Download miễn phí Luận văn An investigation into vocabulary learning strategies employed by students at hung vuong gifted high school
TABLE OF CONTENTS
CANDIDATE’S STATEMENT . . .i
ACKNOWLEDGEMENT . .ii
ABSTRACT . .iii
TABLE OF CONTENTS . . .iv
LIST OF TABLES . .vi
LIST OF FIGURES . .vi
CHAPTER1:INTRODUCTION 1
1. Rationale of the study . .1
2. Objectives of the study .2
3.Research Questions . .2
4.Scope of the study . 2
5. Method of the study . .3
6. Design of the study .3
CHAPTER 2: LITERATURE REVIEW .4
2.1 Introduction .4
2.2 Language learning strategies . .4
2.2.1 The definitions of learning strategy .4
2.2.2 The characteristics of learning strategy . .5
2.2.3 Classifications of learning strategies .6
2.3 Vocabulary and vocabulary learning strategies . 12
2.3.1 Construct of knowing a word . 12
2.3.2 Vocabulary learning strategies .14
2.3.2.1 Vocabulary learning strategies-the definitions . 14
2.3.2.2 Classifications of vocabulary learning strategies 14
2.3.2.3 Clarifying Schmitt’s vocabulary learning strategies .19
2.4 Summary .22
CHAPTER 3: THE STUDY .23
3.1 Research questions .23
3.2 The study participants .23
3.3 Data collection instruments .23
3.4 Data collection procedures .24
3.5 Data analysis procedure .25
3.5.1 Applying Determination strategies to Learning English Vocabulary .25
3.5.2 Applying Social strategies to Learning English Vocabulary 26
3.5.3 Applying Memory strategies to Learning English Vocabulary .27
3.5.4 Applying Cognitive strategies to Learning English Vocabulary .29
3.5.5 Applying Metacognitive strategies to Learning English Vocabulary 30
3.6 Overall vocabulary learning strategy use .33
3.7 The differences in the use of vocabulary learning strategies in terms of gender and majors .33
3.7.1 Strategy use by gender .34
3.7.2 Strategy use by majors .36
3.8 Summary . .38
CHAPTER 4: ANALYSIS AND DISCUSSION 39
4.1 Vocabulary learning strategies used by HV Gifted High School students: What and How often?. .39
4.2 The differences in the use of vocabulary learning strategies in terms of gender and majors 42
4.2.1 Strategy use by gender .42
4.2.2 Strategy use by majors .42
CHAPTER 5: CONCLUSION .43
5.1 Summary and Implications . 43
5.2 Limitations and suggestions for further study .44
REFERENCES
APPENDIX
CHAPTER ONE: INTRODUCTION
“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (Cited in Hoang Tat Truong 1985:1). The saying sounds very familiar with many people. However, the researcher still wants to repeat it once more to confirm the importance of vocabulary in any language. “If a language could be considered as a house, then its grammar could be considered as cement and its vocabulary could be figuratively compared to bricks. To build a complete house, no only cement but also bricks are needed. Without bricks, no house can be built, even when plenty of high quality cement is available.” (Nguyen Huyen, 2004:1). This means that to be a competent English communicator, one must acquire a good knowledge of English grammar and have a rich amount of English vocabulary as well. Vocabulary is an essential element of language. Whether in speaking or writing, learners need vocabulary to communicate and understand others. In many cases, learners produce grammatically incorrect sentences, but they still get their message across if they use key words appropriately. In other cases, learners may feel uncomfortable because they fail to employ certain words, or do not know the words to express themselves. Vocabulary is not only indispensable for personal communication, but also for academic study. In fact, many standardized tests require knowledge of vocabulary such as TOFFLE, IELTs, GMAT, etc. For this reason, learners must give high priority to learning and developing their knowledge of vocabulary.
For a long time in the past, methodologists have continuously kept seeking effective ways to teach English vocabulary but learning English. Teacher’s role and teaching tools have been paid so much attention. Fortunately, it has been witnessed that there has been a prominent shift in the field of language teaching and learning over the last few decades with greater emphasis being put on learners and learning rather than on teachers and teaching. This change has been reflected in various ways in language education and in applied linguistics. Many books on learning strategies have been introduced by such experts as Oxford (1990), O’Malley and Charmot (1990), Nunan (1991), Nation (1990) and so on. Some books on vocabulary learning strategies have been written by such scholars as Nation (1982, 1990, and 2001), Rubin and Thompson (1994) and Taylor (1990), etc.
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TABLE OF CONTENTS
CANDIDATE’S STATEMENT . . .i
ACKNOWLEDGEMENT . .ii
ABSTRACT . .iii
TABLE OF CONTENTS . . .iv
LIST OF TABLES . .vi
LIST OF FIGURES . .vi
CHAPTER1:INTRODUCTION 1
1. Rationale of the study . .1
2. Objectives of the study .2
3.Research Questions . .2
4.Scope of the study . 2
5. Method of the study . .3
6. Design of the study .3
CHAPTER 2: LITERATURE REVIEW .4
2.1 Introduction .4
2.2 Language learning strategies . .4
2.2.1 The definitions of learning strategy .4
2.2.2 The characteristics of learning strategy . .5
2.2.3 Classifications of learning strategies .6
2.3 Vocabulary and vocabulary learning strategies . 12
2.3.1 Construct of knowing a word . 12
2.3.2 Vocabulary learning strategies .14
2.3.2.1 Vocabulary learning strategies-the definitions . 14
2.3.2.2 Classifications of vocabulary learning strategies 14
2.3.2.3 Clarifying Schmitt’s vocabulary learning strategies .19
2.4 Summary .22
CHAPTER 3: THE STUDY .23
3.1 Research questions .23
3.2 The study participants .23
3.3 Data collection instruments .23
3.4 Data collection procedures .24
3.5 Data analysis procedure .25
3.5.1 Applying Determination strategies to Learning English Vocabulary .25
3.5.2 Applying Social strategies to Learning English Vocabulary 26
3.5.3 Applying Memory strategies to Learning English Vocabulary .27
3.5.4 Applying Cognitive strategies to Learning English Vocabulary .29
3.5.5 Applying Metacognitive strategies to Learning English Vocabulary 30
3.6 Overall vocabulary learning strategy use .33
3.7 The differences in the use of vocabulary learning strategies in terms of gender and majors .33
3.7.1 Strategy use by gender .34
3.7.2 Strategy use by majors .36
3.8 Summary . .38
CHAPTER 4: ANALYSIS AND DISCUSSION 39
4.1 Vocabulary learning strategies used by HV Gifted High School students: What and How often?. .39
4.2 The differences in the use of vocabulary learning strategies in terms of gender and majors 42
4.2.1 Strategy use by gender .42
4.2.2 Strategy use by majors .42
CHAPTER 5: CONCLUSION .43
5.1 Summary and Implications . 43
5.2 Limitations and suggestions for further study .44
REFERENCES
APPENDIX
CHAPTER ONE: INTRODUCTION
“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (Cited in Hoang Tat Truong 1985:1). The saying sounds very familiar with many people. However, the researcher still wants to repeat it once more to confirm the importance of vocabulary in any language. “If a language could be considered as a house, then its grammar could be considered as cement and its vocabulary could be figuratively compared to bricks. To build a complete house, no only cement but also bricks are needed. Without bricks, no house can be built, even when plenty of high quality cement is available.” (Nguyen Huyen, 2004:1). This means that to be a competent English communicator, one must acquire a good knowledge of English grammar and have a rich amount of English vocabulary as well. Vocabulary is an essential element of language. Whether in speaking or writing, learners need vocabulary to communicate and understand others. In many cases, learners produce grammatically incorrect sentences, but they still get their message across if they use key words appropriately. In other cases, learners may feel uncomfortable because they fail to employ certain words, or do not know the words to express themselves. Vocabulary is not only indispensable for personal communication, but also for academic study. In fact, many standardized tests require knowledge of vocabulary such as TOFFLE, IELTs, GMAT, etc. For this reason, learners must give high priority to learning and developing their knowledge of vocabulary.
For a long time in the past, methodologists have continuously kept seeking effective ways to teach English vocabulary but learning English. Teacher’s role and teaching tools have been paid so much attention. Fortunately, it has been witnessed that there has been a prominent shift in the field of language teaching and learning over the last few decades with greater emphasis being put on learners and learning rather than on teachers and teaching. This change has been reflected in various ways in language education and in applied linguistics. Many books on learning strategies have been introduced by such experts as Oxford (1990), O’Malley and Charmot (1990), Nunan (1991), Nation (1990) and so on. Some books on vocabulary learning strategies have been written by such scholars as Nation (1982, 1990, and 2001), Rubin and Thompson (1994) and Taylor (1990), etc.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
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