BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
——————————-
ISO 9001:2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH : NGÔN NGỮ ANH – NHẬT
Sinh viên : Phạm Thị Ngọc Anh
Giảng viên hướng dẫn : Th.S Bùi Thị Tuyết Mai
HẢI PHÒNG 07– 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
———————————–
VOCABULARY LEARNING STRATEGIES OF FIRST YEAR
ENGLISH MAJORS AT HAI PHONG TECHNOLOGY AND
MANAGEMENT UNIVERSITY
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGÔN NGỮ ANH – NHẬT
Sinh viên : Phạm Thi Ngọc Anh
Giảng viên hướng dẫn: Th.S Bùi Thị Tuyết Mai
HẢI PHÒNG 07 – 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
————————————–
NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Phạm Thị Ngọc Anh
Mã SV: 161275307
Lớp : NA2001N
Ngành : Ngôn Ngữ Anh – Nhật
Tên đề tài: Vocabulary learning strategies of first year English major at
Hai Phong Technology and Management University
NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
2. Các tài liệu, số liệu cần thiết
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
3. Địa điểm thực tập tốt nghiệp
………………………………………………………………………………….
CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Họ và tên : Bùi Thị Tuyết Mai
Học hàm, học vị : Thạc sỹ
Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng
Nội dung hướng dẫn:
Đề tài tốt nghiệp được giao ngày 30 tháng 03 năm 2020
Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Giảng viên hướng dẫn
Hải Phòng, ngày 01 tháng 07 năm 2020
HIỆU TRƯỞNG
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên: ………………………………………………………………………………………
Đơn vị công tác:
……………………………………………………………… ……………………..
Họ và tên sinh viên:
…………………………………… Chuyên ngành: ………………………….
Nội dung hướng dẫn: …………………………………………………. ………………………………….
……………………………………………………………………………………………………………………
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra
trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
……………….. …………………………………………………………………………………………………………………………….
……………….. …………………………………………………………………………………………………………………………….
……………….. …………………………………………………………………………………………………………………………….
……………….. …………………………………………………………………………………………………………………………….
……………….. …………………………………………………………………………………………………………………………….
……………….. …………………………………………………………………………………………………………………………….
3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
QC20-B18
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên: ………………………………………………………………………………….
Đơn vị công tác:
……………………………………………………………… …………………
Họ và tên sinh viên:
……………………………….. Chuyên ngành: …………………………
Đề tài tốt nghiệp:
………………………………………………………………. ………………..
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
1. Phần nhận xét của giáo viên chấm phản biện
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
2. Những mặt còn hạn chế
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
3. Ý kiến của giảng viênchấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm phản biện
Hải Phòng, ngày … tháng … năm ……
Giảng viên chấm phản biện
(Ký và ghi rõ họ tên)
QC20-B19
TABLE OF CONTENT
PART 1: INTRODUCTION ———————————————————- 1
1. Rationale —————————————————————————— 1
2. Aims of the study ——————————————————————– 2
3. The significance of the study ——————————————————- 2
4. Research questions
——————————————————————- 2
5. Scope of the study ——————————————————————- 2
6. Method of the study —————————————————————– 2
6.1.
Data collection ——————————————————————– 3
6.2.
Survey questionnaires ———————————————————— 3
7. The organization of the study —————————————————— 3
PART 2: DEVELOPMENT
———————————————————– 4
CHAPTER 1: THEORETICAL BACKGROUND
——————————- 6
1. Overview of vocabulary ———————————————————- 6
1.1. Definitions of vocabulary —————————————————- 6
1.2. Importance of vocabulary
—————————————————- 7
1.3. Language learning strategies ———————————————— 8
1.3.1. Definition of learning strategies
—————————————- 8
1.3.2. The importance of language learning strategies in language
learning———————————— —————————————-11
1.3.3. Classification of learning strategies. ———————————-
12
1.4. Vocabulary learning strategies ———————————————
18
1.4.1. Definition of vocabulary learning strategies
————————-
18
1.4.2. Classification of vocabulary learning strategies
———————
20
1.4.3. Gu and Johnson’s vocabulary learning strategies. ——————
21
1.4.4. Schmitt’s vocabulary learning strategies. —————————-
23
1.5. Overview of vocabulary learning strategies researches
—————–
29
1.6. Summary ———————————————————————-
30
CHAPTER 2: RESEARCH METHODOLODY
———————————
32
2. Introduction ———————————————————————–
32
2.1. The setting of the study —————————————————–
32
2.2. Students and their background ———————————————
32
2.3. Resources and materials—————————————————–
33
2.4. The subjects
——————————————————————-
33
2.5. Instrucments for collecting data
——————————————–
33
2.6. Data collection procedure
—————————————————
34
2.6.1. Data collection
———————————————————–
34
2.6.2. Data analysis ————————————————————-
34
2.7. Conclusion ——————————————————————–
35
CHAPTER 3: DATA ANALYSIS ————————————————–
36
3. Analyzing from the student’s general information. ————————–
36
3.1. Years of studying English (Q1) ——————————————–
36
3.2. Students’ opinion toward the role of vocabulary learning in learning
English (Q2) ————————————————————————-
37
3.3. Students’ opinion toward vocabulary learning strategies in class (Q3,
Q4, Q5)——————————————————————————–37
3.4. Analyzing from the student’s vocabulary learning strategies ———-
39
3.4.1. The use of Determination (DET) strategies in vocabulary learning39
3.4.2. The use of Social (SOC) strategies in vocabulary learning
——–
40
3.4.3. The use of Memory (MEM) strategies in vocabulary learning
—-
41
3.4.4. The use of Cognitive (COG) strategies in vocabulary learning —
43
3.4.5. The use of Metacognitive (MET) strategies in vocabulary learning44
3.5. Overall vocabulary learning strategies use ——————————-
46
3.6. Summary ———————————————————————-
48
CHAPTER 4: FINDING, DISCUSSION AND RECOMMENDATION
—-
49
4. Finding and Discussion ———————————————————-
49
4.1.1 Research question 1: What are the factor affecting learning
vocabulary and learning vocabulary strategies for the first year English
major at Hai Phong Management and Technology University ? ————
49
4.1.2. Research question 2: What are some strategies to improve
efficiency vocabulary learning ? ———————————————–
51
4.2. Recommendation ————————————————————
53
PART 3: CONCLUSION ————————————————————-
59
1. Summary of the study ————————————————————–
59
2. Limitations and suggestions for further study
———————————–
60
REFERENCES ————————————————————————-
61
APPENDICES ————————————————————————–
64
LIST OF TABLE
Table 1 Direct learning strategies “Source Oxford (1990:18)” …………………………. 16
Table 2: Indirect learning strategies “Source: Oxford (1990:20)”……………………… 18
Table 3: Vocabulary strategies “Source: Gu and Johnson (1996)” ……………………. 22
Table 4: Taxonomy of vocabulary learning strategies
……………………………………… 25
Table 5: Vocabulary learning strategies in the questionnaire.
…………………………… 34
Table 6: Strategies use according to descending order of means. ……………………… 47
Table 7: Mean of five categories
…………………………………………………………………… 48
LIST OF FIGURE
Figure 1 : Years of studying English……………………………………………………………… 36
Figure 2: Students’ opinion toward the role of vocabulary learning in learning
English
………………………………………………………………………………………………………. 37
Figure 3: Students’ heard of vocabulary learning strategies in class.
…………………. 38
Figure 4: Teaching vocabulary learning strategies in class ………………………………. 38
Figure 5: Students’ opinion about teaching vocabulary learning strategies in
class ………………………………………………………………………………………………………….. 38
Figure 6: Students’ use of DET strategies in vocabulary learning …………………….. 39
Figure 7: Students’ use of SOC strategies in vocabulary learning …………………….. 40
Figure 8: Students’ use of MEM strategies in vocabulary learning …………………… 42
Figure 9: Students’ use of COG strategies in vocabulary learning
…………………….. 43
Figure 10: Students’ use of MET strategies in vocabulary learning
…………………… 45
1
PART 1: INTRODUCTION
1.
Rationale
It is canknotkbekdeniedkthatkEnglishklanguagekinkthekwholekworldkhas become
more and morekimportantkinkourklives. Englishkiskankessentialktool to broaden
andklightkupkourkoutlookkonkthe world. Englishkmayknotkbekthe most popular
languagejinjthe world, butjitjisjthejofficialjlanguagejofj53jcountriesjandjspoken by
morejthanj400jmillionjpeoplejinjthejworld. Accordingjjto thejjBritish Council, by
2020jaboutjtwojbilionjpeoplejinjthejworldjwill bejstudyingjEnglish. Englishjis the
mostjwidelyjusedjlanguagejinjthejworldjinjmanyjdifferent fields such as economics,
international telecommunications, science, foreign trade, entertainment and
diplomacy. StudyingjjEnglishjjcanjjhelpjjyoujjprogressjin jlifejjboth personally and
professionally. Youjcanjcompletejinjthejglobaljjobjmarket, increasejjyourjjcareer
opportunitiesjandjstartjtojmeetjpeoplejaroundjthejworld.
In Vietnam as well as injotherjcountries, learningjEnglish isjbecoming morejand
morejpopular. Therefore, itjisjbeingjtaughtjjatjeveryjeducationaljleveljjandjjitjhas
becomejajcompulsoryjsubjectjinjalmostjschools. It has been, in fact said that
languagejwasjajhouse,jjjvocabularyjjwouldjjbejjasjjconstructionjjmaterialjjtojjbuild
up thatjhouse. Thereforejwhenjlearningjajnewjlanguage,jvocabularyjmustjbejthe
backgroundjto developjlike buildingja house, if jthejfoundationjis strongjthejhouse
willjbejfirm.
Therefore, tojjlearnjjajjnewjjlanguagejjwelljjstudyingjvocabularyjisjveryjimportant.
Vocabularyjplays an importantjrole because itjjappears in jalljjfourjjlanguagejjskill:
Listening – Speaking – Reading – Writing. Itjcan bejseen thatjvocabulary isjreally
importantjin any languagejlearning. Vocabulary isjjat the corejofjjlearning ajnew
languagejjbut manyjjstudents as well as manyjlearners today oftenjjskip learning
vocabulary. However, it is notjeasy tojstudyjEnglishjvocabulary, mostjpeople learn
vocabulary and then quicklyjjforgetjjthejjvocabularyjthey havejjlearned. A new
vocabularyjincludes itsjmeaning, pronunciationjand wordjtype, so it isjdifficult for
studentsjto memorizeja newjword. Futhermore, most ofjvocabulary is notjtaught at
university, andjstudents takejcare of learningjnew wordsjon their own. Accordingly,
2
it is veryjjdifficult for them to expertjjvocabularyjjlearning.jThus, interesting
strategiesjjtojjvocabularyjjlearning is jnecessaryjtojjhelpjjfirstjyearjstudentjEnglish
majorjlearnjEnglishjvocabularyjbetter.
All these abovejreasons havejinspired I to dojresearch on vocabularyjlearning and
as ajjresult, a researchjtitlejgoesjas “Vocabularyjjlearningjjstrategies of jfirstjjyear
EnglishjmajorjatjHaijPhongjTechnologyjandjManagementjUniversity”.
2.
Aimsjofjthejstudy
Thejstudyjhasjthreejmainjpurposesjasjfollow:
1, What is thejstudents’ awarenessjof the importancejof vocabularyjlearning.
2, To findjout what factorsjaffecting encounteredjby firstjyear Englishjmajor at Hai
PhongjTechnologyjandjManagementjUniversityjinjvocabularyjlearning.
3, To findjjout and givejjsomejjsolutionsjjand improvejjefficiency ofjjvocabulary
learning.
3.
Thejsignificancejofjthejstudy
Language was ajhouse, vocabularyjwould be asjconstruction materialjto buildjup
thatjhouse. Although, jvocabularyjjlearning is jonejjof jthe mostjimportant skilljof
learning Englishjjthere are veryjjfew studiesjjthat pointjjout thejjstrategies of
vocabularyjlearning. This researchjis design tojfind outjfactor affectingjvocabulary
learning andjjgivejjsomejjstrategiesjjforjjfirst yearjjEnglish majorjjat HaijjPhong
TechnologyjandjManagementjUniversity.
4.
Researchjquestions
What arejthe jfactor jaffectingjjlearning jvocabularyjfor the first yearjEnglish
majorjatjHaijPhongjTechnologyjandjManagementjUniversity.
What arejsomejstrategies to improvejefficiency vocabularyjlearning.
5.
Scopejofjthejstudy
Within thisjstudy, I only focusesjon the HaijPhongjTechnology andjjManagement
University firstjjyear jEnglishjjmajorjjto jfindjjout the factorsjjaffectingjvocabulary
learning thatjjstudents atjjthis universityjjusually encounterjjand thenjjgivejjsome
strategies tojovercomejdifficulties and tojimprove efficiencyjstudent’sjvocabulary
learning.
6.
Methodjofjthejstudy
Tojcompletejthis graduationjpaper, thejfollowingjmethodsjhasjbeenjadopted:
3
6.1. Datajcollection
I have alreadyjcollected data andjread documentsjfrom informationjin the internet
to completejthis study. In addition, somejof documentsjthat I wasjrecommendedjby
my friendsjand providedjare greatly usefuljfor myjresearch.
6.2. Surveyjquestionnaires
In termsjjof the methods, the jsurveyjjquestionnaire jis jajjtype jof jjdatajjgathering
method thatjis used tojcollect, analysejand explain thejdifferentjviews of ajgroupjof
people. Surveyjjquestionnaires jis jveryjjconvenient, take lessjtime, cheap andjeasy
for studentsjjand peoplejjto answer. Moreover, thejsurveyjisjusedjveryjjhonestly
because it doesjnotjjrevealjthe aliasesjof the surveyjparticipants. There arejmany
types ofjjquestionnaires but therejare two mainjtypes of questionjincluded closed
and open-endedjquestions.
The surveyjjquestionnaire is givenjto first yearjjstudents ofjjforeignjjlanguage
departmentjwithjthe hopejjto findjjout their factorjjaffecting asjwelljasjjattitudes
towards injvocabularyjlearning and theirjexpectations to theirjteacher. Thejhelpjof
freshmanjjasjjthey participatejjin answerjjsurvey questions canjjeasily findjjout
strategies becausejthey are directlyjfacing this difficultjproblem. After gettingjthe
result of surveyjquestionnaire, I jwill usejjthe jtables andjcharts for jpresentingjjthe
collectjdata. Basing on thejstatisticjnumber, I willjfind out thejsituation, thejfactors
affecting injorder to suggestjresonable and effectivejstrategies for thejproblem.
7.
Thejorganizationjofjthejstudy
Thejjjstudyjjjincludes 3 mainjjjpart: ThejjIntroduction, ThejjDevelopment, The
Conclusion.
Part 1: Introduction
Rationale
Aimsjofjthejstudy
Thejsignificancejof thejstudy
Researchjquestions
Scopejofjthejstudy
Methodjofjthejstudy
Thejorganizationjofjthejstudy
4
Part 2: Development
Developmentjincludesj4jmainjchapter:
Chapter 1: Theoreticaljbackground
It includes 3 sections:
The section 1 is about the definitionjof vocabularyjas well as importancejof
vocabulary.
The section 2 is about the definitionjjof jlanguagejjlearningjjstrategies, the
importancejof language learningjstrategies in languagejlearning, and classification
of learningjstrategies.
The last section is about the jdefinitionjjofjjvocabulary learning jstrategies,
classification of vocabularyjjlearningjjstrategies, and overviewjjof vocabulary
learningjstrategiesjresearches.
Chapter 2: Researchjmethodology
Thisjpartjisjgivenjthejresearchjdesign,jdatajcollectionjinstruments.
Chapter 3: Datajanalysis
Showjthejdetailedjresultjofjthejsurvey.
Chapter 4: Finding,jDiscussionjandjRecommendation
Describe to majorjjfindings, discuss andjjprovide somejjstrategies forjjimproving
student’sjvocabularyjlearning.
Part 3: Conclusion
Summaryjofjthejstudy
Thejlimitationsjofjthejstudy
Suggestionsjfor furtherjresearch
To sum up, Part 1 jhasjjrefered jtojrationale,jaim,jsignificance,jscope,jmethod and
organization of thejjgraduationjjpaper. In Part 2, studyjjreferedjjtheoretical
background ofjjvocabulary learningjjand vocabularyjlearning strategiesjas well as
provide somejstrategies for improvingjstudent’s vocabularyjlearning. Part 3 is the
5
conclusionjpresenting an overviewjof the study, suggestions forjfutherjresearch and
limitationsjof thejstudy.
6
PART 2: DEVELOPMENT
CHAPTER 1: THEORETICALjBACKGROUND
In thisjchapter, a briefjreview of learningjstrategy researchjis given; some basic
conceptsjrelated to learningjstrategies and vocabularyjlearning are alsojpresented.
In addition, thejjclassification ofjjlearning strategiesjjin general andjvocabulary
learningjstrategies injparticular are reviewedjto set up thejtheoretical framework
for thejinvestigation injthe nextjchapter.
1.
Overview ofjvocabulary
1.1. Definitions ofjvocabulary
The jvocabularyjjlearning jis jconsideredjjone of the jimportantj skills jinjjlearning
English. However, manyjstudents do not payjmuch attentionjto this wordjlearning,
which leadsjto learners oftenjthink thatjvocabulary learningjis the mostjbored while
learning foreignjlanguage. However vocabularyjlearning is reallyjimportant to be
able tojunderstand whatjothers arejsayings, as well asjbeing able tojcommunicate
well withjother. Therefore, there havejbeen number ofjdefinitions of vocabularyjby
differentjlinguists.
According to (Neuman & Dwyer, 2009, p.385), vocabularyjcan be defined as
“words wejmust know to communicatejeffectively; words injspeaking (expressive
vocabulary) and wordsjin listening (receptivejvocabulary)”.
Ur (1998) gave anotherjjdefinition, vocabulary can bejjdefined, roughly, as the
words wejteach in the foreignjlanguage. However, a newjitem of vocabularyjmaybe
more thanjjust a singlejword. For example: postjoffice, andjmother-in-law, which are
madejup of two orjthree wordsjbut express a singlejidea. A usefuljconvention is to
coverjall such casesjby talking aboutjvocabulary “item” ratherjthan “word”.
According to Zimmermanjcited in Coady andjHuckin (1998), vocabularyjisjcentral
to languagejand of criticaljimportance to thejtypical languagejlerning. In addition,
Burns (1972) definesjvocabulary as thejstock of wordsjwhich is usedjby a person,
7
class orjprofession. Futhermore, Diamond andjGutlohn (2006) state thatjvocabulary
is the knowledgejof words and wordjmeanings. Hornby (1995) definesjvocabulary
as “the totaljnumber of wordsjin a language, vocabularyjis a list of wordsjwithjtheir
meanings”. Hebert andjjKamil (2005:3) definejjvocabulary is thejjknowledge of
meanings ofjwords. The termjvocabulary has a rangejof meanings.
Nguyen Bang and NguyenjBajHoc (2002) consideredjtheir followingjdefinition of
vocabularyjjas “logical”. According tojjthem, whenjjthe termj“vocabulary” of a
language wasjjmentioned, it should bejmentioned as consistingjof all thejwords,
compoundsjand idiomsjusedjtojtransmitjinformation on jbothjj“oral jandjjwritten
communication”.
It can be saidjthat vocabulary is ajword orjlist with meaningjand which is known by
thejspeakers and which isjused to communicatejamong thosejspeakers and usedjby
a groupjorjindividual.
In conclusion, therejjare many waysjjto definejjvocabulary asjjwell as fromjjthe
definition ofjvocabulary, we can seejthat vocabularyjis all thejwords in ajlanguage
that arejfamiliar and usedjby a person tojcommunicate withjeach other.
1.2. Importancejofjvocabulary
Vocabularyjlearning is veryjimportant forjpeople who learnjEnglish. Vocabularyjare
usedjjnotjjonlyjjbyjjstudentsjjwhilejjstudyingjjinjjthejjschooljbutjalsojinjthejsociety.
Vocabulary arejessential injorder tojfully understandjwhat othersjwants tojsay and
tojbejable tojcommunicate well. Vocabularyjjlearning isjjalso veryjjimportant for
studentsjjbecausejjvocabularyjjarejjjusedjjjasjjthejjfirstjjstepjjjinjjjlearningjjEnglish.
Vocabularyjjmeaningjjasj“alljjthejwordsjknownjjandjjusedjjbyjajparticularjperson”.
However, vocabularyjlearning requiresjconcentration to be ablejto rememberingjin
ajjlongjjtimejjandjjsometimesjjitjjbringsjjtroublejjtojthejlearner because theyjoften
quicklyjjforget the wordsjjthey havejjlearned. Moreover, if wejdo not havejgood
vocabulary, wejwill not bejable to speakjwell. The keyjto learning ajlanguage is
perceived inputjof a language andjof course vocabularyjlearning is thejkey of that
8
door. Why isjjvocabulary important? Vocabularyjjis veryjjimportant becausejjit
conveysjjyour pointjof viewjandjthoughts. Grammarjcombines wordsjbut most of
thejmeaningjisjinjwords.
Herejarejthejtop 4jreasonsjwhyjvocabularyjisjsojimportant.
Communicatingjideas
Successfuljjcommunication orjjsaying what youjmean is dependentjjupon ajgood
vocabularyjbase. Usingjthejrightjwordsjwhenjtalking, makejyoujajmorejeffective
communicator.
It improvesjListeningjcomprehension
Onejjofjjthejjreasons studentsjjcan’tjjunderstandjwhat othersjare saying isjthat they
don’tjjhave vocabulary. When studentsjjhave neverjjknow thejjvocabulary andjits
pronunciation, they cannotjjhear andjjunderstand thejcontent. Sometimesjlistening
skillsjdepend notjonly on pronunciationjbut also depend onjvocabulary.
It improvesjWritingjcomprehension
Vocabularyjlearning also helpjstudents improvejtheir writingjskill. Wrtingjskill are
one ofjthe mostjdifficult skillsjin English. Writingjskills requirejlearners to have a
largejvocabulary. Therefore, havingjgood vocabularyjcan helpjstudents writejmore
effectively. Whenjjwriting, studentsjjjneed to usejja more formaljjjtone than
conversationaljlanguage, and in order tojdo that theyjneed a richjvocabulary.
It improvesjReadingjcomprehension
Researchjjhas shownjjthat peoplejjneed to knowjj98 percentjjof thejjwords to
understandjjwhatjjjwejjjarejjreading. Improvingjjvocabularyjjandjjtryingjjtojjlearn
vocabularyjwilljincreasejyourjknowledge.
In short, learningjjvocabulary helpsjjstudent to understandjjand communicatejjwith
nativejjeasily as well asjjvocabulary knowledgejjhelps to improvejjother skills.
Therefore, vocabularyjlearning have a specialjrole and learningjvocabulary is the
keyjtojimprove jlanguagejskills.
1.3. Languagejlearningjstrategies
1.3.1. Definitionjofjlearningjstrategies
9
What are learningjstrategies? In my opinion, a learningjstrategies is anjindividual’s
approachjto complete a task. Obviously, it isjbelieved that learningjstrategies is a
significantjand essentialjarea of development in a nativejlanguage and in ajsecond
language, therefore, there have beenjnumber definitionsjof learningjstrategies.
Ever sincejNaiman (1976) noted that “good”jlanguage learnersjappeared to use a
largerjjnumber and range ofjjstrategies than “poor” languagejjlearners, the
implicationsjof understandingjjstrategy juse jhavejjseemed jincreasinglyjjimportant.
However, there are stilljmany questions tojresolve. Does strategyjuse actuallyjaid
languagejlearning, or it is justjsomething that goodjlearners do. Are somejstrategies
better thanjothers, or is it thejnumber and range ofjstrategies usedjthat counts. Are
there badjstrategies that actuallyjmaking learning or performance worse? Can “poor”
languagejlearners benefit from beingjtaught the strategies thatj“good” learnersjuse,
or do you needjto be a goodjlearner already tojuse some of thejstrategies. Does
strategyjtraining affect languagejlearning, and if so is the effectjdirect, or doesjsuch
training servejmainly to raisejmotivation andjawareness. Ifjlearners arejencouraged
to usejjstrategies tojjorganize their ownjjlearning, for example, what arejjthe
implicationsjjfor the role of the classroomjjteacher. Suchjjissues havejjalready
prompted ajconsiderable volumejof research andjwriting, and directly orjindirectly
made ajjsignificant impact on languagejjlearning, at least injsome places. For
example, thejestablishment of self-accessjcenters and thejencouragement of learner
independencejare essentially based onjthe assumptionjthat students willjbe able to
use viablejjmetacognitive learningjjstrategies. Ellis (1994)jwrites: “Thejjstudy of
learningjstrategies holds considerablejpromise, both for languagejpedagogy and for
explainingjindividual differences in secondjlanguagejlearning. It is probablyjtrue to
say, however, that it isjstill in itsjinfancy. For thisjreason, perhaps, discussionsjof
learningjstrategies typicallyjconclude with thejproblems that havejsurfaced andjthat
need to bejaddressed beforejprogress can bejmade” (p.558).
Faerch andjjCasper (1983:67) stressjjthat a learningjjstrategy is “anjattempt to
developjlinguisticjandjsociolinguisticjcompetencejinjthejtargetjlanguage”.
10
According tojStern (1992:261), “thejjconcept of jlearningjstrategy is dependentjon
the assumptionjthat learners consciouslyjjengage in activities tojjachieve certain
goals andjjlearning strategies can bejjregarded as broadly conceivedjjintentional
directions andjlearning techniques”. Oxford (1990:8) defines learningjstrategies as
“specificjjactions taken by thejjlearner to make learningjjeasier, faster, more
enjoyable, morejjself directed, morejjeffective, and morejjtransferable tojjnew
situation.”
According tojNunan (1991:168), “Learningjstrategies […] are the mentaljprocesses
whichjjlearners employ tojlearn and usejthe targetjlanguage”. Nunan’sjjdefinition
retrictsjjlearningjjstrategiesjjonlyjjtojj“mentaljprocesses”. Richardjet al (1992:209),
offers a broaderjjdefinition of learningjjstrategies, that is, learningjstrategies are
intentional behaviorjand thoughts that learnersjmake use of duringjlearning in order
to betterjhelp themjunderstand, learn andjremember newjinformation”. Similarly,
Weinstein andjMayer (1986) (in O’Malley andjCharmot 1990:43) havejlearning
facilitationjjasjjajjgoaljjandjjarejjintentionaljjonjjthejjpartjjof jthejjlearner. Thejgoal
of strategyjuse is to affect thejlearner’sjmotivational or a affectivejstate, or thejway
in which thejlearner selects,jacquires,jorganizes, orjintegrates newjknowledge”.
Ellis (1997:76) defines learningjjstrategies as “the particularjjapproaches or
techniquesjthat learnerjemploys to try to learn anjsecond language”. He furthers
explains thatjjlearning strategiesjcan be behaviouraljjor mentaljand are typically
problemjoriented.
Rubin (in WendenjandjRubin 1987:19) is evenjjmore explicitjjwhen he defines
learningjjstrategies as “anyjjset ofjjoperations,jsteps,jplans,jrountines usedjjby the
learnerjto facilitatejthe obtaining,jstorage,jretrieval and use ofjinformation, that is,
whatjlearner do tojlearn and do tojregulate theirjlearning”.
According to O’MalleyjandjCharmot (1990:1), learningjstrategies are specialjways
of processingjinformation that enhancejcomprehension,jlearning, orjretention ofjthe
information or in theirjother wordsjlearning strategiesjare the “specialjthoughts or
11
behaviours thatjjindividuals use to helpjjthem comprehend,jjlearn, or retainjjnew
information”.
Obviously, learningjjstrategies arejjdefined in differentjwords and fromjdifferent
perspectives such asjjcognitive,jjsocial orjjpragmatic. Alljjlanguage learnersjjuse
learningjjstrategies citherjjconsciously or unconsciouslyjjwhen processingjjnew
informationjand performingjtasks in the languagejclassromm. Therefore, it can be
seen that importantjof learningjstrategies and this can bejseen in the followingjpart.
1.3.2. Thejimportancejofjlanguagejlearningjstrategiesjinjlanguagjlearning
A languagejjlearning strategyjjis the wayjjlearners approachjjtasks or problems
encounteredjduring the processjof languagejlearning. Languagejlearningjstrategies
in languagejjlearning play anjjimportant rolejjin helpingjjlearners tojjassess the
situations,jplan,jselect jappropriatejskills so as tojunderstand,jlearn orjmemorize in
the processjlearning.
Forjlearners of English, languagejlearningjstrategies plays an extremelyjimportant
role in helpingjjlearners improve vocabularyjjlearning and communicationjjskills.
Almost thejjlearners ofjjEnglish, they will facejmany situationsjwhile learningjso
languagejlearningjstrategies can helpjlearners solvejthe problemjin thejclassroom
or in real-lifejjsituations. Almostj all languagejjlearners use languagejjlearning
strategiesjin the learningjjprocess. However, eachjjlearner use differentjjlanguage
learningjstrategies to implementjjthe languagejlearning plans andjtasks theyjface.
Using a languagejlearningjstrategy that can helpjlearners developjcommunication
skills as well asjhelp them become a betterjlanguagejlearner.
According tojFedderholdt (1997:1), thejlanguage learnerjcapable of using ajwide
variety of languagejjlearningjjstrategiesjjappropriately canjjimprove hisjjlanguage
skillsjjin a betterjjway. Metacognitivejstrategies improvejorganization ofjlearning
time,jjself-monitoring, andjjself-evaluation. Cognitivejjjstrategiesjjjincludejjjusing
previousjjknowledge to helpjsolve newjproblems. Socioaffectivejstrategies include
asking nativejspeakers to correct theirjpronunciation, or asking ajclassmate tojwork
12
togetherjon a particular languagejproblem. Developingjskills in threejareas, suchjas
metacognitive,jcognitive, andjsocioaffective can help the languagejlearner buildjup
learnerjindependence and autonomyjjwhereby he can takejjcontrol of hisjjown
learning. Lessard-Clouston (1997:3) states that languagejjlearningjjstrategies
contribute to the developmentjof the communicativejcompetence of thejstudents.
Being a broadjjconcept, languagejjlearningjjstrategies arejjused to refer tojjall
strategiesjjforeignjjlanguage learners use in learningjjthe targetjjlanguage and
communicationjjstrategies are one type of languagejjlearningjjstrategies. Oxford
(1990:1) states, languagejlearningjstrategies “are especiallyjimportant forjlanguage
learningjjbecause they arejjtools for active, self-directed movement, which is
essentialjfor developingjcommunicativejcompetence”.
It’sjjundeniable that languagejlearningjstratigies are thejjmostjjimportant andjjoften
used injstudying. Learningjstrategies arejessential in orderjto fullyjunderstand the
languagejyou learn and to be able tojcommunicate as well as tojlearn it well.
1.3.3. Classificationjofjlearningjstrategies.
Like thejjjdefinition of learningjjjstrategies, learningjjstrategies arejjclassified
differently by differentjjscholars. However, most of thesejjattempts tojjclassify
languagejjlearningjjstrategies reflect more or less the samejjcategorizations of
languagejlearningjstrategies withoutjany radicaljchanges.
Wendenj(1991:18) divides learningjstrategies into two broadjgroups as follows:
Cognitivejstrategies
Self-managementjstrategies
In herjexplanation, cognitivejstrategies are mentaljsteps or operationsjlearners use
tojprocessjbothjjlinguisticjjandjjsociolingusticjcontent. Self-managementjstrategies
are usedjto overseejand manage the learner’sjlearning. She notesjthat injcognitive
psychologyjjself-managementjjstrategiesjjarejjcalledjjmetacognitivejjorjjregulatory
strategies.
13
Rubin, whojjpioneered much of thejjwork in thejjfield ofjjstrategies, makejjthe
distinctionjjjbetween strategiesjjjcontributing directly tojjjlearning andjjthose
contributingjindirectly tojlearning. Accoring tojRubinj(1987), there are threejtypes
of strategiesjjused by learnerjjthat contributejjdirectly and indirectlyjtojlanguage
learning. Thesejare:
Learningjstrategies
Communicationjstrategies
Socialjstrategies
Learningjjstrategies include twojjmainjjtypes: cognitivejjlearningjjstrategies and
metacognitivejlearningjstrategies. Cognitivejlearningjstrategies refer to thejsteps or
operationsjjusedjjinjjlearningjjorjjproblemjjsolvingjjthatjjjrequirejjjdirectjjjanalysis,
transformationjor synthesis of learningjmaterials. Rubinjidentifies 6 mainjcognitive
learningjstrategiesjcontributing directly to languagejlearning. They arejclarification
verification,jmonitoring,jmemorization,jguessing jinductivejjinferencing, deductive
reasoningjandjpractice. The indirectjjstrategies include creatingjjopportunities for
practicejandjproductionsjtricks.
According tojSternj(1975) investigatedjjstrategies used by goodjlanguagejlearners,
and thejidentifiedjstrategies include (p.309) :
Planningjstrategy: a personaljlearning style or positivejlearningjstrategies.
Activejstrategy: an activejapproach to thejlearningjtask.
Empathicjstrategy: ajjtolerant and joutgoingjjapproach to thejjtargetjlanguage
andjempathyjwithjitsjspeakers.
Formaljstrategy: technicaljknow-howjabout how tojtacklejajlanguage.
Experimentaljstrategy: ajjmethodical but flexiblejjapproach, developingjjthe
newjlanguagejintojanjorderedjsystemjandjconstantlyjrevising it.
Semanticjstrategy: constantjsearchingjforjmeaning.
Practicejstrategy: willingnessjtojpractice.
Communicationjstrategy: willingnessjjjto use thejjjlanguage injjjjreal
communication.
Monitoringjstrategy:jself-monitoringjjandjjcriticaljsensitivity to languagejuse.
14
Internalizationjstrategy: developing a secondjjjlanguage as ajjjseparate
referencejsystem and learningjto thinkjinjit.
According tojSternj(1992), there are five mainjlanguagejlearningjstrategies. These
are as follows:
Managementjandjplanningjstrategies
Cognitivejstrategies
Communicativej–jExperientialjstrategies
Interpersonaljstrategies
Affectivejstrategies
Naimanjetjal. (in O’MalleyjandjCharmot 1990:4) offers ajclassification schemajof
5 broadjcategories of learningjjstrategies and ajnumber of secondaryjjcategories.
Theirjjbroadjjcategories of learningjjstrategies include: anjjactive taskjjapproach,
realizationjjof language as ajsystem,jjrealization of languagejjas a meansjjof
communicationjandjinteraction,jmanagement of affectivejdemands, andjmonitoring
of L2jperformance.
Oxfordj(1990:9)jsee the aims of languagejjlearningjjstraegies as beingjjoriented
towards thejjdevelopment of communicativejjcompetence. Oxfordjjdividesjjthe
languagejlearningjstrategies intojmainjclasses, directjandjindirect, which are further
dividedjinto 6jsubgroups. In Oxfordjsystems,jmetacognitivejstrategies helpjlearners
regulatejjtheirjjlearning.jAffectivejjjstrategies arejjconcerned with thejjlearner’s
emotionaljjrequirements such asjjjconfidence, while socialjjjstrategies lead to
increasedjinteraction with the targetjlanguage. Cognitivejstrategies are thejmental
strategies thejlearners use to makejsense of theirjlearning, memoryjstrategies are
thosejused to thejstorage ofjinformation, andjcompensationjstrategies helpjlearners
overcomejtheir knowledgejgaps tojcontinue thejcommunication.
Oxford’sjj(1990:17)jjtaxonomy ofjjlanguagejjlearningjjstrategies is jshownjjinjjthe
following:
15
Group
Strategiesjgroup
Specificjstrategies
Memoryjstrategies
1,
Creatingjmentaljlinkage
a.Groupingjj
b. Associating/Elaborating
c. Placing newjwords into
a context
2, Applyingjimagesjand
sounds
a.Usingjimaginary
b.Semanticjmapping
c.Usingjkeyjwords
d.Representingjsoundsjin
memory
3, Reviewingjwell
a.Structuredjreviewed
4, Employingjaction
a.Usingjphysicaljresponse
orjsensation
b.Usingjmechanical
technique
Cognitivejstrategies
1, Practicing
a. Repeating
b.Formallyjpracticing
withjsounds andjwriting
systems
c. Recognizingjandjusing
formulasjandjpatterns
d. Recombining
e. Practicing
naturalistically
2, Receivingjandjsending
messages
a. Gettingjthe ideajquickly
b. Usingjresources for
receivingjandjsending
messages
3, Analyzingjand
reasoning
a. Reasoningjdeductively
b. Analyzingjexpressions
