part II - Development includes three chapters Chapter I presents all the necessary

theoretical background of the research Chapter II deals with the investigation into Nguyen Sieu students’ attitude to RL and their preference for it through identifying the subjects, the setting of the study and the instruments used questionnaires Chapter III reports the results

of the study, provides the discussion of the findings in this study, addresses the limit of the study, applications of the findings and gives recommendations for further study

Part III – Conclusion gives the summary of the study, some limitations of the study and

implications for further study

PART II – DEVELOPMENT

CHAPTER I – LITERATURE REVIEW

Vocabulary has long been a matter of concern for not only linguistic researchers but also language teachers all over the world Many studies have been conducted to investigate various aspects of vocabulary because of its important role Folse (2004) states that learning a language entails learning numerous aspects about that language, including its pronunciation, writing system, syntax, pragmatics and others, but the most important aspect is vocabulary

In this chapter, relevant literature will be reviewed through the findings from previous studies of vocabulary learning strategies which seem most relevant and useful to the present study Furthermore this chapter also focuses on vocabulary learning strategies,

their importance in vocabulary learning, definition of attitude, rote learning, positive

attitude and negative attitude towards rote learning strategies

1.1 Some major findings concerning language learner’s attitudes and learning strategies

It is true that language learners’ choice and use of language learning methods reflect their beliefs, attitudes, which are strongly determined by different cultural backgrounds Learners bring a complex set of attitudes experiences, expectations, and learning strategies

to the language learning task

Horwitz (1987) developed an instrument Beliefs About Language Learning Inventory

(BALLI) to assess students’ beliefs about language in five major areas

 Foreign language aptitude

 The difficulty of language learning

 The nature of language learning

 Learning and communication strategies

 Motivations and expectations

The BALLI has succeeded in finding close relationship between learners’ beliefs and their choice of language learning strategies Through BALLI, Horwitz indicated that Asian

language learners appreciate vocabulary learning Besides Horwitz, another researcher, Wenden (1987) set out to investigate language learners’ assumptions underlying their

choice of strategies Her study is carried out with 25 adult - English as Secondary Language (ESL) - learners who were asked to talk about language learning activities in which they engage in the classroom and outside Wenden’s work stated that these learner’s explicit beliefs about how best to learn a language seemed to provide the logic for their choice of learning strategies Some other researchers as Gu & Johnson (1996), Sakui & Gaies (1999) and Yang (1999) contributed to the history of studying about vocabulary learning strategies Gu & Johnson’s (1996) research relates to English as Foreign Language (EFL) learners’ strategies in vocabulary learning in China The study seems to suggest negative beliefs about the use of Rote learning which is taken for mere rote memorization In the study, Gu & Johnson used a vocabulary learning questionnaire to elicit 850 Chinese students’ opinions of their beliefs about vocabulary learning strategies Although the results of Gu & Johnson’s research indicate that these learners do not value rote learning (RL) as highly as other strategies, and that they employ other vocabulary learning strategies (VLSs) such as guessing, dictionary use, note-taking, etc., the findings do not detail the explanation why the learners responded negatively to RL Whereas, Sakui & Gaies (1999) tend to develop and validate an instrument and procedures for investigating almost 1300 Japanese learners’ beliefs about English learning Their study supplied the collection and analysis data specially related to learners’ beliefs and their choice of vocabulary learning strategies Yang (1999) investigated whether EFL learners’ beliefs in language learning are related to their use of learning strategies or not” The study found that while the students reported learning English by memorizing English vocabulary, grammatical rules, and even whole pieces of English articles, they intended to use a limited inventory of Memory strategies because for them Memory strategies mean only rote memory

The above - stated studies indicated that learners’ attitudes is an important factor which affects their choice of learning strategies These research studies have value discussions and analysis on learning strategies in general as well as RL in particular In fact, RL gets both negative and positive views of researchers, educators, teachers and students Therefore, to have a deeper about RL, its role in learning strategies, especially vocabulary learning strategies and relationship between RL and learners’ attitudes, it is necessary to investigate more about some issues addressed below

1.2 Vocabulary learning strategies

1.2.1 Definitions of vocabulary learning strategies

In the literature on language learning strategies, there is no official definition for vocabulary learning strategies Perhaps, the reason is that vocabulary learning strategies are part of language learning strategies, which is a part of learning strategies Therefore, the definition of vocabulary learning strategies in this study is adapted from Rubin (1987) cited in Schmitt (1997) that learning strategies are defined as “the process by which information is obtained, stored, retrieved, and use” and “ therefore vocabulary learning strategies could be any which affect this broadly – defined process” (p 203)

1.2.2 General considerations about importance of vocabulary learning strategies

In the process of identifying and improving language learning strategies, many studies deal with vocabulary learning because of the growing awareness of the importance of vocabulary Few language learners will disagree with the importance of vocabulary Horwitz (1987), using her “Beliefs about language learning Inventory”, found that with respect to vocabulary learning, all groups of EFL students agreed that the important part of learning a language was learning vocabulary Wilkins (1972:111) emphasized “with out grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Cook’s (1991:37) concluded that grammar provides the overall patterns but vocabulary is the material to put in the patterns One can not speak, understand, read or write a foreign language without knowing a lot of words According to Rubin & Thompson (1994: 79), vocabulary is at the heart of mastering a foreign language.” Further more, Vocabulary is central to language and of critical importance to the typical language learner The importance of vocabulary in language learning has been widely recognized and a number

of specific strategies for learning vocabulary have been identified by many researchers such as Oxford (1990) and Schmitt (1997)

Many researches indicate that a build - up of English vocabulary has been one of the objectives of EFL learners besides consolidation of structures, development skills and others Vocabulary learning strategies are very various: Mechanical/rote learning strategies, grouping strategies, keyword strategies, bilingual dictionary strategies, etc Each learner adopts different strategies For instance, they remember vocabulary through spelling a word, studying the sound of a word, saying a new word aloud when studying,

imaging word form, underlying initial letters of the word, using keyword method and using action when learning a word

Many studies on learning strategies encourage the learners to use all the means available to them as they learn English vocabulary Schmitt’s (1997) study on vocabulary strategy

survey showed five vocabulary learning strategy groups as indicated in 1.2.3

Determination, Social , Memory, Cognitive and Metacognitive All strategies which play important roles in vocabulary learning strategies are clarified as the following parts

1.2.3 Classification of vocabulary learning strategies

Although individual vocabulary learning strategies have been increasingly researched such

as Lawson & Hogben (1996); Avila & Sadoski (1996); only two researchers have investigated vocabulary learning strategies as a whole In recent research by Stoffer (1995) she developed a questionnaire with 53 items designed to measure specifically vocabulary learning strategies These items divided into nine categories as follows:

1 Strategies involving authentic language use

2 Strategies used for self motivation

3 Strategies used to organize words

4 Strategies used to create mental linkages

5 Memory strategies

6 Strategies involving creative activities

7 Strategies involving physical action

8 Strategies used to overcome anxiety

9 Auditory strategies

In another research by Schmitt (1997), he proposed his own classification of vocabulary learning strategies He distinguished the strategies which learners use to determine the meaning of new words when they encounter them from the ones they use to consolidate meanings when they encounter they words again The former includes determination (DET) and social strategies (SOC) and the latter includes social, memory (MEM), cognitive (COG), and metacognitive strategies (MET) The social strategies are included in the two categories because they can be used for both purposes This categorization is based, in part on Oxfords’ (1990) classification scheme The details can be seen on the tables below

Table 1.1: Strategies for the discovery of a new words’ meaning

Strategies for the discovery

of a new words’ meaning

Descriptions

Analyze affixes and roots Check for First language (L1) cognate Analyze and available picture or gestures Guess from textual context

Bilingual dictionary

Word lists Flash cards Monolingual dictionary

SOC Ask teacher for an L1 translation

Ask teacher for an L1 translation Ask teacher for a paraphrase or synonym of new word

Ask classmate for meaning Discover new meaning through group work activities

Table 1.2: Strategies for consolidating a word once it has been encountered

SOC Study and practice meaning in group

Teacher checks students’ flash cards or word lists for accuracy

Interact with native speakers MEM Study word with a pictorial representation of its meaning

Image word’s meaning Connect word to a personal experience Associate the word with its synonyms and antonyms Associate the word with its coordinates

Use semantic maps Use “scales” for gradable adjectives

Peg Method Loci Method Group words together to study them Group words together spatially on a page Use new word in sentences

Groups words together within a storyline Study the spelling of a word Say new word aloud when studying

Image word form Underline initial letter of the word

Configuration Use Keyword Method Affixes and roots (remembering) Part of speech (remembering) Paraphrase the word’s meaning

Use cognates in study Learn the words of an idiom together Use physical action when learning a word

Use semantic feature grids

Written repetition Word lists Flash cards Take notes in class Use the vocabulary section in your textbook

Listen to tape of word lists Put English labels on physical objects Keep a vocabulary notebook MET Use English – language media (songs, movies, newscast, etc,.)

Testing oneself with word tests Use spaced word practice Skip or pass new word Continue to study word over time

1.2.4 Clarification of Schmitt’s vocabulary learning strategies

As the vocabulary learning strategies classification system proposed by Schmitt (1997) plays an important role in this investigation, the clarification of these vocabulary learning strategies will be presented in detail below as a source of reference

1.2.4.1 Determination strategies

Determination strategies are used when students discover a new word’s meaning without resource to another person’s expertise Students can have the meaning of a new word from the following techniques

 Guessing from their structural knowledge of the language: Learners may be able to discern the new word’s part of speech, which can help them in guessing process Hints about meaning can also obtained from its root or affixes

 Guessing from an L1 cognate: Cognate are words in different languages which

descended from a common parent word If the target is closely related to learners’ first language, cognate can be an excellent resource for both guessing the meaning

of and remembering new words

 Guessing from context: An unknown word’s meaning can be guessed from context However, learners must have a certain level of language proficiency as well as adequate background knowledge of the subject and the strategic knowledge

of how to effectively go through inferencing process

 Using reference material: Dictionaries are primary in this position

 Word lists and flash cards: Those are suggested to be useful for initial exposures to

a new word

1.2.4.2 Social strategies

Social strategies are used to both discover the meaning of a new word and consolidate a word once it has been encountered They can be defined as those are used to understand a word by asking someone who knows it Teachers are said to be often in this position They can expected to give help in a number of different ways such as giving L1 translation, giving a synonym, giving a definition by paraphrase, using a new word in a sentence, checking learners’ help from their classmates or benefit from interactions with others such

as group work activities or interaction with native speakers

1.2.4.3 Memory strategies

Memory strategies are approaches which relate new materials to existing knowledge using some forms of imagery or grouping The strategies can be listed as followed:

 Picture/ imagery: Students can learn new words by studying them with pictures

of their meaning instead of definitions, by creating their own mental images of

a word’s meaning, or by associating new words with a particularly vivid personal experience of the underlying concept

 Related words: New words can be linked to Second language (L2) words which students already know This usually involves some types of sense relationship such as coordination, synonymy, antonymy, hyponymy, or meronymy

 Unrelated words: words that have no sense relationship can be linked together while they are learnt Peg method and Loci method are two examples of this kind of strategies

 Grouping: Words can be grouped together so that they are easier to memory store and recall Words can be grouped mentally or writing according to the topic, function, in a story and so on

 Other memory strategies are also suggested in this group A structural analysis

of words can be useful for determining their meaning Studying a word’s affixes, root and word class is potentially useful as a way of consolidating its meaning Paraphrasing can be used as a strategy to compensate for limited productive vocabulary Learning a new word in its “chunk” often as phrases, idioms, or proverbs is a mnemonic device for remembering the individual word meanings Physical actions or semantic feature grids are two other suggested ways of vocabulary learning

1.2.4.3 Cognitive strategies

Cognitive strategies are those somewhat similar to memory strategies but the difference is that they are “not focused so specifically on manipulative metal processing” (Schmitt, 1997: 215) This group includes repetition and mechanical means of learning vocabulary such as

 Verbal and repetition: Words are repeatedly written or spoken again and again

 Word lists and flashcards: Words are reviewed by using word lists and flash cards (not for initial exposure)

 Study aid using: Words are learnt through study aids such as not talking in class, using vocabulary sections in the textbooks or taping L2 labels onto their respective physical objects

 Vocabulary notebooks: Words can be learnt by written down in a notebook

1.2.4.4 Metalcognitive strategies

Metalcognitive strategies are those students use to control and evaluate their own learning

by having a conscious overview of the learning process Students can employ such strategy

as :

 Using English language media: To get the aim of efficient acquisition of an L2,

it is important to maximize expose to it In case that English is chosen as L2, English language media such as books, magazines, newspapers, movies, etc, offers an almost endless resource

 Skipping or passing new words: According to Nation (2001) even English

native speakers know only a fraction of the vast total of words So realization that learning all the words is impossible and concentration their limited resources on learning is really important to every learner Part of this involves knowing when to skip or pass a word

 Continuing to study over time: A part from making full use of above strategies, one can maximize the effectiveness of his practice time if is scheduled and organized rather than random

 Testing oneself with word tests and using spaced word practice can be considered as organized activities by student themselves

It is natural for language learners to focus on all groups of strategies when they learn vocabulary And it is a good suggestion for learners to choose the suitable strategies for their vocabulary learning It can be said that Memory strategies (MSs) are very popular and familiar to learners in vocabulary learning

1.3 Attitudes and vocabulary learning Strategies

1.3.1 Definitions of attitudes

What are attitudes? There is no complete consensus on meaning, although the definition

of this concept enjoys popularity in language learning research Below are some of

the definitions of attitude about language and language learning:

 notions about language learning that students have acquired (Kuntz 1996:4);

 an individual’s opinions about language learning (Banya and Cheng 1997);

 synonymous with beliefs, representations, opinions or ideologies (Fraser and Gaskell 1990);

 central constructs in every discipline which deals with human behaviour and learning (Sakui & Gaies 1999:474);

Besides some above definitions, Jung (1971: 687) gives his definition about attitude According to Jung attitude is a "readiness of the psyche to act or react in a certain way" Within this broad definition Jung gives several kinds of attitudes such as extrovert and

introvert, rational and irrational or individual and social

According to Wikipedia – online dictionary, an attitude is considered as a hypothetical construct that represents an individual's degree of like or dislike for an item Attitudes are generally positive or negative views of a person on places, things, or events People can have conflicts with themselves towards an object It means that they simultaneously possess both positive and negative attitudes towards the item in question Moreover, attitude is predisposition or tendency to respond positively or negatively towards a certain idea, object, person, or situation Attitude influences an individual’s choice of action, and responses to challenges, incentives and rewards

Although there are many different definitions of attitudes, all of definitions above clearly show that language learning and attitudes have a close relationship This study hopes to find out influences of attitudes on choosing and using vocabulary learning strategies and make this relationship clear

1.3.2 Role of attitudes to choice and use of vocabulary learning strategies

As identified above, attitudes reflect learners’ views about language learning When they like something, they have motivation to finish it For example, if students are not interested

in learning English, they cannot study English well Even if students are compelled to learn, they only try to learn in a forced way without any interest, pleasure and motivation Many researches look at the influence of language learners’ attitudes on strategy choice through their different cultural backgrounds The connection of specific beliefs to specific learning strategies is based on cultural backgrounds Previous studies of EFL learners’ beliefs and choice of language learning strategies indicate that the importance of learners’ attitudes There are some studies such as Chang’s (1993) and Rao’s (1996) relating to influences of Chinese learners’ attitudes on RL strategy use and choice In the West, learners believe that high ability will bring success, and that failure is the result of low ability In the contrary, Asian learners believe that effort and hard work can compensate for lack of ability as Cortazzi & Jin (1996) point out Attitude is actually an effective encouragement in helping students to access a new language In learning English, especially learning vocabulary, attitude holds an important role to choose and use vocabulary learning strategies No matter whether RL is positive or negative, there should

be no denial that RL is used by language learners, and that it can be as effective as other strategies just because they favour RL than other strategies In fact, of many groups of

learning strategies (in Table 1.1 and 1.2) which are suggested for English vocabulary learning strategies, Memory strategies are preferred by many learners like traditional methods

1.4 Importance of memory strategies in vocabulary learning strategies

1.4.1 Rote learning

1.4.1.1 Definition of rote learning

Traditionally, rote is considered as memory or habit, rather than understanding

According to Cambridge International Dictionary of English (1995:1235), rote

learning(RL) means learning something in order to be able to repeat it from memory

rather than learning it in order to understand it It is shown that Rote learning is

memorization Besides, Macquarie Dictionary also quoted from Biggs (1997:1), “rote learning is considered as learning in a mechanical way without thought of meaning"

Moore (2000:1) stated that rote learning is a method involving repetition and

memorisation

From the above definitions, RL does not involve any processes which enable the learner to understand or interpret the information learnt Rote learning is only memorising or storing the information learners get for later use; RL is basically a simple and passive process However, some other researchers have positive comments about RL For example, Gairns

& Redman (1986:93) point out that RL is a memorisation technique which has a long history in language learning: RL involves repetition of target language items either silently

or aloud RL may involve not only oral but also writing form These definitions focus on repetition, practice and memorisation They all refer to the strategies which contribute to storage and retrieval of new knowledge

 Repetition

Oxford (1990:45) categorised repetition into cognitive groups Repetition is the phenomenon of saying or doing something over and over such as listening to something several times; rehearsing or imitating a native speaker In many researches, repetition is considered a type of strategy most frequently used by foreign language (FL) learners

 Practice

Practice refers to strategies which contribute to the storage and retrieval of language

while focusing on accuracy of usage Practice involves strategies such as: repetition,

rehearsal, experimentation, application of rules, and imitation

 Memorisation

Memorisation also focuses on the storage and retrieval of language In memorisation, attention is paid to the storage and retrieval process Gairns & Redman (1986:93) point out that RL is a memorisation technique involving repetition According to them, some main features of RL have been shown as follows

Rote learning strategies

 To read silently or aloud

 To write down the items (more than once)

 To learn in list forms or cards (can be taken anywhere and studied at any free moment)

 To use typical examples

 To find translation equivalents

 To find definitions

 To group paired items

 To memorise irregular verbs

1.4.1.2 Importance of rote learning in vocabulary strategies

Rote learning is used in many strategies such as translation and audio-lingual However, its role displayed specially clear in vocabulary learning strategies RL actually suggests a lot

of effective ways of remember vocabulary Learners can remember new words through repetition of these words silently or loudly, use words cards or flash cards, review them many times, etc In the conditions in which technology of information, internet and visual aid have not been supplied; and education still brings traditional factors, RL is one of the most popular ways in vocabulary learning Through repetition, practice and memorization, vocabulary can be remembered more easily than other strategies Gairns & Redman (1986) shows that RL is evaluated as an effective method which helps learners to memorise vocabulary in short time and leads them to reach high levels of proficiency

Although, RL has advantages in vocabulary learning, it also gets negative comments Therefore, The concepts of RL can be classified into two broad negative and positive categories

1.4.2 Attitudes about the role of rote learning in vocabulary learning strategies

1.4.2.1 Negative view of rote learning

Some researchers give negative comments on RL According to these researchers RL is understood as the mechanical use of the memory without necessarily understanding what is memorized RL means surface level learning For example, Gu & Johnson (1996) state that visual repetition of new words was the strongest negative predicator of both vocabulary size and general proficiency They described RL as an ineffective strategy and

learners who used it as Passive Strategy Users Some empirical evidence from recent

studies strongly supports view of passive RL The studies argue that RL constitutes an obstacle to creative learning Nelson (2001) seems to see RL as a rigid learning strategy and emphasises that RL has impaired students’ learning abilities Overall, the above-mentioned researchers believe that RL is not conducive to creativity They consider RL is a passive, rigid, uncreative way of learning Further more, RL is not helpful and effective for students’ vocabulary learning Some other researchers present practical examples to demonstrate what they see as the ineffectiveness of RL Cheung (2000), for example, argues that Hong Kong needs employees who are more creative: the type of free thinkers which the current education system fails to produce He complains that Hong Kong's RL-based educational system seems to reward memorisation highly, but students who have only learned by heart often lack the thinking patterns needed to apply this knowledge to real-world problems

1.4.2.2 Positive of rote learning

Despite the negative views about RL, there are positive opinions about RL in vocabulary learning According to these opinions, RL is an effective way of getting basic knowledge in the early stages of language learning RL is preferable because basic skills of learning can be developed through RL and it may be beneficial for the accuracy of knowledge The positive views about RL also suggest that RL may help consolidate knowledge and deepen understanding Rubin & Thompson’s (1994) study indicates that language learners who prefer traditional ways of learning may be more reluctant to use other strategies and as a certainty, they choose RL Besides, Gairns & Redman (1986: 93) make the following comment on RL: In the early stages of language learning, repetition gives the students the opportunity to manipulate the oral and written forms of language items, and many learners derive a strong sense of progress and achievement

from this type of activity Schmitt (1997:132-133) also states, “commonly used vocabulary learning strategies seem to be simple memorisation, repetition, and taking notes

on vocabulary.” Rubin & Thompson’s (1994) study suggests that using RL to retain a small amount of material is easier than other Memory strategies Therefore, sometimes, mechanical strategies can be favoured over more complex ones Schmitt (1997:201) found that repetition was the most commonly mentioned strategy Moreover, a research carried out by Crothers and Suppes (1967) revealed that seven repetitions were sufficient for learners to master 108 Russian-English word pairs Nation (2001) claims that RL is an effective way of learning a great deal of vocabulary in a short time Tinkham (1989) found that Japanese learners tended to have well developed rote learning skills He believed that there is no better way to develop basic skills except through RL: repetition - regular correct practice over a period of time This view is applied to the fields of music, sports, language and art that the more often learners repeat an activity, the better they become at it Oxford (1990:70) provides some examples to show that some FL learners understand foreign words better by listening, reading or writing them repeatedly She states, “ Although the strategy of repeating might not at first sound particularly creative, important, or meaningful, it can be used in highly innovative ways, is actually essential for all four language skills such as listening, speaking, reading and writing.” Nation (2001:74, 76) stresses that Repetition is essential for vocabulary learning because there is so much to know about each word that one meeting with it is not sufficient to gain this information, and because vocabulary items must not only be known, they must be known well so that they can be fluently accessed Repetition thus adds to the quality of knowledge and also to the quantity or strength of the knowledge Biggs (1997) states that RL is the combination of memorisation and understanding He also points out that RL identifies its contribution to EFL vocabulary learning Interestingly, Moore (2000:1) reports: “We saw rote learning in China and it works” He has identified two major misconceptions in understanding Asian students First, RL is not a surface approach, but an integration of memorising and understanding Second, many Asian students prefer to be passive receivers of information In fact, to Asian learners, RL is not only a surface approach, but it is an integration of memorising and understanding

1.5 Vocabulary learning strategies in Vietnam

Vietnamese EFL learners favour RL, generally because RL has become a habit of any learner At schools, they are required to learn by heart many subjects such as Literature, History, Biology, etc, They have to remember all poetries, definitions, terms, formulas or regulations To them, RL is a combination of repetition, memorisation, practice including reviewing which are leading to deep understanding rather than simple repetition/memorisation which are shallow and ineffective However, the Reform of Education gives Vietnamese teachers and learners many modern methods Education methods have changed a lot in recent years New methods have been used in teaching and learning, especially English Learning English is not only a dictation between teachers and students Students have opportunities to practice communication, to create ideas, to show themselves It is a fact that although vocabulary learning is renewed with modern methods, learners still use some traditional ways, especially RL

1.5.1 Influence of traditional methods on vocabulary learning strategies

The Vietnamese students tend to see memorisation as a part, though not the whole, of the process of learning The distinction between memorisation and learning is often less clear-cut for Vietnamese than for Western students Repetition and practice are interchangeable terms for many Vietnamese learners Traditionally, the Vietnamese people usually have a saying “Repetition is the route to understanding”, whereas; Western stereotypes have a different view of the concept of RL from Vietnamese learners In Western learners’ view, Vietnamese learners in particular and Asian learners in general are affected by mechanical methods Among foreign EFL teachers, educators, and specialists, there is a number of commonly held assumptions about Vietnamese learning methods and their effects on the teaching and learning of English in Vietnam

Influenced by traditional FL teaching and learning approach, a teacher-centred, centred, grammar-translation method and an emphasis on the text have dominated English teaching in Vietnam Ji, F (1984) identified the methods prevalent in the 1980s’ “intensive reading” class as “emphasising sentence-level analysis, grammar or vocabulary study” (p.33) Thus, there were few opportunities to use and practise spoken English in real situations as functionalists suggested These traditional language teaching approaches continue to dominate the typical Vietnamese classroom for learning

book-English; that is, most of the interaction in the classroom is from teachers to students There is little student initiative and little student-student interaction Thus, more long-standing Vietnamese approaches have affected the way in which functional practice ideas have been adopted In Vietnam, teachers usually play as the centre of the class and students are only listeners They listen to teachers all the time, hoping to get the correct answer from their teachers, receiving information without using their own minds In order

to save time or finish the teaching task on schedule, teachers also give students the answers, not encouraging them to think why

English classes in Vietnam lack of communicative strategies and appropriate teaching materials Actually, each lesson in the textbook consists of an English text, words and expressions with Vietnamese explanations and notes, comprehension questions, and translation questions In classes, all students follow the teachers reading the new words and expressions by rote again and again Then, teachers explained the new words one by one This kind of teaching turned students into bookworms Many students could read and understand English, but it was difficult for them to speak and listen to it It was a case of inculcation rather than interaction, of being fed unwillingly rather than through practice Vietnamese learners still apply traditional ways to learn vocabulary To remember something well, Vietnamese learners go over what they want to remember a lot of times so that they will understand it better Therefore, Vietnamese learners often combine the processes of memorisation and understanding In other words, for Vietnamese learners, memorising and understanding may occur together They also believe that practice involves reviewing and reviewing is a part of learning

1.5.2 Influence of the Vietnamese educational background on English as a foreign language

The Imperial examination system, which was created as a means to recruit qualified officials for civil service, was employed from many dynasties in Vietnam Rote learning

of literature and documents was fundamental to success in the exams, and the scholar who obtained the highest degree, would have his memory trained to a tremendous degree To pass the exams, scholars have to learn many books by heart And RL is the best and most helpful way which scholars apply to their learning strategies

The survey of the literature indicates that there are two broad types of beliefs about RL

Negative views focus on practical aspects while positive views are based on explanation of its values The negative views suggest that RL may be not as effective as other Memory strategies in vocabulary learning and the results of using RL may reduce creativity, rob imagination, and destroy individuality Such an approach may help students

to pass examinations, but this has no value in real terms as it does not prepare them for the varied challenges of life The positive beliefs suggest that RL is effective in the initial stages of vocabulary learning Furthermore, the literature review reveals current views among some researchers that RL is not meaningless repetition but it can assist understanding