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Luận văn tiếng Anh: Nghiên cứu các chiến lược học từ vựng cảu học sinh trường THPT Sông Công- Thái Nguyên = An investigationinto vobulary learning strategiesemployed by students at Song Cong high School, Thai Nguyen . M.A Thesis Linguistics: 60 140 111
Nhà xuất bản: University of Languages and International Studies
Ngày: 2014
Miêu tả: 60 p. + CD-ROM
M.A Thesis English Teaching Methodology -- University of Languages and International studies. Vietnam National University, Hanoi, 2014
This study investigated students’ pceotionser of using vocabulary learning strategies and strategies they often employ in their learning. A sample of 60 participants was drawn from Song Cong High School. Participants were asked to complete a questionnaire designed to measure the frequency use of certain vocabulary learning strategies. The results from the questionnaire indicated that not many students were aware of their vocabulary learning process and conscious of the strategies being used to achieve better results. Using English-Vietnamese dictionary, asking teachers or friends to translate new English words into Vietnamese, remembering parts of the speech, using new words in sentences, verbal repetition and written repetition are among the strategies frequently used by these participants. It can be seen that the most frequently used strategies are basic and popular ones which brings about few changes in the results. Moreover, none of these strategies belongs to MET group.
ACKNOWLEDGEMENTS
First I would like to express my sincere and deep gratitude to my supervisor,
Dr Duong Duc Minh, who has given me great Giúp with this thesis. Without his experienced guidance, valuable suggestions and dutiful supervision, my research would be far from completed.
I would also like to acknowledge my debt of gratitude to Dr. Le Hung Tien and the staff members of the Post Graduate Department and the lecturers at College
of Foreign Languages, Vietnam National University Hanoi for their valuable
lectures, which laid the foundation of this thesis and for their knowledge as well as their sympathy.
I woudl like ot expres my appreciation my friends who have ben continuously giving me a lot of support and encouragement for the fulfillment of this challenging work.
"go
I am also grateful to Ms. Le Thu Ha, the librarian at the Resource Centre, who
is willing to lend me a lot of interesting books and valuable materials for my thesis.
Iatke this opportunity ot htank al students and teachers ta Song Cong Hgih School for their valuable Giúp and co-operation during hte time I collected the data.
Last but not least, I would like to express my thank to my beloved parents, my husband, my daughters, my brothers and my sisters who continually gave me a lot of support and encouragement for the fulfillment of this challenging work.
Hanoi, 2014
TABLE OF CONTENTS
DECLARATION. ACKNOWLEDGEMENT............. ABSTRACT .........
TABLE OF CONTENTS...... LIST OF TABLES.
LIST OF ABBREVIATIONS PART A: INTRODUCTION
1. Rationale .........
2. Factors Influencing English Language Learning. 2 .3 The Study Objectives.................................
4. Research Ouestions.....................
.5 Scope of the Study
6. Methods of the Study
7. Significance of the Study .....
8. Outline of the Study ............
9. Summary .......
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW .7
.1 Language Learning Strategies..
5 6
7
7
1.1 The Definitions of Learning, Strategies and Language Learning
S t r a t e g i e s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.1.1. Learning ..............
1.1.2. Strategies ...............
1.1.3. Language Learning Strategies
1.2. Overview of Language Learning Strategies.
1.3. Classifications of Language Learning Strategies...
1.3.1. Oxford's Language Learning Strategies Classification. 1.3.2 Cohen's Language Learning Strategies Classification...
.6 _. .. . . .6
......6 9. ................10
.1 ...... 12 1.3.3 O'Malley and Chamot's Language Learning Strategies Classification
...............12
2. Vocabulary Learning Strategies.... ..........................13
2.1. The Definitions of Vocabulary Learning Strategies.
2.2. The Classifications of Vocabulary Learning Strategies 2.3. The Importance of Vocabulary Learning Strategies.
2.4. Studies on Vocabulary Learning Strategies...
CHAPTER 2: RESEARCH METHODOLOGY 2.1. Research questions.........
2.2. Participants of the study. 2.3. Setting of the Study........ 2.4. Research Instruments.... 2.5. Data Collection ......
2.5.1. Procedure for the Questionnaire.
...13 13 ....17 ................17 .20 ........... 2 0 ..20 ..20
.21
.23 ..................23 ..................23 .............23 .......24
31.A. n Analysis of htg Questionnaire no hte Song Cong Hgih Schol Students' Vocabulary Learning Strategies.
3.1.1.The Song Cong High School Students' Perceptions of English Vocabulary Learing. .24
3.1.2. Vocabulary Learning Strategies used by 60 Song Cong High School Students
•.....25 3.1.3. Vocabulary Learning Strategies Uses of the Song Cong High School
Students
...26 3.1.4. The SCHS Student's Self-Reports to the Four Categories of
Vocabulary Learning Strategies.................. .................26 3.1.5. Variation in Students' Individual Language Learning Strategy Use According to Students' Grades....................................................................28
3.2. Results.....
....33 3.2.1. Answer to Research Question 1: What are the SCHS students'
perceptions ofusing strategies in their vocabulary learningprocesses?
.....33
3.2.2. Answer to Research Question 2: What strategies are most and least commonly employed by the SCHS students in English vocabulary learning? 3 3.2.3. Answer to Research Question :3 What is the relationship between students' reported vocabulary learning strategies use and their level of study? ............ 3 3 .34 ............35 .....35 .35 ...37 .38 3 9 ................ I
....V
PART A: INTRODUCTION
This part gives a brief introduction to the study which focuses on students at
Song Cong High School (SCHS), Thai Nguyen. It covers the rationale of the study, factors influencing English language learning, the study objectives, research questions, scope of the study, methods of the study, significance of the study, the
outline ofthe study, and a summary of this part. .1 Rationale
Vocabulary is very important for people's communication and language learning, which plays an important role in the process of second language acquisition. Wilkins (1972, p.111) stated that "without grammar little can be
conveyed, without vocabulary nothing can be conveyed? 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 ofhigh quality cement is available." (Huyen, 2004, p.1). This means that ot be a competent English communicator, one must acquire a good
knowledge of English grammar and have a rich amount of English vocabulary as well, which is considered as 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.
In language teaching, more emphasis was put on grammatical knowledge rather than lexical knowledge for a considerable time, with the view that vocabulary was
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2014
Miêu tả: 60 p. + CD-ROM
M.A Thesis English Teaching Methodology -- University of Languages and International studies. Vietnam National University, Hanoi, 2014
This study investigated students’ pceotionser of using vocabulary learning strategies and strategies they often employ in their learning. A sample of 60 participants was drawn from Song Cong High School. Participants were asked to complete a questionnaire designed to measure the frequency use of certain vocabulary learning strategies. The results from the questionnaire indicated that not many students were aware of their vocabulary learning process and conscious of the strategies being used to achieve better results. Using English-Vietnamese dictionary, asking teachers or friends to translate new English words into Vietnamese, remembering parts of the speech, using new words in sentences, verbal repetition and written repetition are among the strategies frequently used by these participants. It can be seen that the most frequently used strategies are basic and popular ones which brings about few changes in the results. Moreover, none of these strategies belongs to MET group.
ACKNOWLEDGEMENTS
First I would like to express my sincere and deep gratitude to my supervisor,
Dr Duong Duc Minh, who has given me great Giúp with this thesis. Without his experienced guidance, valuable suggestions and dutiful supervision, my research would be far from completed.
I would also like to acknowledge my debt of gratitude to Dr. Le Hung Tien and the staff members of the Post Graduate Department and the lecturers at College
of Foreign Languages, Vietnam National University Hanoi for their valuable
lectures, which laid the foundation of this thesis and for their knowledge as well as their sympathy.
I woudl like ot expres my appreciation my friends who have ben continuously giving me a lot of support and encouragement for the fulfillment of this challenging work.
"go
I am also grateful to Ms. Le Thu Ha, the librarian at the Resource Centre, who
is willing to lend me a lot of interesting books and valuable materials for my thesis.
Iatke this opportunity ot htank al students and teachers ta Song Cong Hgih School for their valuable Giúp and co-operation during hte time I collected the data.
Last but not least, I would like to express my thank to my beloved parents, my husband, my daughters, my brothers and my sisters who continually gave me a lot of support and encouragement for the fulfillment of this challenging work.
Hanoi, 2014
TABLE OF CONTENTS
DECLARATION. ACKNOWLEDGEMENT............. ABSTRACT .........
TABLE OF CONTENTS...... LIST OF TABLES.
LIST OF ABBREVIATIONS PART A: INTRODUCTION
1. Rationale .........
2. Factors Influencing English Language Learning. 2 .3 The Study Objectives.................................
4. Research Ouestions.....................
.5 Scope of the Study
6. Methods of the Study
7. Significance of the Study .....
8. Outline of the Study ............
9. Summary .......
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW .7
.1 Language Learning Strategies..
5 6
7
7
1.1 The Definitions of Learning, Strategies and Language Learning
S t r a t e g i e s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.1.1. Learning ..............
1.1.2. Strategies ...............
1.1.3. Language Learning Strategies
1.2. Overview of Language Learning Strategies.
1.3. Classifications of Language Learning Strategies...
1.3.1. Oxford's Language Learning Strategies Classification. 1.3.2 Cohen's Language Learning Strategies Classification...
.6 _. .. . . .6
......6 9. ................10
.1 ...... 12 1.3.3 O'Malley and Chamot's Language Learning Strategies Classification
...............12
2. Vocabulary Learning Strategies.... ..........................13
2.1. The Definitions of Vocabulary Learning Strategies.
2.2. The Classifications of Vocabulary Learning Strategies 2.3. The Importance of Vocabulary Learning Strategies.
2.4. Studies on Vocabulary Learning Strategies...
CHAPTER 2: RESEARCH METHODOLOGY 2.1. Research questions.........
2.2. Participants of the study. 2.3. Setting of the Study........ 2.4. Research Instruments.... 2.5. Data Collection ......
2.5.1. Procedure for the Questionnaire.
...13 13 ....17 ................17 .20 ........... 2 0 ..20 ..20
.21
.23 ..................23 ..................23 .............23 .......24
31.A. n Analysis of htg Questionnaire no hte Song Cong Hgih Schol Students' Vocabulary Learning Strategies.
3.1.1.The Song Cong High School Students' Perceptions of English Vocabulary Learing. .24
3.1.2. Vocabulary Learning Strategies used by 60 Song Cong High School Students
•.....25 3.1.3. Vocabulary Learning Strategies Uses of the Song Cong High School
Students
...26 3.1.4. The SCHS Student's Self-Reports to the Four Categories of
Vocabulary Learning Strategies.................. .................26 3.1.5. Variation in Students' Individual Language Learning Strategy Use According to Students' Grades....................................................................28
3.2. Results.....
....33 3.2.1. Answer to Research Question 1: What are the SCHS students'
perceptions ofusing strategies in their vocabulary learningprocesses?
.....33
3.2.2. Answer to Research Question 2: What strategies are most and least commonly employed by the SCHS students in English vocabulary learning? 3 3.2.3. Answer to Research Question :3 What is the relationship between students' reported vocabulary learning strategies use and their level of study? ............ 3 3 .34 ............35 .....35 .35 ...37 .38 3 9 ................ I
....V
PART A: INTRODUCTION
This part gives a brief introduction to the study which focuses on students at
Song Cong High School (SCHS), Thai Nguyen. It covers the rationale of the study, factors influencing English language learning, the study objectives, research questions, scope of the study, methods of the study, significance of the study, the
outline ofthe study, and a summary of this part. .1 Rationale
Vocabulary is very important for people's communication and language learning, which plays an important role in the process of second language acquisition. Wilkins (1972, p.111) stated that "without grammar little can be
conveyed, without vocabulary nothing can be conveyed? 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 ofhigh quality cement is available." (Huyen, 2004, p.1). This means that ot be a competent English communicator, one must acquire a good
knowledge of English grammar and have a rich amount of English vocabulary as well, which is considered as 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.
In language teaching, more emphasis was put on grammatical knowledge rather than lexical knowledge for a considerable time, with the view that vocabulary was
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