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Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
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Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
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Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
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Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
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Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx
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  1. Viết thuê đề tài giá rẻ trọn gói - KB Zalo/Tele : 0973.287.149 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 MINISTRY OF EDUCATION AND TRAINING NGUYEN TAT THANH UNIVERSITY True learning - True practise - True value - True future FACULTY OF FOREIGN LANGUAGES ---------- TOPIC LEARNING OF SPECIALIZED VOCABULARY OF THIERD – YEAR STUDENTS AT FACULTY OF FOREIGN LANGUAGES NTTU: REALITY AND SOLUTIONS Submitted by: Ho Chi Minh City, 1 June 2018
  2. Viết thuê đề tài giá rẻ trọn gói - KB Zalo/Tele : 0973.287.149 I Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 TABLE OF CONTENTS LIST OF ABBREVIATION............................................................................... IIII ABSTRACT...................................................................................................... IVV I. INTRODUCTION ............................................................................................1 1.1Background to the Study........................................................................... 1 1.2Statement of the Problem.......................................................................... 3 1.3Objectives of the study.............................................................................. 3 1.4Research questions.................................................................................... 3 1.5The significance of Study ......................................................................... 3 1.6Scope of the study..................................................................................... 4 1.7Definition of Key Terms........................................................................... 4 II. LITERATURE REVIEW .................................................................................5 2.1Vocabulary learning strategies.................................................................. 5 2.1.1 Definitions of vocabulary learning strategies....................................... 5 2.1.2 The importance of VLS........................................................................ 5 2.1.3 Role of vocabulary in language skills .................................................. 7 2.1.4 Classification of VLS ........................................................................... 8 2.2Attitudes towards VLS............................................................................ 10 2.3Previous research .................................................................................... 10 III. RESEARCH METHODOLOGY....................................................................11 3.1Location .................................................................................................. 11 3.1.1 Definitions of vocabulary learning strategies..................................... 11 3.1.2 Participants ......................................................................................... 12 3.2Research design....................................................................................... 12
  3. Viết thuê đề tài giá rẻ trọn gói - KB Zalo/Tele : 0973.287.149 II Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 3.3Research instruments .............................................................................. 12 3.3.1 Questionnaire...................................................................................... 12 3.3.2 Semi-structured interview .................................................................. 13 3.4Procedures – reliability validity.............................................................. 13 3.4.1 Questionnaire...................................................................................... 13 3.4.2 Semi-structured interview .................................................................. 14 3.5Data analysis ........................................................................................... 14 IV.TIMELINE......................................................................................................15 V. REFERENCES................................................................................................17
  4. Viết thuê đề tài giá rẻ trọn gói - KB Zalo/Tele : 0973.287.149 III Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 LIST OF ABBREVIATION NTT: Nguyen Tat Thanh NTTU: Nguyen Tat Thanh University SPSS: Statistical Package for Social Sciences VLS: Vocabulary Learning Strategy VLSs: Vocabulary Learning Strategies
  5. Viết thuê đề tài giá rẻ trọn gói - KB Zalo/Tele : 0973.287.149 IV Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 ABSTRACT This article presents the results of a research conducted through an online survey, aimed at understanding the perceptions of NTT students perceptions which the importance attitudes towards learning English technical vocabulary and their technical vocabulary learning strategies. The knowledge of vocabulary is very important to ensure that you can learn the vocabulary quickly “A conscious technique used by a learner purposely assist the language learning process” (Grainger, 2005: 328). The participants of this study will be 200 students from faculty of foreign languages at Nguyen Tat Thanh University. The study will employ a mixed-methods design. Students at Faculty of Foreign languages NTTU understand effecient methods to learn vocabulary, especially specialized vocabulary easily. Learning of vocabulary with students are a matter of concern which needs suitable methods or solutions. Key words: NTT, NTT students, NTTU, technical vocabulary, specialized vocabulary
  6. 1 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 I. INTRODUCTION 1.1Background to the Study In the learning of a foreign language, vocabulary plays a important role and becomes the challange for learners. Because of the lacking of specialized vocabulary will prevent students to convey meaning of context, situation in all fields.A vocabulary is a sequence of familiar words with a person's language. Acquiring an extensive vocabulary is one of the greatest difficulties in learning a second language. From that, Brown and Payne suggested that students should have strategies in learning vocabulary. It is closely associated with learners who have a specific purpose in learning vocabulary. It also will provide a specialized meaning that differs from its common meaning when used in a specific field. Especially, it aslo will be unique in that field. So, strategies in learning vocabulary will help learners to gain success. This directly indicates that vocabulary learning is an important challenge for students because they are not familiar enough with academic vocabulary terms. There is improvement to the vocabulary of college students including the use of English language to read, write, speak and listen and ultimately their academic achievement. Academic vocabulary is critical for the comprehension of discipline- specific content taught at the tertiary level as it assists in, learning, analyzing, thinking, predicting, explaining and justifying issues of use issues in academic contexts using a higher level of English. Learners with higher academic vocabulary development are better at tolerating a small proportion of unknown words in a text without disruption of comprehension and can even infer the meaning of those words from rich contexts. In addition, the individual's sense of taste and organization of learning effectively and using them to achieve their goal of moving to new language learning requires a lot of effort and time management. Language learning strategies enable students to directly learn and use language and develop learner autonomy as long as these are effective strategies used to facilitate learning. University students must learn English as a foreign language to meet the challenges of mastering English vocabulary. These students are learning and using English, is a foreign language for
  7. 2 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 them, and they are also expected to learn new academic concepts that require sophisticated knowledge and vocabulary. It can not be denied that because of the technical and frequency of use, academic vocabulary is less commonly used than vocabulary in our English language classes. Consequently, effective understanding of text and lectures can be impaired if the person has low academic vocabulary. Learning new words of a new language seems to be an easy task for some students. However, it is also the most challenging thing to do when reaching a certain level. Learning new vocabulary is to require a lot of practice to memorize and understand the meaning of the words. There are some difficulties that the students may face when learning new vocabularies. Pronunciation: Most of the students have trouble in pronouncing new words, how to write and spell. It is because of the differences between spoken and written in English. Some the words are that contains silent letters. For example the word of muscle. The pronunciation has effect on remember writing vocabulary. Moreover, the written form is different from the spoken form in English, so that makes the learners hard to study. Vocabularies understanding: students have a difficult time to select an appropriate meaning of the words. They often use overlap the meaning of the words such as the words of make and do. Students are also confused when they see the words that are idiomatic. Using the words based on the context is also one of the challenges when learning new vocabulary. One word can have more than one meaning. For example the meaning of ‘can’ as a noun is totally different from the meaning of ‘can’ as a modal verb. Selecting the words that are worth to learn: the number of vocabularies in English is large, and there is no doubt that students are unable to understand every single one. Students have to know to choose the words that are worth to learn or words that are relevant to the subject that they are studying.Having much major (specialty) words that are so strange to remember. Moreover, having the same word with different meaning.
  8. 3 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 There are four important things you need to do when you study a word: you need to see the word, you need to hear the word; you need to say the word; you need to practice using the word. Work hard to learn and remember all the words in English from the beginning is not just a waste of your time and energy on studying. The sensible strategy is not to learn and remember all the new words, you see. On the contrary, only learned of the most popular words, from some ordinary, after more slowly learning. 1.2Statement of the Problem Learning to build a better vocabulary can be a good time and time to learn more vocabulary. Learning to focus regularly can bring about a rapid improvement in your vocabulary skills, which can increase your ability to communicate by writing, chatting or speaking. Having a great vocabulary can benefit you in school, at work and in society. It will allow you to understand the ideas of others better and to get the satisfaction of your thoughts and ideas more effectively. 1.3Objectives of the study Studing the terminological vocabulary with third – year students í a matter of concern which needs methods and solve with foreign language students. 1.4Research questions This research aims at trying to answer the following questions: 1. How do those students use technical vocabulary learning strategies ? 2. What are the most and least commonly used technical vocabulary learning es by those ? 3. What are the difficulties in learning vocabulary techniques from this research? 1.5The significance of Study The research aim is to help English learners to improve their ability of vocabulary learning and develop their English proficiency by providing some pratical suggestions to both teachers and learn researchers believe that this study will be helpful to the language teachers and to the respondents.
  9. 4 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 1. Teachers will receive the benefits from this research. Teachers can develop effective and least frequently used students technical vocabulary learning. Teachers can achieve several essential knowledge about approaches in vocabulary learning straegies. The research will provide teachers knowledge about the types of materials and activities to be designed to polish vocabulary learning in order to enhance their lexical their competenc. 2. Nguyen Tat Thanh University will also benefit from this research. They will be able to attain useful information about the learning strategies so that they may be able to implement them in the school curriculum. 3. The students themselves also will benefit from this research. It bring advantages of assisting and encouraging students to apply suitable vocabulary learning attitudes and strategies in their specific field of learning, with this study, student might realize the ways they use to learn technical vocabulary and make appropriate plans for their learning process with these strategies. In other words, the student must to control for their own vocabulary learning 1.6Scope of the study The study will be conducted at Nguyen Tat Thanh University of Ho Chi Minh is located at An Phu Dong street, twelve district. The study focuses on the investigation challenges and strategies for learning vocabulary and by 200 students. The participants of the study will be the third year students enroll in English. These students will take part in a survey about their difficuties and methods learning 1.7Definition of Key Terms To make this research easier to understand, the researcher would like explain key terms as follows: EFL students: are those who are studying English at Nguyen Tat Thanh Univerity. Attitude: learner's opinions about learning language. Technical vocabulary: is the specialized vocabulary for learners who have special purpose in language learning. However, little is known about such vocabulary
  10. 5 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 because there are no well established approaches for deciding which words are technical terms and which are not. Learning strategy: are the purposeful steps used by language learners to comprehend and process new information more deeply, to help to recall old information, and apply knowledge and skills to facilitate problem solving. II. LITERATURE REVIEW 2.1Vocabulary learning strategies 2.1.1 Definitions of vocabulary learning strategies Vocabulary learning strategies (VLS) are steps to help learners that can learn language easier and acquire new English words. Schmitt defines vocabulary learning strategies as "the process by which information is achieved, stored, removed and used... so it could be any effect on this widely defined process" (1997, p.203). This definition brings to the mind that vocabulary learning is accidental or intentional that researchers have talked about it in the literature a lot. In VLS, therefore, each student can have their own ways for learning vocabulary to gain new words. 2.1.2 The importance of VLS Vocabulary is an important factor to any language. It is also necessary to use in the language skills for communication. Gifford (2013) clearly made that the relationship between vocabulary and language skills. The vocabulary will help you to understand the reading and listening linguistic skill . Reading vocabulary can help to recognize and comprehend while reading. Listening vocabulary will support for situation and improve communication skill. In addition, The purposes of this study were to determine the correlation between vocabulary and challenges comprehension of stared. Through we could find problems and give some solutions to help us learn vocabulary the best way. To learn the language, learning vocabulary is very important and useful. In vocabulary, it can be divided two groups passive and active vocabulary. Besides passive and active vocabulary we usually meet some problem about family words,
  11. 6 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 synonyms, antonyms and so on. About vocabulary, it is very varied so it makes we confuse and don’t remember all vocabulary. It can see that we can meet with serious difficulties, such as: selecting which words are worth learning. Another problem can be how to organize our vocabulary (Difficulties in Learning Vocabulary). Almost every often organizes to the vocabulary they write down some way so they did break the words or phrases, they didn’t know use suitable words for a sentence. According to the source, SCRIBD with the title “difficulties in learning vocabulary” (difficulties in learning vocabulary) give add the problem remember vocabulary mean that vocabulary learning largely been construed as a memory problem seems to be another difficulty for vocabulary learner. Moreover, one of the big challenges is what is learned today is often forgotten tomorrow. Typically, you learn vocabulary in a way the same for all four skills in English and hope that you can be used whenever needed. Reality shows as you can will only use that vocabulary on Reading if you only learn and remember the meaning of the word. To be used in Writing then you will need to know more about how to use. Similarly, to Listening ( listening comprehension) a vocabulary, than to understand the meaning of words, phrase and meanings understood the saying from the audio or the opposite, you need to hear more. The first floor of the highest repeat performance, which means you have to learn and focus very much on the most essential vocabulary they can use it in speaking. Say like to see, you should not study with equally for all vocabulary. You need to sort out, the words would be necessary to study “profusely” and used to be when it comes, then the number of the required increase in vocabulary is the Group would to be able to understand, the next number is going to be able to apply when writing( do the essay), and finally the written notes how much more other words to be able to read out if caught that vocabulary in one post read. Therefore, many student only spend a free time during the day and maintain regularity still achieved his goal, but many others spent more time initially to learn English quickly withdrew because I feel progress how much.
  12. 7 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 The purposes of this study were to determine the correlation between vocabulary knowledge reading, writing, listening and speaking comprehension of starter, to determine a cutoff point of vocabulary frequency level for reasonable listening comprehension, and to find out what problems starter think influence their reading, writing, listening and speaking comprehension. According to a language student, the main activities for learning a new language are: reading, writing, listening and speaking. This is what we naturally do in our mother tongue. An important aspect to note is that we can classify these activities as input and output. As you can guess, listening and reading are the activities of the input, and writing and speaking are the activities of the output. In other words, you will be exposed to the language when you’re listening or reading and conversely you will produce the language when you’re writing and speaking. In short, the more you write and speak, the better your skills. That’s why the teachers at the language schools ask you to write a lot and “practice” your speaking with other students, sometimes in groups. The findings of the study indicate that the size of vocabulary knowledge was found to be significantly correlated with listening comprehension and could predict half of the variance in the listening scores. This study also suggests that the 3,000 word level represented a probabilistic vocabulary threshold level necessary for hospital pharmacists to perform adequately on the listening comprehension test Moreover, the difficulty to listen to a long talk in English was found to be the greatest problem influencing their listening comprehension. This seems reasonable, but it does not work. There are a lot of studies pointing out the contrary: Basically, in order to develop your English skills, you need to perform the input activities most of the time. 2.1.3 Role of vocabulary in language skills Vocabulary learning plays an important role for beginners to learn English. According to Wilkins in Mauritius (1972:111-112) said that “ a language that lacks
  13. 8 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 some grammar can be conveyed, but it lacks vocabulary that cannot be conveyed”. So, vocabulary learning is essential part of learning new languages. In order to learn vocabulary successfully, Brown and Payne (1994: 373-391) conducted a study about steps in vocabulary learning. It divided into 5 important steps. Based on this statement, the first step is Encountering New Words. Learners can learn a new words by reading book, listening to TV and radio, and reading newspaper and magazines. It will be a better chance to remember words quickly. Next, getting a clear image of the form of the vocabulary is the second step. This is a way to remember words through giving definition. Getting the Word Meaning is the third important step. This step will help learners to get the word meaning easily by finding the name of things around such as “asking native English speakers what words mean”, “making pictures of word meanings in mind,” and “explaining what the speaker means and asking someone to tell him English word”. The fourth strategy is the Consolidating Word Form and Meaning in Memory. This step includes many kinds of vocabulary learning strategies such as flashcards, matching exercises, crossword puzzles, etc, that attach special importance to both Vocabulary and expression. Thanks to the study of Hatch and Brown (1995:387) divides these strategies into four general categories: creating mental linkages, applying images and sounds, reviewing well, and 4 employing actions. The last step is using the words. In this step, allowing learners to check knowledge in other steps is correct and to make sure that words and meaning will not fade from memory (Hatch and Brown, 1995:390). Besides that, Another expert, Schmidt (1997:199) also mentions consolidation strategies in learning vocabulary including social strategies, memory strategies, picture imagery, related words, unrelated words, grouping, words orthographic or phonological form, cognitive strategies and commit to user 23 meta-cognitive strategies and other memory strategies. Considering the principles above, vocabulary learning strategies will help learners to learn quicker and more effective. 2.1.4 Classification of VLS Schmitt (1997) divided 2 main groups of VLS: 1. Discovery strategies: to learn about words that will help learners to explore learning of new words easily.
  14. 9 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 2. Consolidation strategies: it can help learners to remember words better. To sum up, learners can choose VLS that will help to acquire vocabulary. According to O’Malley & Chamot, 1990; Oxford, 1990; Schmitt, 1997, 2000 , learners can adopt to 7 strategy groups such as: 1. Memory  Creating Mental Images  Applying Images and sounds  Reviewing Well  Employing Action 2. Cognitive  Practice  Receiving and Sending Messages  Analyzing and Reasoning  Creating Input and Output 3. Compensation  Guessing Intelligently  Overcoming Limitations 4. Meta-cognitive  Centering Learning  Planning Learning  Evaluating Learning 5. Social  Asking Questions  Cooperating  Empathizing
  15. 10 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 6. Affective  Lowering Anxiety  Encouraging 7. Determination  Analyzing speech, affixes  Contextual Guessing  Check L1 Cognate  Consulting Dictionary 2.2Attitudes towards VLS Attitude is the way a person thinks and feels about someone or something, that will express a person’s behavior. Attitude plays an important role to motivate for learning vocabulary. It will decide to success and failure of learners. If learners have a positive attitude towards learning vocabulary, it brings a good result for learners. On the contrary, negative attitude towards learning vocabulary will get a bad result for students in English. 2.3Previous research VLSs play an important role to help learners in the development of the ability. Hatch and Brown (1995) suggested 5 steps to gain words such as source, a clear image, learning, strong memory and using. In addition, Luppescu and Day (1993) known that students use dictionaries in their studying will remember words better than students who do not use. Lawson and Hogben (1996) also identified that students should repeat the new vocabulary’s spellings and meanings and that just some students use situation to guess meaning of the new words. Nosidlak (2013) pointed out that if learners have the best way to learn vocabulary or the greatest VLS, they can save time and effort in their study.
  16. 11 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 In China, Fan (2003) studied that excellent vocabulary learners should show VLSs to poor learners that can help their to develop their vocabulary. Wu (2011) did a survey, pointed out that the reason why poor vocabulary learners meet difficulties VLS and encouraging that they need to gain more knowledge to adopt VLSs under specific guidance III. RESEARCH METHODOLOGY 3.1Location 3.1.1 Definitions of vocabulary learning strategies Nguyen Tat Thanh University of Ho Chi Minh is located at 331 1A highway, An Phu Dong Ward, District 12. Nguyen Tat Thanh University (NTTU) belongs to Vietnam National Textile and Garment Group. NTTU has a total 100.000 m2 of group floor area, over 3.000 computers, and modern education equipment. There is also a library within NTTU with about a hundred thousand titles of the book. 100% of classrooms and laboratories which are equipped with air conditioner and Wi-Fi connection provide. NTTU is also a home of 20.000 employees, lectures with high enthusiastic. Moreover, NTTU also gathers 12 professors, 17 associate professors, over 80 doctors of science and over 500 masters. Along with investing in facilities, NTTU also increases the quality of education by cooperating with over 140 universities and institutes of 20 developed countries in education. Nguyen Tat Thanh University has justified its solid position not only on the Vietnam map of education but also in the world. Currently, the training scope of the University is more than 20.000 students pursuing 54 majors from 5 main industries: Healthcare, Engineering – Technology, Economics – Management, especially Foreign Language. With the philosophy of training of “True learning, true practice, true success, true future”. NTTU is proud as a provider of high-quality human resources. NTTU is also one of the pioneers to adopt learning outcomes for students from knowledge to professional skills. Ai the same time, the University is flexible to mount four norm “The school – Entrepreneur – Administrator – Scientist”, in which the business
  17. 12 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 partnership is now considered as the core of the training process, enabling association of training and the world of work, bridging the gap between learning outcomes and job requirements in practice. 3.1.2 Participants The participant of this research is a third-year student at the university and in the English major. Students are having difficulty in study vocabulary, especially specialized vocabulary. There are three major areas of study in English: Teaching, business English, and Interpreting. For specialized vocabulary teaching, it is easier for students to learn as it relates to school study and books. For the other two sectors are more difficult because of the diverse and not close to the students sitting on the school chair. For business English which relates foreign trade such as import-export, banking, finance, accounting and human resources. These specialized vocabularies are a dilemma because of the strange and practical experience. For interpreting, this is a profession that requires linguistic competence and extensive social knowledge of cultures, countries, people, customs, and habits. Thus, the question is how to learn specialized vocabulary effectively 3.2Research design This study will focus on investigating the attitudes of NTTU student toward the study of English vocabulary and their vocabulary learning strategies. To do this research, the study will use a mixed-methods design. Thus, in the present study, a combination of qualitative and quantitative research approaches will be used 3.3Research instruments 3.3.1 Questionnaire A questionnaire will be used to measure learning of specialized vocabulary of third-year students at Faculty of Foreign languages Nguyen Tat Thanh University. The questionnaire in the study include of three parts. Part I is about demographic information of the subjects. In this part, the students will need to write their class, faculties’ names, genders and semester of studying. Part II will demand the method learn specialized vocabulary. It will consist of 10 closed-ended items. In addition, to
  18. 13 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 have the best of the results, the questionnaire will be composed in Vietnamese to create it simply for the students to answer as well as avoid misunderstandings. A Likert Scale will be utilized to tool the students’ responses by choosing any of these responses: ‘5’ for Strongly Agree (SA), ‘4’ for Agree (A), ‘3’ for Neutral (N), ‘2’ for Disagree (D) and ‘1’ for Strongly Disagree (SD) (Likert scale). Finally, Part III will be concerned how to learn specialized vocabulary of third-year students. It will consist of 30 closed-ended items. The students will choose one of five options that the best suits them with make flashcards, make a study list, write out words repeatedly, take vocabulary quizzes and use vocabulary words in conversation and writing (how to learn English vocabulary: 5 best methods). 3.3.2 Semi-structured interview Semi-structured interview will conduct with twenty students to ask them about what do they think about the evaluating the role of vocabulary learning? And what methods do they use their vocabulary learning? The researcher will use the results of the interviews as evidences for the students’ responses to the questionnaire. Furthermore, the students will ask to provide some examples on the method they employed because the researcher would like to make sure they really did practice them. Moreover, the researcher will discuss together the students give how to learn specialized vocabulary efficiently with the interviewees. The researcher will meet each student individually in the library of Nguyen Tat Thanh University. Each interview will last ten to fifteen minute 3.4Procedures – reliability validity 3.4.1 Questionnaire The questionnaire will have a time limit of 40 minutes. Before doing the questionnaire, the students will be confirmed that they are voluntary to take part in. And they have to answer as honestly as possible. The questionnaire will be designed in English. To ensure the legitimacy, the researcher ought to carry out a pilot study to receive feedback’s students as well as recommendation about question items. After that, to check trustworthiness for the questionnaire, the researcher will use alpha (). According to Devellis (Wekipedia) show that the trustworthiness of the questionnaire is good if the alpha () is at least equivalent 0.70 (  0.70). So, the
  19. 14 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 data of the questionnaires have to analyze by using SPSS 21.0 for Windows to find out the value of alpha (). 3.4.2 Semi-structured interview When doing the interview, the research must choose the semi-structured interview to prepare questions on each plan. To convenient the research need to save time and to cover the target aspects of the interview. All of the questions for the interview will be designed in Vietnamese language. Before doing the interview, all of the questions will be a pilot interview to know that the questions intend to obtain suitable information or not. During semi-structured the research should use smart-phone to collect some picture or video of the third-year students at Nguyen Tat Thanh University. Through we will see attitudes and knew the method to learn specialized vocabulary of them. Moreover, the interview will give more fully issues covered in the questionnaire as well as expose issues not have in the questionnaire. All of the information collected from the interview will analyze by using qualitative content analysis. 3.5Data analysis The data of this study will be analyzed using descriptive statistics in which the number of frequencies will be tabulated and converted into percentages.Qualitative: The interview method used in this study is semi-structured. In semi-structured interviews, a list of questions was prepared in advance to guide the interviewee to solve the problems in the questionnaire. Each interview lasted about 15 to 20 minutes and at the same time, the researchers took notes in the interviews Quantitative: The second method of conducting research, applied from the quantitative method, is the questionnaire. Questionnaires are considered relatively easy to build and manage for a large number of participants. Questionnaires are therefore often used to investigate the current use of vocabulary learning strategies. The data is recorded accordingly in the descriptive statistical format that forms the basis of the thesis and is emphasized in the conclusions of the study.
  20. 15 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 Analyzes are based on questionnaires completed by the participants. By comparing the questionnaire and the practice through tests we can find common methods of learning English vocabulary more effectively. + Questionnaire analysis + Strategic analysis of individual characteristics The first question is about learning habits. Good learning habits are beneficial for the effectiveness of learning. In addition, it means that learners can emphasize learning English. Learning needs to accumulate. All successful English learners know that there is one new language does not happen overnight. Developing a proper learning habit is essential and especially the vocabulary problem. English will not be repeated and reinforced if they are not active learners. IV. TIMELINE No TASK TIME DETAILED DESCIPTION 1 Chapter 1: Introduction From 2rd March to 8th March, 2018 -Review, adjust and complete the introduction chapter. 2 Chapter 2: Literature review From 9th March to 22th March , 2018 -Read and find materials about the topic. -Learn about some items relating the research topic if any. Write and finish the literature review chapter. 3 Chapter 3: Research From 23th March to 12th First, review adjust and complete the instrument,
  21. 16 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 Methodology April, 2018 participants, research site, research design. Second, carry out the questionnaire and interview. Third, assemble documents from participants in research paper. Fourth, arrange and run data with SPSS software. Last, complete the process of collecting data. 4 Findings, Discussion and Conclusion From 13th April to 26th April,2018 Analyze and discuss the data. After that, think about conclusions, limitations and implications for the next part. 5 Thesis Submission From 27th April to 18th May, 2018 Research paper will be approved by my instructor and will submit it to the faculty.
  22. 17 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 V. REFERENCES Best of Bilash. (2009, june). Retrieved from Improving Second language Education: https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/fourskills.ht ml IJALEL. (2017). Retrieved from International Journal of Applied Liguistics & English Literature: http://www.journals.aiac.org.au/index.php/IJALEL/article/view/3476 Read, J. (2000). Assessing vocabulary. New York: Cambridge University Press. Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. how to learn English vocabulary: 5 best methods. (n.d.). Retrieved 05 30, 2018, from prepscholar TOEFL: https://www.prepscholar.com/toefl/blog/learn-english- vocabulary/ likert scale. (n.d.). Retrieved 05 30, 2018, from wikipedia: https://en.wikipedia.org/wiki/Likert_scale wekipedia. (n.d.). Retrieved 05 31, 2018, from Cronbach's alpha: https://en.wikipedia.org/wiki/Cronbach%27s_alpha O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199- 227). Cambridge: Cambridge University Press. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
  23. 18 Luanvanmaster.com – Cần Kham Thảo - Kết bạn Zalo/Tele : 0973.287.149 Hatch &C. Brown. (1995). General Vocabulary Learning and Learner strategies. In Hatch & C. Brown (eds) Vocabulary, Semantic, and Language Education. Cambridge: Cambridge University Press. Lawson, M.T. and Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language Learning. 46/1:101-135. Luppesu, Stuart, and R. Day. (1993). Reading, Dictionary and Vocabulary Learning. Language Learning. 43: 263-287 Nosidlak, K. M. (2013). Vocabulary learning strategies of the advanced students. Journal of Language Teaching and Research 4 (4) 655-661 Wu, J. (2011). Survey on the utilization of vocabulary learning strategies by college students. Fudan Forum on Foreign languages and Literature 24 (1), 84-89. Fan, M. Y. (2003). Frequency of Use, Perceived Usefulness, and actual usefulness of Second Language Vocabulary Strategies: A Study of Hong Kong Learners. The Modern Language Journal, 87:222-241.
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