HANOI PEDAGOGICAL UNIVERSITY NO.2
FOREIGN LANGUAGE FACULTY

BUI THI HONG

AN INVESTIGATION INTO THE FIRST- YEAR ENGLISH MAJORS’
SOME STRATEGIES FOR DEALING WITH UNFAMILIAR WORDS
FOR BETTER EFL READING COMPREHENSION AND
RECOMMENDATIONS
(Graduation paper submitted in partial fulfillment of the Degree of
Bachelor of Arts in English)

Hanoi, May 2013

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HANOI PEDAGOGICAL UNIVERSITY NO.2
FOREIGN LANGUAGE FACULTY

BUI THI HONG

AN INVESTIGATION INTO THE FIRST- YEAR ENGLISH MAJORS’
SOME STRATEGIES FOR DEALING WITH UNFAMILIAR WORDS
FOR BETTER EFL READING COMPREHENSION AND
RECOMMENDATIONS
(Graduation paper submitted in partial fulfillment of the Degree of
Bachelor of Arts in English)

SUPERVISOR: TA THI THANH HOA, M.A


The data collection instruments used in this study were tests and
questionnaire. One-hundred first-year majors in Foreign Language Faculty were
tested in order to examine whether their strategies of dealing with unfamiliar words
in reading passages are effective.
Based on the findings, the thesis make some recommendations on strategies
dealing with unfamiliar words in order to make the reading comprehension process
more effective in future English classrooms.

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LIST OF ABBREVIATIONS

1. EFL: English Foreign Language
2. HPU2: Hanoi Pedagogical University Number 2
3. ESL: English as a Second Language

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ...................................................................................................... iii
STATEMENT OF AUTHORSHIP ......................................................................................... iv
ABSTRACT ................................................................................................................................. v
LIST OF ABBREVIATIONS ................................................................................................... vi

TABLE OF CONTENTS

PART I: INTRODUCTION

I.3.1 Definition and classification of word .................................................................................. 15
I.3.2 The importance of vocabulary in reading comprehension ................................................. 16
I.3.3 Definition of unfamiliar word ............................................................................................. 17
I.3.4 What makes words unfamiliar? .......................................................................................... 18
I.3.5 The importance of strategies of dealing with unfamiliar words in reading process .......... 19

CHAPTER II: THE STUDY
II.1 Research design and method ................................................................................................ 21
II.1.1 Subject ................................................................................................................................ 21
II.1.2 Instruments ......................................................................................................................... 21
II.1.2.1 Exercises.......................................................................................................................... 21
II.1.2.2 Questionnaire .................................................................................................................. 22
II.2 Report of the survey results .................................................................................................. 23
II.2.1 Exercises results ................................................................................................................. 23
II.2.2 Questionnaire results .......................................................................................................... 26
II.3 Summary: .............................................................................................................................. 34

CHAPTER III: DISCUSSION OF THE FINDINGS AND RECOMMENDATIONS
III.1 Introduction .......................................................................................................................... 35
III.2 Discussion of major findings ............................................................................................... 35
IV.1 Some strategies for dealing with unfamiliar words in reading comprehension ................ 40
IV.1.1 Ignoring the unfamiliar words .......................................................................................... 40
IV.1.1.1 Skimming ...................................................................................................................... 40
IV.1.1.2. Scanning ....................................................................................................................... 41
IV.1.2 Guessing or referencing the word meaning by analyzing formation of words. ............. 42
IV.1.2.1.1 Stem or roots ............................................................................................................... 43
IV.1.2.1.2. Affixes ....................................................................................................................... 43

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language, reading is an essential skill. For many people, reading is the most
important skill to gain the knowledge and the means by which learners can access
to further study. So with well-developed skills, the reader will have chances to
make greater progress and achieve greater development in all academic areas.
Reading is an important tool for people of many societies, allowing them to
access reservoir of information or knowledge. Everyone needs reading skills for
such various purposes as survival, broadened knowledge and pleasure. Reading is a
basic skill not only every school requires but every job expects. It is the fact that
skills of reading and analyzing documents or a variety of data sources are major
factors which affect a person’s work performance and his salary as well. Therefore,
improving reading skill is very important for undergraduate students of English in
general and those of Foreign Language Faculty at Hanoi Pedagogical University
No.2 in particular.
Reading is not just pronouncing words but requires understanding. However,
the first difficulty students learning English as a foreign language meet while
reading is unfamiliar words. Many students probably consider that it is their main
problem in reading. When encountering in an unfamiliar word, most students are
first likely to ask what it means. If they do not find out the word meaning, they
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cannot go on reading and comprehending the text. College material contains
unfamiliar words and specialized or technical vocabulary that students must learn.
Also, college textbooks in general are written at a higher level than other materials,
so some effective strategies for dealing with unfamiliar words in reading
comprehension are necessary.
In studying process, the researcher of this paper and other students of Foreign
Language Faculty at Hanoi Pedagogical University No.2 have met many
difficulties caused by unfamiliar words in reading comprehension. There should be
more information about the sample’s exploitation of strategies for dealing with

major students at Hanoi Pedagogical University No.2. The population involved in
the study is one hundred first-year English major students at Hanoi Pedagogical
University No.2.
V. RESEARCH TASK
To help students deal with unfamiliar words in reading comprehension, this
study focused on the following main points:
1) Overview of basic knowledge on reading comprehension and unfamiliar
words in reading
2) Difficulties caused by unfamiliar words in reading comprehension for
students
3) A survey to get what exactly students find hard in encountering
unfamiliar words in reading comprehension and their habit of dealing with
this.
4) Proposed effective strategies of dealing with unfamiliar words in reading
comprehension based on the result drawn from the survey.
Hopefully, this research will be a good source for students in general,
especially the students of Foreign Language Faculty at Hanoi Pedagogical
University No.2 in particular.
VI. RESEARCH METHODS
In order to accomplish this paper systematically and adequately, the author
has acquired all the literature resources from many sources of data such as the
internet, journal, and teaching and learning methodology books in the Library of
Hanoi Pedagogical University No.2 and the Vietnam National University Library.
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The author implemented a survey with subjects who are the first-year English
major students at Hanoi Pedagogical University No.2. Consulting and discussing
by the supervisor in the process of researching also greatly contributed to the
completion of this thesis.

achieve reading comprehension, a reader needs “a variety of highly flexible
process called comprehension strategies” (May, (2001:119)). Vocabulary
development is considered as one of the important strategies in reading
comprehension.
It is commonly agreed by teachers and researchers that vocabulary
knowledge and reading have a close relationship. A reader who has much
vocabulary knowledge can comprehend a text better. Limited lexical knowledge
discourages reading and, simultaneously, a lack of reading restricts vocabulary
enriching. To become a successful, advanced reader, a learner will need to learn
and apply different strategies to deal with unknown words encountered in reading.
Generally, a good reader has appropriate strategies to deal with unknown words in
reading such as guessing or inferring the meaning of unknown words in a text.
Since more and more teachers and researchers have come to understand the role of
the lexicon in language learning and communication, a great amount of research
has been conducted on lexical inference and vocabulary development.
According to Paribakht & Wesche, (1999) in the book Studies in Second
Language Acquisition, a good reader can guess the meanings of some unfamiliar
words in a text, and there is a strong relationship between vocabulary knowledge
and reading comprehension. Reading ability of second/foreign language learners
has been widely investigated and it has been found that they will understand more
and make more vocabulary guesses if they participate actively in the reading
process by applying strategies.
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In the book Reading in a Foreign Language, Alderson (1981) proposes the
term “reading strategies” that students must utilize in order to comprehend reading
passages, and she noted 20 effective reading strategies “an efficient reader reads to
identify meaning rather than words, takes chances in order to identify meaning,
considers illustrations, evaluates guesses, uses a variety of types of context clues,

when they read in English. It was found out that they were often reluctant to
engage in the inferencing process as they preferred first language translations.
Thus, the aim of this study was to investigate if the EFL students used inferencing
when they dealt with unknown words in the reading passages in English and to
suggest some strategies for dealing with new words in reading comprehension in
English to the first-year English Majors at Hanoi Pedagogical University No.2.
I.2 Reading Comprehension
I.2.1 Definition of Reading Comprehension
Reading comprehension plays an important part in teaching and learning
reading. Reading comprehension can be understood as the ability to attract the
required information from the text as efficiently as possible. There are three
elements involving in the reading process: the text being read, the background
knowledge of the reader and the contextual aspects relevant for interpreting the
text. In reading, readers not only activate their knowledge of the language but also
the knowledge of the word or more specifically background knowledge of the text,
which is considered to be extremely important.
Studying the nature of reading comprehension, there are some definitions of
reading from researchers:
Richard and Thomas (1987:9) state: “reading comprehension is best
described as an understanding between the author and the reader”. The emphasis
is on the reader’s understanding of printed pages based on the individual’s unique
background of experience.
According to Cathy Puett Miller, TLA, Inc (1974:11), “Reading
comprehension is the process of constructing meaning from text. The goal of all
reading instruction is ultimately targeted at helping a reader comprehend text.
Reading comprehension involves at least two people: the reader and the writer. The
process of comprehending involves decoding the writer’s words and then using
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“Reading in the new language is also an important way to learn about the
target culture” (Richard, (1993:4)). Reading brings the learners a wide range of
interesting in information, helps them understand the way of life, behaviors,
thought and other social aspects of the English people. Thus, they can tackle the
vocabulary, the grammar, and the background knowledge or cross-cultural
problems they often encounter now.
Reading on a regular basis can also have the added benefit of improving our
spelling as well. The more we read, the more we see the proper spelling and it will
help us to make sure that we are spelling things correctly as well, which is
definitely very important. People who start reading from an early age are observed
to have good language skills, and they grasp the variances in phonics much better.
Especially, for children, reading out loud exposes them to proper grammar and
phrasing. It enhances the development of their spoken language skills, their ability
to express themselves verbally, clearly and concisely.
After all, there are many great benefits of reading and they all show the
importance of reading today. There are so many ways in which reading continues
to be both a vital skill for students to master, and an important source of
knowledge and pleasure. Reading is like providing the mind with nourishment.
Knowledge is the food for the mind and soul. Apart from giving us the basic
information about the world around us, it also encourages us to think. Therefore,
the key to improving weak reading comprehension is to promote our reading habit
and skills through understanding main benefits of reading completely.
I.2.3 Reading Comprehension Models
In looking for ways to describe the interaction between the reader and the
text, researchers have created models that describe what happens when people
read. According to the researchers, there are three main models of how reading
occurred.


understanding of vocabulary, they continue to read as long as the text confirms
their expectations (Goodman, 1967).
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In this model, the reader, far from being a passive receiver, plays an active
part in the text interpretation, using background knowledge to form inferences, and
only decoding symbols when it is necessary for comprehension.
Having the same ideas with Goodman, Smith (1998) assumes that “Reader
can go straight to meaning in the text by means of prediction. Reading is not a
master of identifying words after words.”
According to Stanovich (1980), Goodman and Smith’s top-down theory is on
a belief that the actual decoding process is slow, and that is therefore faster and
more economical for the reader to get to know what the text will contain next, so
that the slow decoding process can to some extent be avoided. He accepts that the
reader do form inferences while reading, and the background knowledge has a
powerful effect on comprehension, but assumes that it is false to imply the
generation of hypotheses concerning subsequent words in a text is quicker than
processing the words according to purely visual information.
Due to limitations of both bottom-up and top-down models, a new and more
insightful reading process has been proposed under the name of interactive model.
I.2.3.3 Interactive Model
Interactive theorists appreciate both the role of knowledge and the prediction,
and at the same time emphasize the importance of rapid and accurate processing of
the actual words of the text. According to Grabe (1998), the expression
“interactive” is sometimes interpretered to refer to the interaction between the text
and the reader, and sometimes to the interaction between top-down and bottom-up
reading processes.
According to Hayes (1991:7):
Interactive models, different processes are thought to be responsible for

and Chamot (1990). They assumed that learning strategies are “the special
thoughts or behaviors that individuals use to help them comprehend, learn or
retain new information” (1990:1). Although the definition is short, it covers the
most important aspects of learning strategies that learning strategies are both
mental and behavioral, and learning strategies are individually characterized.
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From reading through the definitions coined by researchers in the area of
learning strategies, it would be appropriate to state that learning strategies, in
essence, are actions taken by the learner to assist in learning more effectively.
Language Learning Strategies have been classified by many scholars. But
the framework that has been most widely welcomed and useful is the framework of
O’ Malley and Chamot (1990). The three categories of language learning strategies
will be presented as follows.
I.2.4.1.1 Cognitive strategies
Cognitive strategies are “more directly related to individual learning tasks
and entail direct manipulation or transformation of the learning material” (1990:8).
These are perhaps the most popular strategies with language learners. The target
language is manipulated or transformed by repeating, analyzing or summarizing.
The four sets in this group are: Practicing, Receiving and Sending
Messages, Analyzing and Reasoning, and Creating Structure for Input and Output.
Practicing is the most important in this group which can be achieved by repeating,
working with sounds and writing, and using patterns.
The tools of receiving and sending messages are used when learners try to
find the main idea through skimming and scanning. It is not necessary to check
every word.
The adult learners commonly use analyzing and reasoning strategies. These
are used to understand the meaning and expression of the target language. These
are also used to make new expressions.

spirit. Studies show that cooperative learning results in higher self-esteem,
increased confidence, and rapid achievement. Learners do not naturally apply
cooperative strategies because of strong emphasis put on competition by
educational institutions. Sometimes competition brings a strong wish to perform
better than others, but it often results in anxiety and fear of failure. It is important
to help learners change their attitudes from confrontation and competition to
cooperation.
Empathy is very important in communication. Empathy means to put oneself
in someone else situation to understand that persons point of view.
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Self-talk is the last set of strategies in this group. Reducing anxiety by using
mental techniques makes one feel competent to do the learning task.
Learners can use social strategies to develop cultural understanding and
become aware of thoughts and feelings of others. Learners can apply the strategy
of cooperating with others by doing something together in the language they are
learning.
I.3 Unfamiliar words
I.3.1 Definition and classification of word
Language is formed of words. Words allow us to talk about objects as diverse
as helicopters and penguins. The language learner learns word before acquiring
syntax or conventional discourse patterns.
In Webster’s College Dictionary, a word is known as:
“a unit of language, consisting of one or more spoken sounds or their written
representation, that functions as a principal carrier of meaning, is typically seen
as the smallest such unit capable of independent use, is separated from other such
units by spaces in writing and is often distinguished phonologically, as by accent
or pause”. (18, 412)
A word is the smallest free form or an item that may be uttered in isolation

create new members.
I.3.2 The importance of vocabulary in reading comprehension
Vocabulary has been seen as a primary factor in verbal comprehension
throughout much of the history of modern psychological and educational research.
Successful fluent reader's vocabulary knowledge is the core skill that enables them
to read faster and better with improved recall and especially improved
comprehension.
The importance of vocabulary knowledge can quickly be seen as the
fundamental tool that enables one to read groups of words with single eye
fixations. Because when a word or a group of words are immediately recognizable,
meaning that you know the meaning of the word or words and you do not require
decoding to understand, then this imparts a unique physiological characteristic...
your eyes do not fixate on known vocabulary nor require re-reading!
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