VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
********************* LƢƠNG THỊ HOA AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES
USED BY THE TENTH-FORM STUDENTS AT HOẰNG HÓA
HIGH SCHOOL

Nghiên cứu về những chiến lƣợc học từ vựng của học sinh lớp 10 trƣờng
trung học phổ thông Hoằng Hóa M.A MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
Hanoi, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

investigation into vocabulary learning strategies used by the tenth-form students at
Hoằng Hóa high school” in partial fulfillment of the requirements for the Degree of
Master of Arts. The thesis has not been submitted to any university or institution
except where the references are indicated, no other person‟s piece of work has been
used without due acknowledgements in the text of the thesis.
Signature Lƣơng Thị Hoa
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ACKNOWLEDGEMENTS
I would like to express the deepest appreciation to those who have facilitated


It is common knowledge that vocabulary is a very important language
element in any language. However, the teaching and learning vocabulary at Hoằng
Hóa (HH) high school in Thanh Hóa (TH) is far from satisfactory. The current study
investigates vocabulary learning strategies (VLS) used by the tenth-form students at
HH high school in TH. The questionnaires were given to participants to find out
their perception of teaching and learning vocabulary at HH high school. In order to
achieve these aims, both quantitative and qualitative research approaches were
employed to explore what strategies commonly used by the tenth-form students at
HH high school. The data was collected via a number of instruments including:
questionnaires for students, an interview and a class observation for teachers of
English at HH high school. The study was carried out with the participation of 140
students from group 10B1, 10B2, 10B5 and seven teachers of English at HH high
school .The results of the questionnaires stated that both HH high school teachers
and learners are correctly aware of the importance of teaching and learning English
vocabulary. Furthermore, many vocabulary strategies were used both in teaching
and learning vocabulary. However, the frequency of using strategies is different
among teachers and students. iv

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP…………………………………………
ACKNOWLEDGEMENTS…………………………………………………
ABSTRACT……………………………………………………………………
LIST OF ABBREVIATIONS………………………………………………
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LIST OF TABLES…………………………………………………………….
LIST OF FIGURES…………………………………………………………
TABLE OF CONTENTS……………………………………………………

PART A: INTRODUCTION
1. Rationale……………………………………………………………………
2. Aims of the study…………………………………………………………….
3. Research questions…………………………………………………………
4. Methods of the study…………………………………………………………
5. Significance of the study……………………………………………………
6. Scope of the study……………………………………………………………
7. Organization of the thesis……………………………………………………

PART B: DEVELOPMENT
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1. Participants………………………………………………………………….
2. Data collection instruments…………………………………………………
3. Data collection procedure…………………………………………………
Chapter 3: Data analysis……………………………………………………
1. Questionnaires for students………………………………………………….
2. Observation sheet for teachers………………………………………………
Chapter 4: Data discussion……………………………………………………
1. Vocabulary Learning Strategies used by the tenth-form students at HH high
school…………………………………………………………………………
2. Teachers‟ Vocabulary Teaching Strategies………………………………….
3. Recommendations …………………………………………………………

PART C: CONCLUSION……………………………………………………
REFERENCES……………………………………………………………….

APPENDICES………………………………………………………………
Appendix 1………………………………………………………………
Appendix 2…………………………………………………………………….
A sample of completed obversation sheet….………………………………….
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grammatically incorrect sentences, but they still get their message across if they use
key words appropriately. In other situations, learners may feel unpleasant because
they cannot find 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 TOEFL, IELTS.
Definitely, it cannot be denied that learning vocabulary appears significant to
language learners in learning foreign language in general and in their real life in
particular.
Secondly, English is an international language and together with its increasing
importance, the need of learning English is becoming more urgent than ever. From
my own experience, to learn English well, one must not only acquire a good
knowledge of English grammar but also need a rich amount of English vocabulary.
There is a famous saying that “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

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researcher still wants to repeat it once more to confirm the importance of
vocabulary in any language. In fact, methodologists have constantly looked for
effective methods to teach and learn English vocabulary.
Thirdly, while many Vietnamese students are good at grammar, they cannot
speak English correctly and fluently in real-life communication. To improve this
matter, learners must give high priority to learning and developing their knowledge
of vocabulary. It can be seen that, for a long time, the language teaching and
learning have been based on the out-of-date methods in which students only
passively sit, take notes but rarely contribute to the lessons. They do not ask their
teacher questions, even when they have problems. Therefore, when approaching
new teaching methods such as Communicative Language Teaching (CLT), students
feel active in classroom. There have been a variety of studies on this situation and
various solutions have been given, including changing teaching methods, changing

In order to achieve the above-mentioned aims, the following research
questions were asked in the study:
1. What are the English teachers and student‟s perception and attitude
towards vocabulary teaching and learning strategies?
2. What vocabulary learning strategies are commonly used by the tenth –form
students at HH high school?
4. Methods of the study
To reach the aims set forth, the study uses both quantitative and qualitative
research approaches. In order to gain the most successful results, data will be
collected through questionnaires for students, an interview and an observation for
teachers of English at high school. The collected data, then, will be processed and
analyzed. Additionally, the writer‟s own experience in designing classroom
vocabulary learning activities and the analysis of current textbook and vocabulary
teaching methods applied to teaching English for the tenth- form students at HH
high school in Thanh Hóa (TH) will contribute much to the evaluation of the
effectiveness of these activities.

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5. Significance of the study
Firstly, the information about students‟ strategies in learning English
vocabulary in this thesis is believed to be useful for the teachers of English in
general and the English teachers at HH high school in particular so that they can
apply suitable and effective techniques to teach vocabulary.
Secondly, this research may help raise the students‟ awareness of learning
vocabulary in foreign language lessons, and from that they can make progress in
learning English.
Thirdly, the study may be used as a reference for other researchers to conduct
other studies in similar areas.
6. Scope of the study
In the previous studies, teaching and learning English vocabulary has been

of the study and suggestions for further study. 6
CHAPTER 1: LITERATURE REVIEW
In this chapter, a brief review of learning strategy research is given; some
basic concepts related to learning strategies and vocabulary learning is also
presented. In addition, the classification of learning strategies in general and
vocabulary learning strategies in particular are reviewed to set up the theoretical
framework for the investigation in the next chapter.
1.1. The definitions of learning strategies
It is said that research on learning strategies in general and language learning
strategies in particular has become common. So far, there has been no consensus on
what constitutes a learning strategy in second language learning or how these differ
from other types of learner activities among the linguists regarding to the

1. They are specific actions or techniques.
2. They can be observable/ behaviourable or non-observable/ mental.
3. They are problem-oriented.
4. They can contribute directly or indirectly to learning.
5. They may be consciously employed and became automatized.
6. They are changeable.

Table 1: Components of learning strategies
Source: Wenden and Rubin (1987: 7-8)
Oxford (1990:9) offers a more comprehensive list of the features of language
learning strategies as the following:
Features of language learning strategies
1. Contribute to the main goal, communicative competence.
2. Allow learners to be more self-directed.
3. Expand the role of the teacher.
4. Are problem-oriented.
5. Are specific actions taken by the learner?
6. Involve many aspects of the learner, not just the cognitive.
7. Support learning both directly and indirectly.
8. Are not always observable.
9. Are often conscious.

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10. Can be taught.
11. Are flexible
12. Are influenced by a variety of factors
Table 2: Features of language learning strategies (Source: Oxford (1990:9))
1.3. Classifications of learning strategies
Many scholars like O'Malley et al (1985), Wenden & Rubin (1987), Stern
(1992), Oxford (2001) have an interest in classifying vocabulary learning

Oxford’s Classification
A distinction is drawn between direct and indirect strategies by Oxford
(1990). Jones (1998) believes that Oxford has developed a system of language
learning strategies that is more comprehensive and detailed than earlier
classification models. However, as Oxford herself concedes, there is no agreement
on the basic definitions of the terms „direct‟ and „indirect‟, nor on “exactly what
strategies are; how many strategies exist; how they should be defined, demarcated,
and categorized”.
O’Malley’s Classification
O‟Malley and Charmot‟s (1990) classification emerged from interviews with
experts and novices and theoretical analyses of reading comprehension and
problem solving. And language learning strategies are differentiated into the three
primary categories cognitive, meta-cognitive and affective or social strategies.
It cannot be denied that learning strategies (LSs) are divided into various
ways from different researchers' views. O'Malley and Cohen have a great deal in
common with the taxonomy of LSs. Both of them refer to three primary categories
(cognitive, metacognitive and affective strategies). On the other hand, Rubin and
Oxford consider direct and indirect criteria as the basement of classifying LSs.
Different from the other researchers, Wenden focuses on three general categories of
self-directing strategies. Dansereau only considers the differences between a
primary strategy and support strategy as his classification of LSs. Although there
are many classifications of LSs, most of which are basic theories. It is not easy to
decide which classification of LSs is the best in learning a foreign language in that

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it depends on different criteria such as: educational environment, learners' level as
well as their studying aims In fact, many learners try a large number of
language learning strategies with a little or even no success. Meanwhile, others
using one strategy or several ones in studying another language can reach a good
result. Due to our students' characteristics, I would like to apply Wenden's

student learns grammar, no matter how successfully the sounds of L2 are mastered,
without words to express a wide range of meanings, communication in an L2 just
cannot happen in any meaningful way.”
It is impossible to deny the role of vocabulary in communication in the
second (L2). One‟s vocabulary range plays a very significant part in his/her ability
to communicate due to the fact that “words are the tools we use to think, to express
ideas and feelings and to learn about the world.” (Johnson and Johnson, 2004, p.1,
cited in Quach, 2007).
In the book named “Understanding vocabulary” (2000, p.16, cited in Quach,
2007), Alexander wrote: “Comprehension improves when you know what the
words mean” and “words are currency of communication. A robust vocabulary
improves all areas of communication – listening, speaking, reading and writing”.
All the above quotations highly appreciate the important role of vocabulary in
language learning, especially in second language learning. Thus, teaching
vocabulary should be a part of the syllabus and vocabulary should be paid more
attention through well- planned lesson of language teachers‟ and serious learning
behavior of learners.
3. Vocabulary learning strategies
3.1. Definitions of vocabulary learning strategies
It should be noted that there have been many definitions of language learning
strategies. Meanwhile, there is no official definition for vocabulary learning
strategies. Perhaps it is because that vocabulary learning strategies are part of
language learning strategies and part of learning strategies as well. The working
definition of vocabulary learning strategies in this research is adapted from Rubin
(1987), cited in Schmitt (1997:203) that learning strategies are defined as “the

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process by which information is obtained, stored, retrieved, and used” and
“therefore vocabulary learning strategies could be any which affect this broadly-
defined process”.

in vocabulary learning in practice and examining the effectiveness of them.
Although among many classification schemes and Schmitt‟s taxonomy is probably
the most extensive, it is not necessary for this study to employ such complicated
and detailed strategies in Schmitt‟s taxonomy. The specific strategies used in this
study were taken from Schmitt‟s original base - the Oxford (1990)‟s classification
of LLS due to its clarification and simplicity.
Based on the system of Oxford‟s taxonomy of LLS, Schmitt (1997) only
adopted four strategy groups: social, memory, cognitive, and metacognitive.
Schmitt stated that there was no category in Oxford‟s system which adequately
describes the kind of strategies used by an individual when facing with discovering
a new word‟s meaning without recourse to another person‟s expertise, so he added
another new category – determination strategies (DET) to the system. Therefore,
there are 38 individual strategies divided into two big groups: discovery strategies
and consolidation strategies.
3.3 Classification of Schmitt’s vocabulary learning strategies
Vocabulary learning strategy classification system proposed by Schmitt (1997) will
be used as the theoretical framework of the investigation in this thesis. Therefore,
the clarification and exemplification of those vocabulary learning strategies that are
used in the questionnaire will be presented below as a source of reference.
a. Determination strategies
Determination strategies are used when students face with discovering a new
word‟s meaning without resource to another person‟s expertise. They 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 in guessing process.
Hints about meaning can be also obtained from its roots or affixes.
Using reference material: Dictionaries are primary in this technique.

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Word lists and flashcards are those suggested to be useful for initial exposures

already knows. This usually involves some types of sense relationship such as
coordination, synonymy, antonym, hyponymy, or metonymy which can be
illustrated with semantic maps-one way used often to consolidate vocabulary
Oxford –(1990).Whilst, unrelated words: words that have no sense relationship can
be linked together while they are learnt.
Grouping: words can be grouped together so that they are easier to memorize,
store and recall. Words can be grouped mentally or in writing according to their
topic, function, in a story and so on. In addition, word‟s orthographical or
phonological form: words can be learnt by explicitly studying their spelling and
pronunciation, remembering its orthographical form, or making a mental
representation of its sound.
Other memory strategies are also suggested in this group. A structural
analysis of words can be useful for determining their meaning. Studying a word‟s
affixes, root, and word class is potentially useful as a way of consolidating its
meaning. Paraphrasing can be used as a strategy to compensate for limited
productive vocabulary. Learning a new word in its chunk often as phrases, 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.
d. Cognitive strategies:
Cognitive strategies are those somewhat similar to memory strategies but the
difference is that they are not focused so specifically on manipulative mental
process” (Schmitt, 1997:215). This group includes repetition and mechanical means
of learning vocabulary such as:
Verbal and written repetition: words are repeatedly written or spoken again
and again.
Word lists and flashcards: words are reviewed by using word lists and
flashcards (not for initial exposure).

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strategies which are used. A number of researchers have attempted to systematize
strategies of nonnative speakers, using questionnaire that classify various kinds of
strategies into categories. It has proved reliable and valid as some studies have
shown by collecting data from people such as university students, and company
employees. Though the two studies by Stoffer (1995) and Schmitt (1997) showed
taxonomies of vocabulary learning strategies, no study has dealt with senior high
school students at HH high School.