VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
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LÊ THỊ NHÂM
AN INVESTIGATION INTO NON-ENGLISH MAJOR STUDENTS’
VOCABULARY LEARNING STRATEGIES AT THE CENTRAL
VOCATIONAL COLLEGE OF TRANSPORT NUMBER 1

NGHIÊN CỨU VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC HỌC TỪ
VỰNG CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TRƯỜNG
CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI TRUNG ƯƠNG 1

M.A. MINOR THESIS
FIELD: ENGLISH TEACHING METHODOLOGY
BSTRACT

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 601410
SUPERVISOR: DO THI THANH HA, M.A HANOI, 2012 iv

TABLE OF CONTENTS
CANDIDATE’S STATEMENT i
ACKNOWLEDGEMENT ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES AND FIGURES vii
PART 1:INTRODUCTION 1
1. Rationale of the study 1
2. The Study Objectives 2
3.Research Questions 2
4.Scope of the Study 3

3.1.1. Students‟ Awareness of Using Strategies in Learning Vocabulary 27
3.1.2. Students‟ Use of DET Strategies in Vocabulary Learning 28
3.1.3. Students‟ Use of SOC Strategies in Vocabulary Learning 29
3.1.4. Students‟ Use of MEM Strategies in Vocabulary Learning 30
3.1.5. Students‟ Use of COG Strategies in Vocabulary Learning 31
3.1.6. Students‟ Use of MET Strategies in Vocabulary Learning 32
3.2. Interviews 34
3.2.1. Student Interviews 34
3.2.1.1. Students‟ Awareness in Learning Vocabulary …………… 34
3.2.1.2. Students‟ use of DET strategies in vocabulary learning 35
3.2.1.3. Students‟ use of SOC strategies in vocabulary learning 36
3.2.1.4. Students‟ use of MEM strategies in vocabulary learning 36
3.2.1.5. Students‟ use of COG strategies in vocabulary learning 37
3.2.1.6. Students‟ use of MET strategies in vocabulary learning 37
3.2.2. Teacher Interviews 37
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3.3. Summary of the Main Findings and Discussion 40
3.3.1. Students‟ Awareness of Using Vocabulary Learning Strategies 40
3.3.2. Students‟ Vocabulary Learning Strategies 40
PART 3: CONCLUSIONS AND IMPLICATION 43
1. Conclusions 43
2. Implications 44
3. Limitations and Suggestions for Further Study 46
REFERENCES 47
APPENDIX
vii

LIST OF TABLES AND FIGURES
List of Tables

than lexical knowledge for a considerable time, with the view that vocabulary was
merely to provide context for the learning of structures. However, as a result of the
development of communicative approaches to language teaching recently, the status of
vocabulary learning process has been considerably enhanced (Nunan, 1991). Applied
linguists believe that the development of a rich vocabulary is an important element in
the acquisition of a second language. Therefore, it is necessary that both teachers and
learners find out effective ways to enrich learners‟ vocabulary.
There is an old proverb which states: “Give a man a fish and he eats for a day.
Teach him how to fish and he eats for a lifetime”. Applied to the language teaching and
learning field, this proverb might be interpreted to mean that if students are provided
with answers, the immediate problem is solved. But if they are taught the
strategies to work out the answers for themselves, they are empowered to manage
their own learning. This point of view has been reflected in the literature of the field. In
the last decades, there has been a gradual but significant shift within the field of
language learning and teaching resulting in greater emphasis on language learners
and learning process rather than language teachers and teaching. As a result of this
shift on learners and the important role that they can play in the process of learning
new languages, a significant amount of research on language learning strategies has
been done in the last few decades. Several studies that have been carried out by Oxford
(1990), O‟Malley and Chamot (1990), Nunan (1991), Rubin and Thompson (1994),
and Cohen (1998) have shown that one of the most important factors that
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distinguish successful learners from unsuccessful ones are their learning
strategies.
In Vietnam, language learning strategies in general, and vocabulary learning
strategies in particular have received more and more attention. Some studies into this
field have been conducted with different types of learners to find out particular
strategies employed by effective and ineffective learners. However, of all the studies
mentioned, there is none in which the participants are vocationally-trained students. In

In order to achieve the objectives of the study mentioned above, the quantitative
analysis is the main tool for analyzing the data, which was collected from the
questionnaire.
The results from the survey questionnaires were then combined with interviews
and discussions with the teachers and students at the Central Vocation College of
Transportation Number 1 to provide the final recommendations.
6. Outline of the Study
The thesis is divided into three parts:
Part 1 – Introduction: This part includes the rationale, the objectives, the research
questions, the scope, the methods, and the outline of the study.
Part 2 Development: This part includes 3 chapters as follows:
 Chapter 1 reviews the basic concepts related to language learning strategies,
vocabulary learning, as well as research on vocabulary learning strategies. In
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addition, learning strategy classifications are reviewed to set up the theoretical
framework for the investigation in the next chapter.
 In chapter 2, the questionnaire and interview study is presented. It includes the
setting of the study, the descriptions of the participants, the research questions,
the research method, and data procedure collection.
 Chapter 3 analyzes and discusses the data collected from the questionnaire and
interviews. It also includes the summary and discussion of the main findings.
Part 3 presents the conclusions of the study, implications and limitations of the
study as well as suggestions for further research.
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PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Introduction
This chapter reviews the theories related to learning strategies in general and

A robust vocabulary improves all areas of communication - listening, speaking, reading
and writing". These all show that the success of a student in becoming proficient in any
language depends in part on the extent and richness of his/her vocabulary.
In summary, due to the unchangeable role of vocabulary in the success of
language learning, it is essential that vocabulary be a part of the syllabus and
vocabulary teaching must be well-planned. More important, learner‟s vocabulary
learning is the main source for enriching their vocabulary. Therefore, how to learn
vocabulary effectively is the question that a teacher must answer to help his students.
To do that, he must know how his students are learning vocabulary and if their
strategies are effective.
1.3. Aspects of Vocabulary Knowledge
Many people believe that knowing a word means knowing its meaning. Cook
(2001:61) states that “a word is more than its meaning.” For Cook, knowing a word
may involve four aspects: form of the word (for instance spelling and pronunciation),
grammatical properties (for example, grammatical category of a word, its possible and
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impossible structure), lexical properties (for instance, word combinations and
appropriateness), and general meaning and specific meaning.
According to Schmitt (1998, cited in Hurd, S & Lewis, T, 2008), there is no
single moment when we can say we “know” a word: gaining knowledge of vocabulary
in a lengthy, cumulative process depending on:
- Knowing the form of the word: its spelling, pronunciation, and its constituent parts.
- Knowing its meaning: the basic concept it represents, its meaning in different
contexts, its associations.
- Knowing its use: its grammar, collocations, register and variations or restriction on
use.
Besides considering individual words, learners also need to pay attention to
lexical “chunks”, multi-words units and collocations.
Nation (2001) shared the same point of view in aspects of knowing a word.

P
What meaning does this word signal?
What word form can be used to express this meaning?
Concept and
referents
R
P
What is included in the concept?
What items can the concept refer to?
Association
R
P
What other words does the word make us think of?
What other words could we use instead of this one?
Use
Grammatical
functions
R
P
In what patterns does the word occur?
In what patterns must we use this word?
Collocations

R
P
What words or types of words occur with this one?
What words or types of words must we use with this one?
Constraints
on use
R

are “the techniques or devices which a learner may use to acquire knowledge”. Later,
the definition of learning strategies was made clearer and more specific according to
each scholar‟s perspectives. For instance, O'Malley and Chamot (1990:1), when
considering language learning strategies as both physical and mental actions, defined
the concept of language learning strategies as “special thoughts or behaviors that
individuals use to comprehend, learn, or retain new information”. Meanwhile, Oxford
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(1990: 8) expanded the definition by stating that language learning strategies include
“specific actions taken by the learner to make learning easier, faster, more enjoyable,
more self-directed, more effective, and more transferable to new situations”. By the
definition, she implied that learners are generally aware of what techniques or
approaches they have used to facilitate the process of language learning. Cohen
(1990:5) described language learning strategies as “learning processes which are
consciously selected by learners”. In addition, she maintained that “language learning
and language use strategies can be defined as those processes which are consciously
selected by learners and which may result in action taken to enhance the learning or use
of a second or foreign language, through the storage, retention, recall, and application
of information about that language.” (Cohen, 1998:4)
In short, despite their differences, some common features can be inferred from
the above definitions. Strategies play an important role in language learning as they
promote and facilitate language learning. In fact, they are techniques consciously used
by learners to cope with the complex process of learning. Learning strategies are not
always observable to the human eyes but can be trained to make learners aware of the
existence of their own strategies and train them in practice.
1.4.1.2. Classification of Language Learning Strategies
If there has not been common agreement in the definition of strategies, the same
can be said of their categorization and classification. It is the fact that different criteria
are used to classify language learning strategies, causing inconsistencies and
mismatches across existing taxonomies and other categorizations (Cohen, 1998).


2001). Consequently, the strategies improve proficiency and foster self-confidence
(Oxford, 1990). When equipped with a range of different vocabulary learning
strategies, students can decide upon how exactly they would like to deal with unknown
words. Nation (2001) believed that a large amount of vocabulary could be acquired
with the help of vocabulary learning strategies and that the strategies prove useful for
students of different language proficiency levels.
If vocabulary is considered one of the factors determining the success of
communication and level of proficiency, then vocabulary learning strategies can be
tools or means to achieve it. Therefore, to assess learners‟ language learning and enable
them to get improved, it is important to study how they start with the most basic
element of language, vocabulary, through strategies they are employing.
1.4.2.2. Studies on Vocabulary Learning Strategies
Due to their importance in the language learning, language learning strategies in
general, vocabulary learning strategies in particular have attracted a lot of attention
from scholars. The great interest they created has been reflected by the number of the
studies on this topic. Among these are studies that have been carried out by such
famous researchers as Oxford, O‟Malley and Chamot, Rubin, Gu and Johnson,
Schmitt, Cohen, and so on. Generally, the results of these studies revealed that many
learners employ learning strategies in vocabulary learning more frequently than in
other language learning activities. Research has also shown that one of the most
important factors that distinguishes successful learners from unsuccessful ones is
their learning strategies. In other words, successful learners do use some effective
learning strategies to deal with problems that emerge during their learning process
while unsuccessful ones employ inappropriate or ineffective strategies resulting in
their below-expectation results. This finding has provoked interests among
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researchers and teachers in identifying learning strategies employed by good
language learners with a view to train ineffective learners to use such effective learning

and deliberate activation of new words were important to the level of development of
learners‟ vocabulary and learning success.
In Vietnam, language learning strategies as well as vocabulary learning
strategies have received more and more attention. Some studies into this field have
been conducted with different types of learners to find out particular vocabulary
learning strategies employed by effective and ineffective learners such as Huyen‟s
study (2001) for students majoring in English at Qui Nhon university, or Lien‟s
study (2010) for non-English major freshers. Both studies were conducted to find out
the frequency use of different vocabulary learning strategies. Questionnaire was the
main research tool in these researches.
Of all the studies mentioned, there are none in which the participants are
vocationally-trained students. Meanwhile in Vietnam, there exists a situation that
vocational students have high working skills but limited English competence, which
narrows their chances to find a job in an international environment. Thus, to help them
have better job opportunities in the environment of globalization, it is necessary to
increase their English ability through effective English teaching and learning activities.
This reality has arisen a demand of carrying out a research of which subjects are
vocationally-trained students. As mentioned above, vocabulary plays an important role
in the success of the learning process; it is a good idea to find out how this group of
learners learns the vocabulary. From the information gathered, teachers can find the
best ways to help them achieve their goals.
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1.4.3. Taxonomies of Vocabulary Learning Strategies
The classification of vocabulary learning strategies depending on such factors as
aspects of knowing a word, the acquisition of the second language, and the vocabulary
learning process. Taking all into consideration, researchers have attempted to classify
vocabulary learning strategies into different groups. For instance, Stoffer (1995, cited
in Schmitt, 1997) put vocabulary learning strategies into nine categories with 53
individual strategies:

2. Social strategies (SOC): Learners use interaction with other people to improve
language learning. Usually, learners ask teachers or classmates for information
about a new word and they can give them the first language translation,
definition, synonyms, antonyms, and so on. These strategies can also be used for
consolidating in such activities as group work or interaction with native
speakers
3. Memory strategies (MEM) (traditionally known as mnemonics), involve
relating the word with some previously learned knowledge by using some form
of imagery or grouping. A new word can be integrated into many kinds of
existing knowledge (e.g., previous experiences or known words) or images can
be custom-made for retrieval (e.g., images of the word‟s form or meaning
attributes). Grouping and the use of physical action are also useful for recalling.
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4. Cognitive strategies (COG) are somewhat similar to memory strategies but the
difference is that they are not focused so specifically on manipulative mental
processing. This group includes repetition and mechanical means of learning
vocabulary such as word lists, flashcards, and vocabulary notebooks.
5. Metacognitive strategies (MET) involving a conscious overview of the
learning process and making decision about planning, monitoring or evaluating
the best way to study. The consciousness can be seen in learners‟ decision of
learning method, self test of vocabulary knowledge, choice of word to learn, and
improvement of access to input.
Nation (2001) proposed a taxonomy for vocabulary learning strategies including
three classes corresponding to three aspects of second language vocabulary learning:
(1) aspects of vocabulary knowledge, (2) sources of vocabulary knowledge, and (3)
learning processes. They are strategies for planning vocabulary learning, strategies for
finding out information about words (sources), and strategies for establishing
knowledge (processes). In each class, strategies are subdivided into different strategies
as in the following table:

some of these categories have been named differently and seem overlapped, they
seem to share some common strategies. The most common or notable individual
vocabulary learning strategies tend to fall largely in the Memory category. This
is followed by Metacognitive, Cognitive, Social and Determination categories.
Most vocabulary learning strategies can be applied to a wide range of
vocabulary learning, and are useful at all levels or stages of vocabulary learning.
These vocabulary learning strategies are very important for language learners
since they promote language learners to take control of their learning away from
the teacher. In other words, language learners with a variety of vocabulary
learning strategies would make themselves more self-directed learners. They
would also make their vocabulary learning easier, faster, more enjoyable and more
effective themselves.
Of all the classifications suggested, the one by Schmitt has been used the most
as the source of reference in studies on vocabulary learning strategies. The reason lies
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in the fact that it was developed based on the study of approximately 600 learners of
different groups of age, ranging from young learners to adults. Therefore, it
representatively reflects the strategies learners use in vocabulary learning. Besides,
these strategies help learners fulfill the requirements of knowing a word, and fit with
processes of learning a word which are discovery and consolidation. Most of these
strategies can also be found in two classes in Nation‟s taxonomy, which are sources
and processes. However, in his classification, Nation added strategies relating to
elements of vocabulary. These strategies reflect learner‟s awareness of what and how
they should learn. In other words, they show learners‟ autonomy in learning the
vocabulary. Since vocabulary learning includes implicit and explicit learning,
autonomy is an important factor to measure the efficiency of the vocabulary learning.
With the objectives of finding out learners‟ use of strategies in vocabulary learning,
Schmitt (1997) and Nation (2001) taxonomies have been used as the reference sources
for the current study.