1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES TRẦN THỊ HÒA PROMOTING LEARNER AUTONOMY IN LEARNING VOCABULARY FOR SECOND-YEAR STUDENTS AT HAI PHONG MEDICAL UNIVERSITY (Phát huy tính tự chủ việc học từ vựng cho sinh viên năm thứ hai, Trƣờng Đại học Y Hải Phòng) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES TRẦN THỊ HÒA PROMOTING LEARNER AUTONOMY IN LEARNING VOCABULARY FOR SECOND-YEAR STUDENTS AT HAI PHONG MEDICAL UNIVERSITY (Phát huy tính tự chủ việc học từ vựng cho sinh viên năm thứ hai, Trƣờng Đại học Y Hải Phòng) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Phùng Hà Thanh, M.Ed HANOI - 2010 TABLE OF CONTENTS TABLE OF CONTENTS PAGE Declaration i Acknowledgement ii Abstract iii List of tables and figures viii PART A: INTRODUCTION Rationale of the study Aims and objectives of the study Scope of the study Methods of the study Significance of the study Overview of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Vocabulary 1.1 Definition of vocabulary 1.2 Processes of vocabulary acquisition Vocabulary learning and teaching 2.1 Aspects of learning a word 2.2 Explicit approach vs Incidental learning approach Learner autonomy 10 3.1 Definition of autonomy 10 3.2 Principles of developing autonomy 12 Vocabulary learning strategies 14 4.1 Definition of learning strategies 14 4.2 Classification of vocabulary learning strategies 15 4.3 Frameworks for strategy training 16 CHAPTER 2: METHODOLOGY Background of the study 18 1.1 Current learning and teaching of English at Hai Phong Medical University 18 1.2 Identification of the problem 18 Participants 19 Implementation of the action research 19 Instruments of data collection 22 4.1 Description of the pre-treatment questionnaire 22 4.2 Description of the vocabulary – learning records 23 4.3 Description of the vocabulary learning diary 24 4.4 Description of the post – treatment questionnaire 26 Data collection procedures 26 Data analysis procedures 26 CHAPTER 3: RESULTS AND DISCUSSION Phase One - Research question 1: Students’ problems in independent vocabulary learning 28 Phase Two 29 2.1 Research question 2: Students’ performance in the use of the taught strategies 29 2.1.1 Students’ performance in the use of Strategy Set and Set 29 2.1.2 Students’ performance in the use of Strategy Set 30 2.2 Research question 3: Students’ participation in the use of the taught strategies 31 2.2.1 Students’ participation in the use of Strategy Set and Set 31 2.2.2 Students’ participation in the use of Strategy Set 32 Phase Three 32 3.1 Research question 4: Students’ maintenance of the taught strategies in independent vocabulary learning 33 3.2 Research question 5: Students’ perception of the effectiveness of the strategy training programme 34 3.2.1 Students’ frequency of using the taught strategies before and after the training programme 34 3.2.2 Usefulness of the taught strategies 35 3.2.3 Students’ evaluation of the strategy training programme 36 PART C: CONCLUSION Conclusion 39 Pedagogical implications from the findings 40 Limitations of the study and suggestions for further study 40 REFERENCES 41 APPENDICES Appendix 1: Schmitt’s taxonomy of vocabulary learning strategies (1997) I Appendix 2: Three lesson plans III Appendix 3: Three word-learning records XXIV Appendix 4: Sample vocabulary-learning diaries XXXIII Appendix 5: Pre-treatment questionnaire survey (English version) LVIII Appendix 6: Pre-treatment questionnaire survey (Vietnamese version) LX Appendix 7: Post-treatment questionnaire survey (English version) LXII Appendix 8: Post-treatment questionnaire survey (Vietnamese version) LXV 10 LIST OF TABLES AND FIGURES TABLES PAGE Table 1: Criteria for evaluating word-learning records 24 Table 2: Holistic rubric for marking the maintenance of the trained strategy sets 25 Table 3: Students’ performance in the use of Dictionary-related strategies and Vocabulary-recording strategies 29 Table 4: Students’ performance in the use of Affix-studying strategies 30 Table 5: Students’ participation in the use of Dictionary-related strategies and Vocabulary-recording strategies 31 Table 6: Students’ participation in the use of Affix - studying strategies 32 FIGURES Figure 1: Students’ problems in independent vocabulary learning 28 Figure 2: Students’ maintenance of the taught strategies in independent vocabulary learning 33 Figure 3: Frequency of vocabulary strategy use before and after training 34 Figure 4: Usefulness of the taught strategies 35 Figure 5: Effectiveness of the strategy training programme 36 Figure 6: Students’ recommendations for vocabulary-learning strategy training 38 11 PART A: INTRODUCTION Rationale of the study Learner autonomy, a concept promoted by Holec (1981) and others in the context of European language education, has become a favorite topic for analysis for the last twenty years In many parts of the world, learner autonomy has been put forward as a goal to achieve (Pemberton et al., 1996; Sinclair et al., 2000; Little et al., 2000; Benson, 2001) Several arguments may be used in favor of developing autonomy in language learners For example, according to Naimen et al (1978), autonomous learning is more effective than other approaches to learning, and Waite (1994) specifies that learners need to take charge of their own learning in order to make the most of available resources, especially outside the classroom Despite being widely discussed worldwide, learner autonomy remains a fairly novel concept in Vietnam Whether or to what extent learner autonomy is developed and practiced in Vietnamese schools and universities is still open to question Furthermore, since the idea of learner autonomy originated from Western cultures, it hardly suffices to just transfer the concept to an Asian context (Benson, Chik & Lim, 2003; Smith, 2003) Rather, the implementation of learner autonomy in Asian countries should be tailored so that an appropriate methodology for developing learner autonomy in non-Western contexts can be devised (Smith, 2003) Another argument is that learner autonomy is a universal social phenomenon, which manifests itself differently in different local contexts (Holliday, 2003) Because of all these complex and interesting points, it seems appealing to explore how autonomy can be enhanced in an Asian educational institution like Hai Phong Medical University Moreover, developing learners’ autonomy becomes increasingly important as far as tertiary education is concerned A student at university is required to a substantial amount of research for his assignments, so he is supposed to know when and how to work independently so that he can achieve a satisfactory result Specifically, the local context of Hai Phong Medical University calls for the idea of promoting learner autonomy The second-year students, who are at pre-intermediate level, not seem to study English as well as in the first year Having taught them for three successive semesters, I immediately take notice of the situation and intend to design a remedy plan to improve it After my open talk with the whole class, several problems came 12 to light Most of the students feel discouraged by a large number of words they encounter in each English lesson As many of them confess, learning vocabulary seems to be the most difficult and most important to them However, as English non-majors, the students have only four periods per week for English lessons It means the time spent on vocabulary learning is really limited in class In order to develop the students’ vocabulary, it is crucial that they practice independent vocabulary learning regularly outside class Therefore, it has become increasingly essential to provide them with useful learning strategies so that they can employ in their self-study time In this case, the success of learning vocabulary depends very much on how effectively and autonomously the students practice vocabulary self-study As Waite (1994) says, learners need to take charge of their own learning in order to make the most of available resources, especially outside the classroom For all the reasons above, I have decided to undertake a study on promoting learner autonomy in learning vocabulary for second-year students at Hai Phong Medical University The focus of the study is a training programme of vocabulary – learning strategies conducted for ten weeks Aims and objectives of the study Firstly, the study aims at improving the students’ autonomous vocabulary learning by teaching them some helpful strategies, namely dictionary-related strategies, recording vocabulary and studying affixes Secondly, it is intended to evaluate their employment of these vocabulary-learning strategies in terms of performance, participation and maintenance These aims can be achieved by answering the following research questions: What are the problems that the students encounter in their independent vocabulary learning? How well the students use the taught strategies in their guided vocabulary practice? How much the students use the taught strategies in their guided vocabulary practice? To what extent the students maintain the taught strategies in their independent vocabulary learning? How effective is the strategy training programme in helping the students learn vocabulary, as perceived by the students? 13 Scope of the study The research focuses on one specific way of developing learner autonomy: the explicit teaching of learning strategies A vocabulary-learning strategy training programme is conducted for ten weeks Within the scope of the study, only three strategy sets, namely dictionary-related strategies, recording vocabulary and studying affixes, are taught The effectiveness of the taught strategies is measured in terms of performance, participation and maintenance Performance refers to the extent of correctness when the students use the taught strategies while participation means how much they use these strategies in their guided vocabulary practice Lastly, maintenance refers to the extent of retaining the taught strategies in their independent vocabulary study The participants include 27 second-year students of the same English class at Hai Phong Medical University and their teacher In this study, the teacher is in charge of teaching the class and plays the role of the researcher at the same time Methods of the study The current study is carried out as an action research, which combines qualitative and quantitative approaches The action actually taken is a vocabulary-learning strategy training programme designed for the duration of ten weeks The programme is divided into three phases In phase one, pre-treatment questionnaires are distributed to seek the answer for research question one regarding the students’ problem in learning vocabulary Then, the students are taught about three strategy sets, namely dictionary-related strategies, vocabulary-recording and affix-studying In phase two, three word-learning records are provided as guided practice of the taught strategies The data from the word-records aim at answering the research question two and three about the students’ performance and participation in the use of the taught strategies In phase three, the students keep free-style vocabulary learning diaries, in which they record the vocabulary they want to learn in their self-study time The diaries are used to answer the research question four about the extent of maintaining the taught strategies in the students’ independent vocabulary learning By the end of phase three, post-treatment questionnaires are distributed to answer the research question five about the learners’ perception of the strategy training programme ... study on promoting learner autonomy in learning vocabulary for second-year students at Hai Phong Medical University The focus of the study is a training programme of vocabulary – learning strategies... STUDENTS AT HAI PHONG MEDICAL UNIVERSITY (Phát huy tính tự chủ việc học từ vựng cho sinh viên năm thứ hai, Trƣờng Đại học Y Hải Phòng) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology... explicit learning, the central idea is that the application of vocabulary learning strategies can greatly facilitate vocabulary acquisition, and learners play an active role in processing information