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THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

HOANG THI HONG HANH

AN INVESTIGATION ON VOCABULARY LEARNING STRATEGIES OF

NON-MAJOR FIRST YEAR STUDENTS OF ENGLISH AT UNIVERSITY
OF EDUCATION – THAI NGUYEN UNIVERSITY

(Nghiên cứu các chiến lược học từ vựng của sinh viên năm thứ nhất không
chuyên tiếng Anh tại Trường Đại học Sư phạm – Đại học Thái Nguyên)

M.A. THESIS
Field: English Linguistics
Code: 8220201

THAI NGUYEN – 2019

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THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

HOANG THI HONG HANH

AN INVESTIGATION ON VOCABULARY LEARNING STRATEGIES

OF NON-MAJOR FIRST YEAR STUDENTS OF ENGLISH AT
UNIVERSITY OF EDUCATION – THAI NGUYEN UNIVERSITY

(Nghiên cứu các chiến lược học từ vựng của sinh viên năm thứ nhất không
chuyên tiếng Anh tại Trường Đại học Sư phạm – Đại học Thái Nguyên)

M.A. THESIS
(APPLICATION ORIENTATION)
Field: English Linguistics
Code: 8220201
Supervisor: Dr. Ngo Van Giang

THAI NGUYEN – 2019

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DECLARATION
I hereby certify that the thesis entitled “An investigation on vocabulary
learning strategies of non-major first year students of English at University of
Education – Thai Nguyen University” is the result of my own research for the
Degree of Master of Arts. It has not been submitted to any other university or
institution wholly or partially.

Researcher’s signature

Hoang Thi Hong Hanh

Approved September, 2019

Supervisor’s signature

Dr. Ngo Van Giang

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ACKNOWLEDGEMENTS
This thesis would not have been possible without the consistent and valuable
reference materials that I received from my supervisor, Dr. Ngo Van Giang whose
insightful guidance and enthusiastic encouragement in the course definitely gain my
deepest gratitude.
Moreover, I would like to send my deep thanks to all the lecturers who taught me in
the MA course.
I would also avail myself of this opportunity to extend my sincere thanks to the
teachers and students at University of Education – Thai Nguyen University whose
support spared for my thesis is immense.
Last but not least, I am much indebted to my family whose their support and
encouragement serve as drivers for final completion of the thesis.

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ABSTRACT
This study aims to investigate the frequently-used vocabulary learning strategies
acquired by non-major first year students of English at University of Education – Thai
Nguyen University (TNU) and effective strategies employed by these students. A
survey was conducted with the participation of 252 students and five teachers from
University of Education - TNU. Questionnaire and face to face interviews were used
as research instruments for data collection. The outcomes of the study indicate an
overall medium use of vocabulary learning strategies of students at TNU. Although
data from the questionnaire indicates that learners use all most every strategy given,
the frequency is not really high. Besides, a number of limitations can be discerned in
the study due to the time constraints and the researchers’ limited ability and
experience. Although Schmitt’s taxonomy is the most comprehensive available, it
cannot embrace all the existing vocabulary learning strategies.

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TABLE OF CONTENTS
DECLARATION .................................................................................................................................i
ACKNOWLEDGEMENTS ................................................................................................................ ii
ABSTRACT ....................................................................................................................................... iii
TABLE OF CONTENTS ................................................................................................................... iv
LIST OF CHARTS AND TABLES ................................................................................................... vi
CHAPTER 1. INTRODUCTION ...................................................................................................... 1
1.1 Rationale of the study .............................................................................................................. 1
1.2 Aims of the study and research questions ................................................................................ 3
1.3 Scope of the study .................................................................................................................... 3
1.4 Significance of the study .......................................................................................................... 4
1.5 Structure of the study ............................................................................................................... 4
1.6 Summary of Chapter one ......................................................................................................... 5
CHAPTER 2. LITERATURE REVIEW ........................................................................................... 6
2.1 Learning strategies ................................................................................................................... 6
2.1.1 Definition .......................................................................................................................... 6
2.1.2 The important of learning strategies.................................................................................. 7
2.2 Vocabulary ............................................................................................................................... 8
2.2.1 Vocabulary learning .......................................................................................................... 8
2.2.2 Factors affecting learners in learning English vocabulary .............................................. 10
2.3 Vocabulary learning strategies ............................................................................................... 11
2.3.1 Classification of vocabulary learning strategies.............................................................. 11
2.3.2 Schmitt’s vocabulary learning strategies......................................................................... 14
2.3.3 An overview of vocabulary learning strategies researches ............................................. 20
2.4 Summary of Chapter two ....................................................................................................... 22
CHAPTER 3. METHODOLOGY ................................................................................................... 23
3.1 Research design...................................................................................................................... 23
3.2 Participants ............................................................................................................................. 23
3.3 Instrument for data collection ................................................................................................ 24
3.4 Data collection procedures ..................................................................................................... 25
3.5 Data analysis procedures ........................................................................................................ 25
3.6 Summary of Chapter three ..................................................................................................... 26
CHAPTER 4. FINDINGS AND DISCUSSION .............................................................................. 27

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4.1 Findings.................................................................................................................................. 27
4.1.1 The use of DET strategies in vocabulary learning .......................................................... 27
4.1.2 The use of SOC strategies in vocabulary learning .......................................................... 28
4.1.3 The use of MEM strategies in vocabulary learning ........................................................ 29
4.1.4 The use of COG strategies in vocabulary learning.......................................................... 30
4.1.5 The use of MET strategies in vocabulary learning.......................................................... 31
4.1.6 Interviews ........................................................................................................................ 31
4.2 Discussion .............................................................................................................................. 33
4.2.1 Research question 1: ....................................................................................................... 33
4.2.2 Research question 2: ....................................................................................................... 35
4.3 Summary of Chapter four....................................................................................................... 36
CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS ................................................... 37
5.1 Conclusions ............................................................................................................................ 37
5.2 Recommendations .................................................................................................................. 38
5.3 Limitation and suggestions for further research ..................................................................... 39
5.3.1 Limitation ........................................................................................................................ 39
5.3.2 Suggestion for further studies ......................................................................................... 40
REFERENCES................................................................................................................................. 41
APPENDICES .................................................................................................................................... I

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LIST OF CHARTS AND TABLES

Table 1. Nation’s (2001) taxonomy of vocabulary learning strategies…………….14

Table 2. Schmitt’s taxonomy of vocabulary learning strategies…………………...17

Figure 1. Students’ use of DET strategies in vocabulary learning…………………27

Figure 2. Students’ use of SOC strategies in vocabulary learning…………………28

Figure 3. Students’ use of MEM strategies in vocabulary learning………………..29

Figure 4. Students’ use of COG strategies in vocabulary learning………………...30

Figure 5. Students’ use of MET strategies in vocabulary learning………………...31

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CHAPTER 1. INTRODUCTION
This small scale study is initiated in order to investigate the frequently-used
vocabulary learning strategies acquired by non-major first year students of English at
University of Education – Thai Nguyen University (TNU) and effective strategies
employed by these students. This introductory chapter will first present the rationale
and context of the study, and then the aims of the study and research questions, the
scope of the study and the significance of the study are highlighted, followed by a
brief description of the structural organization of the whole paper.
1.1 Rationale of the study
“Without grammar very little can be conveyed, without vocabulary nothing can be
conveyed” (Wilkins, 1972, p. 111). Vocabulary plays an important role in learning
foreign languages. It's the essential think about communication with people (Krashen
& Terrel, 1983). Each reading and listening comprehension are also powerfully
associated with vocabulary information. Laufer (1991) found vital correlations
between vocabulary tests and reading success of second language learners. Although
several variables have an effect on reading, the performance associated with the
variable of vocabulary is considered the most important prediction of reading
comprehension (Anderson & Freebody, 1981). Hu (1999) conjointly found that
students with textual vocabulary or background information perform higher on
listening comprehension than those without such knowledge.
In the second language or foreign acquisition, it is widely acknowledged that
vocabulary is vital and important a part of the four language skills. For second
language (ESL) or foreign language (EFL) learners, vocabulary is one in every
of the vital language components that supports the abilities of speaking, listening,
reading and writing. According to McCarthy (1990), although the learners can
produce sounds perfectly, if there is no word to precise a wider vary of meanings,
communication simply cannot happen in any significant way. Several researchers
realize the variations between smart language learners and bad language learners and
look for the reason why good learners have better achievement than bad learners.

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Thornburry (2002) believed that good learners savvy to be told, reach a live of
autonomy and develop their own techniques or methods.
However, in Asian countries, vocabulary appears to be very little stress within the
university program (Fan, 2003). Being attentive to vocabulary learning has been
indicated as important. Doczi (2001) believed that vocabulary learning strategies will
help the students in finding out the meaning of new words and consolidating them
once it has been understood. Therefore, it is very crucial to understand the strategies
that consciously or unconsciously applied by good language learners. Many common
strategies such as mnemonic devices, vocabulary notebooks, guessing meaning from
context, and verbal and written repetition are applied in learning vocabulary. The
awareness of vocabulary learning methods can facilitate second language learners to
enhance vocabulary learning and enhance lexical competency. Moreover, knowing
the factors that square measure influencing the employment of vocabulary learning
methods will facilitate learners and researchers to style applicable materials and
activities (Thornburry, 2002).
In the Vietnamese context, English is a foreign language, and is used for various
purposes, ranging from academic advancement, career advancement, traveling
abroad to international integration (Viet, 2016). To cope with the growing local and
international demand, a number of efforts have been made to boost Vietnamese
learners’ English competence. One of the noticeable efforts is evidenced by the
National Foreign Project 2020 project which aims at improving the English language
competences of average Vietnamese nationwide. Although many studies have
revealed that Vietnamese students’ levels of English proficiency in writing, reading,
listening and speaking are still low and need improving, fewer researches really focus
on vocabulary teaching and learning, especially the vocabulary learning of students.
In University of Education – Thai Nguyen University (TNU), the National Foreign
Project 2020 which requires students to achieve the level A2 of English competence
as (Common European Framework of Reference - CEFR) upon graduation. In an A2
test as the format of KET (Key English Test), students’ level of English proficiencies

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are evaluated according to all the four skills of listening, reading, writing and
speaking. To achieve this test, students have to master an amount of vocabulary that
require them to have strategies to learn (Bac, 2015). However, many students have
difficulties and do not know useful learning strategies.
For those reasons, the author conducted an investigation on vocabulary learning
strategies of first year students of non-major English at University of Education –
Thai Nguyen University.
1.2 Aims of the study and research questions
This research aims to investigate vocabulary learning strategies of non-major first
year students of English at University of Education – Thai Nguyen University.
Specifically, this research aimed to obtain two objectives. The first objective is to
identify frequently-used vocabulary learning strategies in English acquired by first
year students at University of Education – Thai Nguyen University. The second one
is to identify what are effective strategies employed by these students.
This study aimed to address the following research questions:
1. What are the frequently-used vocabulary learning strategies acquired by first year
students at University of Education – Thai Nguyen University (TNU)?
2. What are effective vocabulary learning strategies employed by these students?
1.3 Scope of the study
This research examines vocabulary learning strategies by non-major students of
English. The research only explores first year students at University of Education –
Thai Nguyen University.
The research participants in this study are students and teachers who are the key
stakeholders and role players in English learning and teaching classrooms. First year
non-English major students were selected because they were observed by the
researcher and her colleagues to experience most difficulties for not having been
introduced any learning strategy before. English major students were not chosen to
participate in this study because they are familiar with the types of vocabulary

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learning strategies and there have been many researches targeting at English major
students. University of Education students were chosen to participate in this study
because a majority of University of Education students are non-English major
students whose English proficiency levels are not as good as those studying at
universities in Hanoi or other big cities (Bac, 2015). It is important to note that
University of Education students mostly come from mountainous or countryside
areas so their autonomy of English learning is limited.
1.4 Significance of the study
This study aimed to survey vocabulary learning strategies of non-major first year
students of English at University of Education – Thai Nguyen University. It is
believed that an awareness of individual differences in learning can make all those
people involved in English as a foreign language teaching profession and learning
more sensitive to their roles, respectively. Furthermore, it may promote competitive
teaching and learning as well as develop students’ potential life and assist students to
become cognizant of the ways for more effective learning. It may also help students
to develop strategies, and ways to become more motivated and autonomous learners.
Understanding of students’ vocabulary learning strategy use will enable teachers and
researchers to design appropriate materials and activities to help students enhance
their lexical competence.
1.5 Structure of the study
The thesis consists of five chapters and is organized as follows:
Chapter 1: Introduction provides the background to the study, the aims, the scope,
and the structural outline of the thesis.
Chapter 2: Literature Review discusses relevant theoretical points of view concerning
vocabulary learning strategies.
Chapter 3: Methodology describes the research method, the data analysis in the study
as well as the research procedure to conduct the study.
Chapter 4: Findings and Discussion reports the results from data analysis and
discusses the relevant topics.

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Chapter 5: Conclusion and Recommendations summarizes the major findings of the

study and discusses the limitations of the study and suggestions for further studies.
1.6 Summary of Chapter one
In Chapter one, the researcher reviewed the context of English teaching and learning,
especially the English teaching and learning in Vietnam and the rationale of the study.
This chapter also presented the overall aims of the study and the two research
questions to identify frequently-used vocabulary learning strategies in English
acquired by first year students at University of Education – Thai Nguyen University
and what are effective strategies employed by these students. This is followed by a
discussion of the significance of the present investigation. Lastly, the chapter
concludes the structure of the thesis.

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CHAPTER 2. LITERATURE REVIEW

This chapter provides an overview of the literature related to this study, laying the
foundations for the subsequent development of the paper. Beside some basic concepts
like vocabulary level, language learning strategies, vocabulary learning strategies and
critical background information about these key terms are presented to ensure a
through understanding of the research matter. Learning strategies and learning
strategy classification systems are also reviewed to set up the theoretical framework
for the examination in the next chapter. This review will reveal the research gap, thus
rationalizing the need to carry out the study.
2.1 Learning strategies
2.1.1 Definition
Learning can be defined as the process by which the external and unfamiliar becomes
internal, familiar and usable. Learning is more accurately depicted as an active
process and that to learn, the learners will employ a number of specific means. The
word “strategy” refers to those means. However, there is no agreement regarding the
definition of the term “language learning strategies”.
Learning strategies are defined by O’Malley and Chamot (1990, p. 1) as “special
thoughts or behaviors that individuals use to comprehend, learn, or retain new
information”. Bialystock (1985) defined learning strategies as the ordinary processes
of learning that occur whether or not the learner is attending to and deliberately
manipulating them. Thus, learning strategies are the same to learning process.
Learning strategies, defined by Weinstein and Mayer (1986, p. 43) (in O’Malley and
Chamot, 1990) have learning facilitation as a goal and are international on the part of
the learner. The goal of strategy use is to “affect the learner’s motivational or affective
state, or the way in which the learner selects, acquires, organizes, or integrates new
knowledge”
Although the terminology is not always uniform, some writers used the terms “learner
strategies” (Wenden & Rubin, 1987), others “learning strategies” (O’Malley &
Chamot, 1990; Chamot & O’Malley, 1994), and still others “language learning

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