VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
******* PHẠM THỤC ANH AN EXPLORATORY STUDY ON VOCABULARY
LEARNING STRATEGIES BY FIRST YEAR NON-ENGLISH
MAJOR STUDENTS AT TÂN TRÀO UNIVERSITY

(NGHIIÊN CỨU THĂM DÒ CHIẾN LƯỢC HỌC TỪ VỰNG
CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH NĂM THỨ NHẤT
TRƯỜNG ĐẠI HỌC TÂN TRÀO ) M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 6014.0111

HANOI, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

I, Pạm Thục Anh, hereby certify that the thesis entitled “An exploratory study
on vocabulary strategies by first year non-English major at Tân Trào University” is
submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of
Post Graduate Studies - University of Languages and International Studies- Vietnam
National University, Hanoi. I also declare that this thesis is my own work and effort
and that it has not been submitted anywhere for any award where all other sources of
information have been used, they have been acknowledged.

Ha Noi, 2014
Signature Phạm Thục Anh iii
ABSTRACT

This paper reports on vocabulary learning strategies by first year non-English
major students (N=219) at Tân Trào University. The purpose of the study is to
explore (1) the most commonly-used vocabulary learning strategies that the first year
non-English major students at Tân Trào University were using to learn English
vocabulary, (2) reasons for their preferences and (3) the effectiveness of those
strategies to their vocabulary learning which is self-evaluated by the students. A
vocabulary learning questionnaire and interview were used for data collection. The
study points out that (1) learners only limite to some strategies, (2) there is a strong
influence of teaching method and past learning experiences on learners‟ choice of
vocabulary learning strategies, and the practice of these limited vocabulary learning
strategies helps learners to retain sound, spelling and equivalent meaning of a word,
and (3) learners realize the benefits of those strategies on retaining sound, spelling
and equivalent meaning of a word and help them concentrate on lessons.

Page
Figure 1: Students‟ use of DET strategies in vocabulary learning
21
Figure 2: Students‟ use of SOC strategies in vocabulary learning
22
Figure 3 : Students‟ use of MEM strategies in vocabulary learning
23
Figure 4 : Students‟ use of COG strategies in vocabulary learning
24
Figure 5: Students‟ use of DET strategies in vocabulary learning
25

v
TABLE OF CONTENTS


2.5.1 The questionnaire 16
2.5.2 The interview 17
vi
2.6 Data analysis procedures 17
CHAPTER 3: FINDINGS AND DISCUSSION 18
3.1 Quantitative data 18
3.1.1 Students‟ self-reported use of Determination strategies (DET) 18
3.1.2 Students‟ self-reported use of social strategies (SOC) 19
3.1.3 Students‟ self-reported use of Memory strategies (MEM) 20
3.2 Qualitative data 24
3.2.1 Reflection on the reasons for preferred vocabulary learning strategies 25
3.3 Discussion 28
3.3.1 The most commonly-used strategies 28
3.3.2 The reasons for the preferred strategies 28
3.3.3 The effectiveness of those commonly-used strategies on vocabulary
learning 30
PART C: CONCLUSION 32
1. Summary of major findings 32
2. Conclusions 32
REFERENCES 34
APPENDIX I 1
PART A: INTRODUCTION
1. Rationale of the study
Learning a second or foreign language (L2/FL) is arguably one of the most
cognitively challenging undertakings most people will go through in a lifetime, and
many argue that learning the vocabulary of an L2 is perhaps the most challenging
aspect of becoming proficient in the target language (Meara, 1995; Milton, 2009;

vocabulary learning strategies (Schmitt, 1997). This in turn makes strategy
instruction an essential part of any foreign or second language program.
Learning strategies are the tools that learners use for active, self-directed
language learning, and research shows that the conscious, orchestrated and tailored
use of such strategies is strongly associated with language achievement and
proficiency (O‟Malley & Chamot, 1990). Research on L2 learning strategies and
vocabulary acquisition over the past four decades has greatly advanced our
knowledge and understanding of L2 vocabulary acquisition. However, most of the L2
VLS studies conducted to date have focused on specific learning strategies under
experimental conditions such as the keyword method, dictionary use and inferencing.
As a result, there is lack of research on learner-selected VLS that provides deep
understanding and reasonable explanation of vocabulary learning process. This study
will help fill this gap by focusing on this area. In addition, little research has been
done on the nature of VLS FL students resort to at different stages of language
development and the effectiveness of these types of strategies have on improving
vocabulary and their relationship to language proficiency.
I believe that it is necessary to inquire into current situation of students‟ use of
vocabulary learning strategies in this college. Therefore, the researcher‟s ambition in
this paper is to gain an insightful understanding of the current vocabulary learning
situation among the first year non-English major students.
2. Aims of the study
The aims of the study are to get closer to a comprehensive understanding of
vocabulary of freshmen at Tân Trào University and to provide some implications for
the learning and teaching of English as a foreign language.
3. Objectives of the study
The objectives of the study are to explore (1) the most dominant self-selected
vocabulary learning strategies by first year non-English major students at Tân Trào
University, (2) reasons for their preferences and (3) the effectiveness of those
strategies on their vocabulary learning which is self-evaluated by the students.
In order to establish a theoretical framework for the investigation in thesis, the

vocabulary learning strategies by first year non-English major students at Tân Trào
University, the reasons for their choice and students‟ evaluation of the effectiveness
of those strategies on their vocabulary learning.
In the last chapter - chapter 5, some major findings are presented and
conclusions are withdrawn.
4
PART B: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1 Introduction
In this chapter, a brief review of learning strategy research is given; some
basic concepts related to history of research on learning strategies and vocabulary
learning are presented. In addition, learning strategies and learning strategy
classification are reviewed to set up the theoretical framework for the investigation in
the next chapter.
1.2 An overview of learning strategies research
Research on learning strategies has been inspired by two interwoven
principles: cognitive psychology and second language acquisition. O‟ Malley and
Chamot (1990) provide a good overview on this issues.
Firstly, in the field of cognitive psychology and second language acquisition is
best understood as a complex cognitive skill and research were experimental and
oriented toward training learners to acquire strategies. According to Anderson
(1985), two kinds of knowledge are involved in the acquisition skills: declarative
knowledge and procedure knowledge. The former is statistic factual knowledge, or
what learners know about; the latter is learners‟ ability to understand and generate
language and apply knowledge of rules to solve a problem without conscious
application, known as dynamic information. These two kinds of knowledge are
thought to be at different stages or a sequence of skill learning: cognitive, associative,

(O‟ Malley & Charmot (1990:12). Their suggestion is useful and encouraging me to
do this research.
1.3 Language learning strategies (LLS)
1.3.1 The definition of language learning strategies
1.3.1.1 Strategies
According to Brown (2001) “strategies are those specific „attacks‟ that we
make on a given problem. They are moment-by-moment techniques that we employ
to solve problems posed by second language input and output” (p114). Cohen (2000)
stated that the term “strategies” has, in fact, been used to refer both to general
approaches and to specific actions or techniques used to learn a second language”
(p.9).
1.3.1.2 Language learning strategies (LLS)
There is no consensus on the definition of language leaning strategies due to
different interpretations of “strategy” and “learning”. Different studies have given
different definitions of language learning strategies.
Stern (1983) defined strategies as “best reserved for general tendencies or
overall characteristics of the approach employed by the language learners, leaving
6
techniques as the term to refer to particular forms of observable learning behavior”
(cited in Ellis 1999, p.531). Weinstein and Mayer (1986) stated that learning
strategies have learning facilitation as goal and are intentional on the part of learner.
The goal of strategy use is to affect „the learner‟s motivational and affective state, or
the way in which the learner selects, acquires, organizes, or integrates new
knowledge (cited in O‟Malley and Chamot 1990, p43). Tarone (1983) defined
learning strategies as “an attempt to develop linguistic and sociolinguistic
competence in the target language - to incorporate these into one‟s interlanguage
competence” (p.67). Chamot (1987) stated that “learning strategies are techniques,
approaches, or deliberate actions that students take in order to facilitate the learning,
recall of both linguistic and content area information” (pp.71-84). Rubin (1987)
stated that “learning strategies are strategies that contribute to the development of

learning strategies” (Oxford, 1990a, 1996). Different perspectives on defining
language learning strategies, which such as are cognitive, social, or pragmatic, show
the complexity of this field. This is, probably, the reason for researchers to work out
taxonomy instead of defining them and there are a number of basic characteristics in
the generally accepted view of LLS. Oxford (1990:9) offers a more comprehensive
list of the features of language learning strategies as the following:
 Contribute to the main goal, communicative competence
 Allow learners to become more self-directed
 Expand the role of teachers
 Are problem-oriented
 Are specific actions taken by learners, not just the cognitive
 Support learning both directly and indirectly
 Are not always observable
 Are often conscious
 Can be taught
 Are flexible
 Are influenced by a variety of factors
1.3.1.3 Classification of language learning strategies
A number of researchers attempted to develop a classification scheme of
language learning strategies. In the literature, however, like the definition of learning
strategies, the research which has been done on this field has not reached a consensus
agreement on ways to classify learning strategies by different scholars.
Cohen (2000) suggested that language learning strategies include strategies for
identifying the material that need to be learned, distinguishing it from other material
if needed to be, grouping it for easier learning (e.g. grouping vocabulary category
into nouns, verbs, adjectives, adverbs), having repeated contact with the material (e.g.
through classroom tasks or the completion of homework assignments), and formally
8
committing the material to memory when it does not seem to acquired naturally
(whether through rote memory techniques such as repetition, the use of mnemonics,

9
Word knowledge is an essential component of communicative competence
(Seal, 1991), and it is important for both production and comprehension in a foreign
language. Richard (1976:83) offered the assumptions concerning knowing a word as
follows:
1). Knowing a word means knowing the degree of probability of
encountering that word in speech and print. For many words, we also know
the sort of words most likely to be found associated with the word.
2) Knowing a word implies knowing the limitation on the use of the word
according to variations of function and situation.
3) Knowing a word means knowing the syntactic behavior associated with
the word.
4) Knowing a word entails the knowledge the underlying form of a word and
the derivations that can be made from it.
5) Knowing a word entails knowledge of the network of association between
that word and other words in the language.
6) Knowing a word means knowing the semantic value of a word.
7) Knowing a word means many of the different meanings associated with a
word.
According to Nation (2005), what involves in „knowing‟ a word depends on
various aspects which fit into three groups. These include the form of a word,
knowing the meaning of a word, and knowing how a word is used. Knowing the form
of a word includes spelling, sounds and word parts. Knowing the meaning of a word
linking its form and meaning, knowing a concept for a word and what it can refer to,
and knowing what other words of related meaning it can be associated with.
Knowing how a word used concerns the grammar of the word, including parts of
speech and sentence patterns it fits into, collocates of the word, and whether the word
is formal or informal, polite or rude, used mainly by children and so on, or has no
restrictions on its use.
In summary, knowing a word proposed by different scholars mentioned above

strategies such as Nation (1982; 1990; 2001), Taylor (1990), Oxford (1990), Rubin
and Thomson (1994).
1.4.3 Vocabulary learning strategies
1.4.3.1 Definitions of vocabulary learning strategies
Vocabulary learning strategies are a part of language learning strategies which
in turn are a part of general learning strategies (Nation, 2001:217). Therefore, the
definition of vocabulary learning strategies stems from that for language learning
strategies (Catalán, 2013:155). Cameron (2001:92) defined vocabulary learning
strategies as “the actions that learners take to help them understand and remember
11
vocabulary items”. Catalán (2003:56) adopts the definition of vocabulary learning
strategies from Rubin (1987), Wenden (1987), Oxford (1990); and Schmitt (1997) as
the working definition in her study as “knowledge about the mechanisms (processes,
strategies) used in order to learn vocabulary as well as steps or actions taken by
students (a) to find out the unknown words, (b) to retain them in long-term memory,
(c) to recall them at will, and (d) to use them in written or oral mode. Similarly,
Intaraprasert (2004:9) has defined vocabulary learning strategies as “any sets of
techniques or learning behaviors, which language learners reported using in order to
discover the meaning of a new word, to retain the knowledge of newly-learned
words, and to expand their knowledge of vocabulary”.
1.4.3.2 Classifications of vocabulary learning strategies
In order to learn and acquire and enlarge vocabulary size, that is, knowing a
large number of lexical items, with their meanings, or how to pronounce and use
them correctly, language learners needs to deal with a wide range of vocabulary
learning strategies and every learner has his/ her own way for learning their
vocabulary. Vocabulary will also be very different depending on whether language
learners‟ primary goal is to understand the language, either in reading or listening, or
to produce it, either in speaking or writing. Schmitt (2000:133) states that “active
learning management is important. Good learners do many things such as a variety of
strategies, structure their vocabulary learning, review and practice target words and

independent learning of vocabulary by using a combination of extensive reading and
self-study strategies.
Although individual vocabulary learning strategies have been increasingly
researched (Lawson & Hogben, 1996), only two researchers have proposed a
comprehensive list of vocabulary learning strategies. Firstly, in a recent attempt by
Stőffer (1995), she developed a questionnaire which contains 53 items designed to
measure specifically vocabulary learning strategies of 55 items which focus on the
use of authentic language, physical actions, self-motivation and visual aids language
learning.
In another research by Schmitt (1997) he developed a comprehensive
inventory of vocabulary learning strategies ( see Appendix 2). He offered 2 groups of
vocabulary learning strategies: the ones to determine the meaning of new words
when encountered for the first time, and the ones to consolidate the meaning when
encountered again. The former includes determination (DET) and social strategies
(SOC), and the latter includes social (SOC), 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.
1.4.3.3 Clarifying Schmitt’s vocabulary learning strategies
Schmitt (1997) taxonomy of vocabulary learning strategies is used as the
13
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 (DET)
Determination strategies refer to the strategies an individual can use to find
out the meaning of one word without resource to another person‟s help. Learners try
to discover the meaning of a new word with the help of context, structural knowledge
of language, and reference materials.
b. Memory strategies (MEM)
Memory strategies, traditionally known as Mnemonics, involve relating the

theoretical framework has been prepared for the investigation in the next chapter.
In summary, the reviewed literature has explored the main decisive factors in
language learning in general and vocabulary learning in particular. The points
considered above are all central to understanding and explaining of what and why
learners actually do in the process of learning vocabulary. It helps to clarify the
notions of learning strategies were born in two fields that have developed it
independently: cognitive psychology and second language acquisition. The former
tried to analyze the strategies that scholars employ and then train novices to use as
well. The latter referred to the kinds of strategies that are used. A number of
researchers have attempted to systematize strategies of nonnative speakers, using
questionnaires 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 employers. Though the two studies by Stoffer
(1995) and Schmitt (1997) showed taxonomies of vocabulary learning strategies, no
study has dealt with students at Tân Trào University.

15
CHAPTER 2: METHODOLOGY

native speakers.
2.5 Instruments for data collection
In order to collect the data for the study, the questionnaire and the interview
16
were designed to gain information about vocabulary learning strategies used by the
students in the the study, their reasons, and their self reports on the effectiveness of
those strategies on their vocabulary learning.
2.5.1 The questionnaire
The questionnaire (see Appendix 3) was designed to investigate the
vocabulary learning strategies commonly used by the students participating in this
study. The questionnaire was based on Schmitt‟s (1997) taxonomy because of its
comprehensiveness which is appropriate to the researched population in this study.
The questionnaire was in Vietnamese to make sure that all participants could
understand and complete all the questions. It consisted of two parts. The first part
introduced the purpose of study and researcher‟s expectation on students‟ honesty of
provided information on individual learning experience, and required the participants
to provide personal information including age, sex, place of birth, duration of
learning English, and extra English learning experience at English centres. The
second part included 33 in which 32 items pertaining to students‟ approaches to
vocabulary learning, which were divided into 5 categories: determination strategies
(DET), social strategies (SOC), memory strategies (MEM), cognitive strategies
(COG), and metacognitive strategies (MET). Question 36 was an open-ended
question to which answer depends on individual students‟ learning experience. For
more details, a table of vocabulary learning strategies in questionnaire is provided
below:
Group of strategies
Questions in the questionnaire
Number of questions
Determination
Q1, Q2, Q3, Q4

interviews that allowed all the participants to share their opinions without bias from
other participants. The same questions (see Appendix 4) were given to all the
interviewees. The interviews were in two hours and all the respondents were
interviewed in Vietnamese to ensure full understanding and clear description. Those
exchanges were recorded for later data analysis. In the interview, these informants
were asked to (1) report the most commonly-used strategies in the questionnaire, (2)
share the reasons for those preferences, and (2) self-evaluate the effectiveness of
those preferred strategies on vocabulary learning.
One-to-one interviews to six chosen students were conducted. These took
place in two hours and were recorded (see Appendix 5) for convenience of latter
analysis. During the interviews, each respondent was encouraged to answer the given
questions relating to learners‟ common-used vocabulary learning strategies, the
underlying reasons for those preferred strategies, and the effectiveness of those
strategies on vocabulary learning.
2.6 Data analysis procedures
The questionnaire data were analyzed by means of descriptive statistics to
measure the frequency of each strategy the students reported that they used it. This
help to identify the strategies that students most frequently used and those they least
frequently used.
The qualitative data collected through the interviews were also analysed
quantitatively to identify the common pattern in the students‟ reasons for using the
strategies they claimed to have used in their vocabulary learning. However, some
meaningful extracts from the students‟ responses were also cited to illustrate the
quantitative findings.