VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POSTGRADUATE STUDIES
************************
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
DEPARTMENT OF POSTGRADUATE STUDIES
************************

TRẦN THỊ PHƯƠNG STUDENTS’ ATTITUDE ABOUT THE ROLE OF ROTE LEARNING IN
VOCABULARY LEARNING STRATEGIES AT NGUYEN SIEU UPPER

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 v
1.4 Importance of memory strategies in vocabulary learning strategies 15

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 vi
3.3 Findings 36
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
APPENDIX 1…………………………………………………………………I
APPENDIX 2……………………………………………………… IV COG
Cognitive
DET
Determination
EFL
English as Foreign Language.
ESL
English Second Language.
MEM
Memory
MET
Metacognitive
MSs
Memory strategies
RL
Rote learning.
SOC
Social
VLSQ
Vocabulary Learning Strategies questionnaire.
VLSs
Vocabulary Learning Strategies viii
LIST OF TABLES AND FIGURES 1
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

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.

3
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

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
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. 6
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

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.
8
Table 1.1: Strategies for the discovery of a new words’ meaning

Strategies for the discovery
of a new words’ meaning
9
Table 1.2: Strategies for consolidating a word once it has been encountered

Strategies for
consolidating a word
once it has been
encountered

Descriptions
SOC
Study and practice meaning in group

Teacher checks students’ flash cards or word lists for accuracy

Interact with native speakers
MEM

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 10

Use cognates in study

Learn the words of an idiom together

Use physical action when learning a word

Use semantic feature grids
COG
Verbal repetition


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 11
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,

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 13


14
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

& 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 16
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

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
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.