4 9 2 1 0 3 2 2 1 7
‰‰‰‰‰‰‰‰‰‰ A SURVEY STUDY OF VOCABULARY LEARNING
STRATEGIES OF GIFTED ENGLISH STUDENTS AT
TRIAM UDOMSUKSA SCHOOL IN THE FIRST SEMESTER OF
ACADEMIC YEAR 2008
NATPASSORN RIANKAMOL
Advisor: Dr. Chanika Gamper
A RESEARCH PAPER SUBMITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS
IN
TEACHING ENGLISH AS FOREIGN LANGUAGE
LANGUAGE INSTITUTE, THAMMASAT UNIVERSITY
BANGKOK, THAILAND
OCTOBER 2008
ABSTRACT
The purpose of this survey study was to investigate English
vocabulary learning strategies adopted by English gifted students of Triam
Udomsuksa School in the first semester of the academic year 2008. The subjects
were twenty seven students who was studying in English gifted program at Triam
Udomsuksa School. The purpose of the survey is to find most and least frequently
used vocabulary learning strategies used by the English gifted students. An
instrument used in this survey study was a 25-item questionnaire adapted from
Schmitt’s taxonomy for vocabulary learning strategies. The data was analyzed by
using frequency, percentages, and means.
The mean score indicated that the use of Metacognitive strategies are
most frequently used by English gifted students who are considered high proficient
students in English. And the least frequently used vocabulary strategy was “I learn
words by listening to vocabulary CDs.” in Cognitive strategies.
However, the findings will be advantageous to teachers to develop
effective vocabulary teaching and to provide students with successful vocabulary
learning strategies.
ii
ACKNOWLEDGEMENTS
In this survey study, there are many people to thank, the action of
which gives me pleasure. First and foremost, my deep sense of gratitude and great
appreciation are owed to my project advisor, Dr. Chanika Gamper, for her
willingness to give me valuable guidance and suggestions.
Many thanks to every TEFL program professor for their
encouragement and special knowledge of teaching.
My thanks also go to Miss Jiraporn Petchthong for her great support
and kindness. Special thanks to every of my lovely friend for cheering.
At last, never enough thanks to the one who doesn't want to be named
but he knows who he is and so do I.
Thammasat University
Natpassorn Riankamol
Bangkok, Thailand
October 2008
iii
CONTENTS
PAGE
ABSTRACT…………………………………………………………………
ii
ACKNOWLEDGEMENTS…………………………………………………
iii
CONTENTS…………………………………………………………………
iv
CHAPTER
1. INTROCUCTION…………………………………………………..
1
1.1 Background and Rational………………………….……
1
1.2 Statement of the Problem……………………………….
2
1.3 Objectives of the Study……………………………...….
3
1.4 Scope of the Study……………………………..……….
3
1.5 Significance of the Study………………………...……..
3
1.6 Definitions of Terms……………………………..……..
4
1.7 Organization of the Study…………………….…..…….
4
2. REVIEW OF LITERATURE…………………………………....….
5
2.1 Learning Strategies…………………………………..….
5
2.2 Language Learning Strategies………………………..…
6
2.3 Vocabulary Learning Strategies……………………..….
9
2.4 Classification of Vocabulary Strategies……………..….
10
2.5 Related Research………………………………………..
17
3. METHODOLOGY………………..………………………………..
19
3.1 Subjects…………………………………………….........
19
3.2 Instrument…………………………………………….....
19
3.3 Procedures………………………………………….…....
21
3.4 Data Analysis…………………………………………....
22
4. RESULTS………………………………………………………..….
23
4.1 Results from part one of the questionnaire……………....
23
4.2 The use of Vocabulary Learning Strategies……………..
24
5. CONCLUSION, DISCUSSION, &RECOMMENDATIONS…........
31
5.1 Summary of the Study…………………………………....
31
5.2 Discussions…………………………………………….....
31
5.3 Conclusion……………………………………………......
33
5.4 Recommendations for Further Research…………..……..
33
REFERENCES………………………………………………………….
34
APPENDIX….………………………………………………………….
36
Questionnaire in English Language……………………………...
v
36
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND AND RATIONALE
In Triam Udomsuksa School, there is a special curriculum for English
high proficient students that is the “English gifted program”.
The English gifted program is designed for advanced English
students. Students who would like to join the gifted program must study in the Art
program and also have to take a paper-based test which consists of four sections:
listening test, writing an essay, grammatical test, and vocabulary test. In addition,
students will have to take an oral test by foreign teachers. In each year, only the top
thirty students who get the highest scores are admitted to the program. Basically, the
students are taught all of the four principal skills in advanced level by both Thai
teachers and native teachers, as well as joining special activities such as English fair,
English camp, role plays, speech contests, debates, etc.
Typically, the English gifted students are competent in use of English.
They are apparently good at main four skills: listening, speaking, writing, and
reading. Not only do the students use English well in an academic way, but they also
communicate in English well. Besides, the degree of interaction between students
and teachers is outstanding, so the students enjoy learning English and many
activities with great enthusiasm and motivation.
However, that the English gifted students are competent at English
language is intriguing. It would be warding to study what factors make them succeed
in English learning in order to find and understand the learning process of high
proficient students and adopt it to low proficient students.
To master English learning, students must pay attention to many
aspects of language knowledge (grammatical structure, vocabulary, and so on) in
order to reach a high degree of competence in English. And one of the most
important aspects is vocabulary, which plays a great role in English learners’
comprehension.
2
Scrivener (1994) has drawn attention to the fact that vocabulary is a
powerful carrier of meaning. English learners often manage to communicate in
English by using the accumulative meaning of each single word. A learner who says
“Yesterday. Go disco. And friends. Dancing.” will almost certainly get much of
his/her message over despite completely avoiding grammar - the meaning is
conveyed by the vocabulary alone. On the other hand, a good grammatical
knowledge may not be such a powerful tool. “I wonder if you could lend me your
.....” means a little without a word to fill the gap, whereas the gapped word
calculator is essential. A learner, thus, who recognizes the communicative power of
vocabulary, might reasonably aim to acquire a working knowledge of a large number
of words - the more words they have, the more precisely they can express the exact
meanings they want to. Turning to Rubin and Thompson (1994), they find that
vocabulary learning is the heart of mastering a foreign language, since one cannot
speak, understand, read, or write a foreign language without knowing a lot of words.
Similarly, Schmitt and McCarthy (1997) points out that vocabulary
learning has been regarded as one of the most important parts in a second or foreign
language acquisition. Along with the growth of interest in vocabulary acquisition, a
lot of research has been done in the field of second language acquisition in the last
few decades. A lot of the research supports the idea that the more vocabulary words
learners use, the greater learners’ language learning success will be.
On the basis of the idea above, as teachers, it is crucial to be aware of
the basics of vocabulary learning strategies and how students adopt the strategies
effectively. Thus the principal focus of this study is to examine which vocabulary
strategies that the students use is effective and useful so that it will help teachers to
design lesson plans and to construct practical instructions in order to effectively
support students’ competence in English language.
1.2
STATEMENT OF THE PROBLEM
In the field of English language learning, there are many factors that
have an effect on Thai students’ low English language learning proficiency: students’
learning styles, teachers’ teaching styles, students’ background and so on. One of the
most difficult problems of unsuccessful English instruction in Thailand is that
3
students lack particular vocabulary knowledge which can influence students’ reading
comprehension. As a study by Granowsky (2002) shows, many researchers have
confirmed the important role vocabulary knowledge plays in students’ reading
comprehension, and therefore in their school success. Also, having limited
vocabulary knowledge, students are not able to express and communicate well.
For this reason, the main purpose of this study is to generally explore
students’ vocabulary learning strategies and to investigate which effective
vocabulary learning strategies are used by high and low proficient students at Triam
Udomsuksa School in order to further provide students with effective vocabulary
learning strategies.
1.3
OBJECTIVES OF THE STUDY
To investigate the use of vocabulary learning strategies most and least
frequently used by gifted English students at Triam Udomsuksa School, according to
Schmitt’s Taxonomy.
1.4
SCOPE OF THE STUDY
This study focuses on the use of vocabulary learning strategies used
by 27 English gifted students who were considered high proficient English learners
at Triam Udomsuksa School, with age average between 15-17 years during the first
semester of 2008. These students were questioned about their usage of vocabulary
learning strategies following Schmitt’s Taxonomy.
1.5
SIGNIFICANCE OF THE STUDY
1. The study can reveal the most and least frequently used vocabulary
learning strategies implemented by the gifted English students.
2. The teachers can implement the findings of this study to support
high proficient students and encourage weak students.
4
1.6
DEFINITIONS OF TERMS
1. Gifted English students: Triam Udomsuksa students considered
high proficient students are those who get the thirty top scores from a gifted program
admission test which consists of four sections: listening test, writing an essay,
grammatical test, and vocabulary test, and also pass an oral test graded by foreign
teachers.
2.
Learning strategies: Language learning strategies generally
known as techniques or learning process that students use to support their language
learning.
3. Vocabulary learning strategies: a process or technique that
students use to help them succeed in vocabulary learning.
4. Vocabulary knowledge: the knowledge of translating and
interpreting the meanings of words, as well as, the ability to use words.
5. SOC: Social strategies
6. MEM: Memory strategies
7. DET: Determination strategies
8. MET: Metacognitive strategies
9. COG: Cognitive strategies
1.7
ORGANIZATION OF THE STUDY
This study report contains of five chapters:
1. Chapter one: “Introduction” to clarify background, statement of the
problems, objectives of the study, definitions of terms, and significance of the study.
2. Chapter two: “Review of Literature” containing a review of literature
related to studies of language learning strategies and vocabulary learning strategies.
3. Chapter three: “Methodology” to explain the methodology used in this
survey study.
4. Chapter four: to analyze the results through relevant statistics and to report
the findings of the study.
5. Chapter five: “Conclusion” to summarize and discuss the findings, and to
give recommendations.
CHAPTER TWO
REVIEW OF LITERATURE
This chapter examines the literature and research relevant to language
learning strategies and vocabulary learning strategies as follows:
2.1
LEARNING STRATEGIES
2.1.1 Definitions of Learning Strategies
According to Weinstein and Mayer’s study (as cited in Lessard-
Clouston, 1997), learning strategies (LS) have been broadly defined as "behaviours
and thoughts that a learner engages in during learning" which are "intended to
influence the learner's encoding process." Later Mayer’s study (as cited in LessardClouston, 1997) more specifically defined LS as "behaviours of a learner that are
intended to influence how the learner processes information". These definitions from
the educational literature reflect the origins of LS in cognitive science, with its
fundamental assumptions that human beings process information and that learning
involves such information processing. Obviously, LS are involved in all learning,
irrespective of the content and context. Accordingly, LS are used in learning and
teaching mathematics, science, history, languages and other subjects, both in
classroom settings and more informal learning environments.
One of the researchers in this field, Rubin (as cited in Griffiths, 2001)
has explained a very extensive definition of learning strategies as “the techniques or
devices which a learner may use to acquire knowledge”. Later she identifies two kinds
of learning strategies: those which contribute directly to learning, and those which
contribute indirectly to learning. She divides the direct learning strategies into six
types(clarification/verification,
monitoring,
memorization,
guessing/inductive
inferencing, deductive reasoning, practice), and the indirect learning strategies she
divides into two types (creating opportunities for practice, production tricks).
6
2.2
LANGUAGE LEARNING STRATEGIES
2.2.1 Definitions of Language Learning Strategies (LLS)
Within the field of education over the last few decades, a number of
definitions of LLS have been defined by many researchers. Wenden and Rubin (1987)
define language learning strategies as "any sets of operations, steps, plans, routines
used by the learner to facilitate the obtaining, storage, retrieval, and use of
information."
O'Malley and Chamot (1990) define LLS as "the special thoughts or
behaviors that individuals use to help them comprehend, learn, or retain new
information". In a study by Segler, Pain, and Sorace (2001), they conclude that there
is no consensus on a definition of the term of LLS. As well as, they support that
learning is the process by which information is obtained, stored, retrieved, and used.
Thus the language learning is like other kinds of learning: LLS could be any set of
operations used by the learner which involve this process. In comparison, another
helpful definition by Oxford (1990), defines LLS as “specific actions, behaviors,
steps, or techniques that students, often intentionally, use to improve their progress in
developing L2 skills. These strategies can facilitate the internalization, storage,
retrieval, or use of the new language. Strategies are tools for the self-directed
involvement necessary for developing communicative ability.”
Apart from this, it is the viewpoint of Lessard-Clouston on the
characteristics of LLS that a number of additional aspects of LLS are less consistently
accepted. When discussing LLS, the studies of Oxford and others such as Wenden
and Rubin (as cited in Lessard-Clouston, 1997) note an aspiration for control and
autonomy of learning on the part of the learner through LLS. Cohen (as cited in
Lessard-Clouston, 1997) insists that only aware strategies are LLS, and that there
must be an alternative involved on the part of the learner. Transfer of a strategy from
one language or language skill to another is a related goal of LLS, as Pearson and
Skehan (as cited in Lessard-Clouston, 1997) have discussed. Overall, Oxford (1990)
summarizes her idea of LLS by listing twelve key features. In addition to the
characteristics noted above, she states that LLS:
•
allow learners to become more self-directed
•
expand the role of language teachers
7
•
are problem-oriented
•
involve many aspects, not just the cognitive
•
can be taught
•
are flexible
•
are influenced by a variety of factors.
2.2.2 Classification of Language Learning Strategies
Within the field of language acquisition, LLS have been classified by
many theorists. The classifications are also known as taxonomies of LLS.
Nevertheless, most of these efforts to categorize language learning
strategies reflect almost the same classifications of language learning strategies
without any major changes. Rubin's (1987), and O'Malley's (1985) taxonomies of
language learning strategies will be respectively discussed.
I.
Rubin's (1987) Classification of Language Learning Strategies
Rubin, who observed much of the work in the area of strategies,
explicates the characteristic between strategies contributing directly to learning and
those contributing indirectly to learning. According to Rubin, there are three types of
strategies used by learners that contribute directly or indirectly to language learning.
These are “Learning Strategies”, “Communication Strategies”, and “Social
Strategies”.
1. Learning Strategies
There are two most important types, being the strategies contributing
directly to the development of the language system created by learners: they are
“Cognitive Learning Strategies” and "Metacognitive Learning Strategies”.
•
Cognitive Learning Strategies
These refer to the steps or operations used in learning or problemsolving that involves direct analysis, transformation, or synthesis of learning
materials. Rubin classifies six core cognitive learning strategies contributing directly
to language learning: they are “Clarification / Verification”, “Guessing / Inductive
Inferencing”, “Deductive Reasoning”, “Practice”, “Memorization”, and “Monitoring”.
8
•
Metacognitive Learning Strategies
These strategies are used to oversee, regulate or self-direct language
learning. They involve various processes as planning, prioritizing, setting goals, and
self-management.
2. Communication Strategies
These are less directly related to language learning since their focus is
on the process of participating in a conversation and getting meaning across or
clarifying what the speaker intended. Communication strategies are used by speakers
when faced with some difficulty due to the fact that their communication ends outrun
their communication means, or when confronted with misunderstanding by a cospeaker.
3. Social Strategies
Social strategies are those activities learners engage in which afford
them opportunities to be exposed to and practise their knowledge. Although these
strategies provide exposure to the target language, they contribute indirectly to
learning since they do not lead directly to the obtaining, storing, retrieving, and using
of language (Rubin and Wenden, 1987).
II.
O'Malley's (1985) Classification of Language Learning Strategies
O'Malley (1985) divided language learning strategies into three main
subcategories: they are “Metacognitive Strategies”, “Cognitive Strategies”, and
“Socioaffective Strategies”.
1. Metacognitive Strategies
It can be pointed out that metacognitive is a term to express executive
function, strategies which require planning for learning, thinking about the learning
process as it is taking place, monitoring of one's production or comprehension, and
evaluating learning after an activity is completed. Among the main metacognitive
strategies, it is possible to include advance organizers, directed attention, selective
attention, self-management, functional planning, self-monitoring, delayed production,
self-evaluation.
9
2. Cognitive Strategies
Cognitive strategies are more limited to specific learning tasks and
they involve more direct manipulation of the learning material itself. Repetition,
resourcing, translation, grouping, note taking, deduction, recombination, imagery,
auditory representation, key word, contextualization, elaboration, transfer, inferencing
are among the most important cognitive strategies.
3. Socioaffective Strategies
As to the socioaffective strategies, it can be stated that they are related
with social-mediating activity and transacting with others. Cooperation and question
for clarification are the main socioaffective strategies.
In conclusion, as Lessard-Clouston (1997) states, LLS, being specific
actions, behaviors, tactics, or techniques, facilitate the learning of the target language
by the language learner. All language learners, needless to say, use language learning
strategies in the learning process. Since the factors like age, gender, personality,
motivation, self-concept, life-experience, learning style, excitement, anxiety, etc.
affect the way in which language learners learn the target language, it is not
reasonable to support the idea that all language learners use the same good language
learning strategies or should be trained in using and developing the same strategies to
become successful learners.
2.3
VOCABULARY LEARNING STRATEGIES
According to Nation (1990), from the late 1980s, vocabulary was an
area that had drawn researchers' interest within the mainstream of L2 acquisition.
Researchers realized that many learners' difficulties, both receptive and productive,
result from an inadequate vocabulary, and even when they are at higher levels of
language competence and performance, they still feel in need of learning vocabulary.
Gu and Johnson (1996) point out that most research on vocabulary learning strategies
has focused on various methods of vocabulary presentation, and their effects on
retention. Hatch & Brown (1995), however, discover that vocabulary is central to
language and is of great significance to language learners. Words are the building
blocks of a language since they label objects, actions, ideas without which people
cannot convey the intended meaning. The prominent role of vocabulary knowledge in
10
second or foreign language learning has been recently recognized by theorists and
researchers in the field. Accordingly, numerous types of approaches, techniques,
exercises and practice have been introduced into the field to teach vocabulary.
Moreover, Nation (2001) makes clear that vocabulary learning
strategies are one part of language learning strategies which in turn are part of general
learning strategies. As well, Oxford (1990) observes that language learning strategies
encourage greater overall self-direction for learners. Self-directed learners are
independent learners who are able to assume responsibility for their own learning and
gradually gaining confidence, involvement and proficiency. Thus, students need
training in the vocabulary learning strategies they need most. Research has shown that
many learners do use more strategies to learn vocabulary, especially when compared
to such integrated tasks such as listening and speaking. Yet Schmitt (1997) claims that
they are mostly inclined to use basic vocabulary learning strategies. This in turn
makes strategy instruction an essential part of any foreign or second language
program. However, a greater knowledge of vocabulary learning strategies could be
very useful in supporting teachers to plan their lessons more effectively and give
guidance to students in adopting successful strategies. Over the decades, many
researchers have made an effort not only to classify, but also gather, these strategies in
order to support learners’ learning.
2.4
CLASSIFICATION OF VOCABULARY STRATEGIES
According to Seal (1991), word knowledge is an important part of
communicative competence, and it is essential for both production and
comprehension in a foreign language. Knowing a word involves knowing:
•
a great deal about its general frequency of use, syntactic and situational
limitations on its use,
•
its underlying form and the forms that can be derived from it,
•
the network of its semantic features and,
•
the various meanings associated with the item.
11
Also Word knowledge is defined by Nation (1990) as the knowledge
of its spelling, pronunciation, collocations, and appropriateness. Therefore,
vocabulary competence is further than the ability to know the meanings of a number
of words. Vocabulary competence covers a wide range of knowledge which, in turn,
requires a variety of strategies to gain the knowledge. L2 language learners may use
various strategies to acquire the target language word knowledge. Taking this into
consideration, many L2 language researchers make a great effort to classify
vocabulary learning strategies which are adopted by L2 language learners.
Similar to language learning strategies, there are many classifications
of vocabulary learning strategies. For instance:
I. Gu and Johnson’s
Gu and Johnson (1996) note L2 vocabulary learning strategies as
metacognitive, cognitive, memory and activation strategies. Metacognitive strategies
consist of selective awareness and self-initiation strategies. L2 learners who employ
selective awareness strategies know which words are important for them to learn and
are essential for adequate comprehension of a passage. Learners employing selfinitiation strategies use a variety of means to make the meaning of vocabulary items
clear. Cognitive strategies in Gu and Johnson’s taxonomy involve guessing strategies,
skillful use of dictionaries and note-taking strategies. Learners using guessing
strategies draw upon their background knowledge and use linguistic clues like
grammatical structures of a sentence to guess the meaning of a word. Memory
strategies are classified into practicing and encoding categories. Word lists and
repetition are instances of practicing strategies. Instructing strategies include such
strategies as association, imagery, visual, auditory, semantic, and contextual encoding
as well as word-structure (i.e., analyzing a word in terms of prefixes, stems, and
suffixes). The activation strategies include those strategies in which the learners
actually use new words in different contexts. For example, learners may set sentences
using the words they have just learned.
12
All these suggested strategies can be summarized in a table as follows:
Strategies
Metacognative
Cognative
Memory
Activation
* Selective
* Guessing:
*
* Using new words
Attention:
Activating
Word lists,
in different
repetition, etc.
contexts
Identifying essential background
Rehearsal:
words for
knowledge, using
comprehension
linguistic items
* Encoding:
* Self-initiation:
* Use of
Association
Using a variety of
dictionaries
(imagery, visual,
means to make the
* Note-taking
auditory, etc.)
meaning of words
clear
II. Schmitt’s Taxonomy
Schmitt’s taxonomy (1997) is a comprehensive inventory of
vocabulary learning strategies. He divides the strategies into two groups: the ones to
determine the meaning of new words when learners encounter them the first time, and
the ones to consolidate meaning when learners encounter words again. The former
group contains determination and social strategies and the latter contains cognitive,
metacognitive, memory and social strategies. Schmitt includes social strategies in
both categories since they can be used for both purposes. To Schmitt, determination
strategies are used when “learners are faced with discovering a new word’s meaning
without recourse to another person’s experience”. Accordingly, learners try to
discover the meaning of a new word by guessing it with the help of context, structural
knowledge of language, and reference materials. For Schmitt, another way to discover
a new meaning is through employing the social strategies of asking someone for help
with the unknown words. By the initial discovery of a word, learners need to employ
a variety of strategies to practice and retain vocabulary. Learners, thus, use a variety
of social, memory, cognitive and metacognitive strategies to combine their vocabulary
knowledge. Cooperative group learning through which learners study and practice the
meaning of new words in a group is an instance of social strategies for consolidating a
13
word. Memory strategies, traditionally known as Mnemonics, involve relating the
word with some previously learned knowledge by using some form of imagery or
grouping. Cognitive strategies in this taxonomy are similar to memory strategies but
are not focused on manipulative mental processing. They include repetition and using
mechanical means such as word lists, flash cards, and vocabulary notebooks to study
words. Finally, metacognitive strategies in Schmitt’s taxonomy are defined as
strategies used by learners to control and evaluate their own learning, by having an
overview of the learning process in general. Testing oneself is an instance of
metacognitive strategies which provides “input to the effectiveness of one’s choice of
learning strategies, providing positive reinforcement if progress is being made or a
signal to switch strategies if it is not”.
To be more precise, Schmitt’s taxonomy classifies vocabulary learning
strategies as in the table below:
Table 1. A Taxonomy of Vocabulary Learning Strategies
Strategy Group
Strategies for the discovery of a new word’s meaning
DET
Analyze part of speech
DET
Analyze affixes and roots
DET
Check for L1 cognate
DET
Analyze any available pictures or gestures
DET
Guess from textual context
DET
Bilingual dictionary (e.g. English-Thai dictionary)
DET
Monolingual dictionary (e.g. English-English dictionary)
DET
Word lists
DET
Flash cards
SOC (Discovery)
Ask teacher for an L1 translation
SOC (Discovery)
Ask teacher for paraphrase or synonym of new word
SOC (Discovery)
Ask teacher for a sentence including the new word
SOC (Discovery)
Ask teacher for meaning
SOC (Discovery)
Discover new meaning through group work activity
(table continues)
14
Table 1. (continued)
Strategy Group
Strategies for consolidating a word once it has been encountered
SOC (Consolidation) Study and practice meaning in a group
SOC (Consolidation) Teacher checks students’ word lists for accuracy
SOC (Consolidation) Interact with native speakers
MEM
Study word with a pictorial representation of its meaning
MEM
Imagine word’s meaning
MEM
Connect word to a personal experience
MEM
Associate the word with its coordinates
MEM
Connect the word to its synonyms and antonyms
MEM
Use semantic maps
MEM
Use “scales” for gradable adjectives
MEM
Peg Method1
MEM
Logic Method2
MEM
Group words together to study them
MEM
Group words together spatially on a page
MEM
Use new word in sentence
MEM
Group words together of a word
MEM
Study the spelling of a word
MEM
Study the sound of a word
MEM
Say new word aloud when studying
MEM
Imagine word form
MEM
Underline initial letter of the word
(table continues)
15
Table 1. (continued)
Strategy Group
Strategies for consolidating a word once it has been encountered
MEM
Configuration
MEM
Use keyword Method
MEM
Affixes and roots (remembering)
MEM
Part of speech (remembering)
MEM
Paraphrase the word’s meaning
MEM
Use cognates in study
MEM
Learn the words of an idiom together
MEM
Use physical action when learning a word
MEM
Use semantic feature grids
COG
Verbal repetition
COG
Written repetition
COG
Word lists
COG
Flash cards
COG
Take notes in class
COG
Use the vocabulary section in your textbook
COG
Listen to tape of word lists
COG
Put English labels on physical objects
COG
Keep a vocabulary notebook
MET
Use English-language media (songs, movies, newspaper, etc)
MET
Testing oneself with word tests
MET
Use spaced word practice
MET
Skip or pass new word
MET
Continue to study word over time
(table continues)
Note: 1. Memorizing lists of facts by linking them to familiar words or numbers by
means of an image.
2. Remembering lists by picturing them in specific locations
16
III.
Nation’s Taxonomy
Nation (2001) suggests a taxonomy of various vocabulary learning
strategies. The strategies in the taxonomy are divided into three general classes of
‘planning’, ‘source’ and ‘processes’, each of which is divided into a subset of key
strategies. The taxonomy separates different aspects of vocabulary knowledge (i.e.,
what is involved in knowing a word). The first category (i.e., planning) involves
deciding on where, how and how often to focus attention on the vocabulary item. The
strategies in this category are choosing words, choosing aspects of word knowledge
and choosing strategies as well as planning repetition. The second category in
Nation’s taxonomy involves getting information about the word. This information
may include all the aspects involved in knowing a word. It can come from the word
form itself, from the context, from a reference source like dictionaries or glossaries
and from analogies and connections with other languages. In Nation’s taxonomy
(2001), process is the last category of vocabulary learning strategies. It includes
establishing word knowledge through noticing, retrieving and generating strategies.
To Nation, noticing involves seeing the word item to be learned. Strategies at this
level include putting the word in a vocabulary notebook or list; putting the word onto
a word card and orally and visually repeating the word. He argues that although these
strategies are all of recording type, they are useful steps resulting in deeper processing
of words. Retrieval involves recalling the items met before. It contains recalling
knowledge in the same way it was originally stored. Nation (2001) also finds that
generating strategies include “attaching new aspects of knowledge to what is known
through instantiation (i.e., visualizing examples of words), word analysis, semantic
mapping and using scales and grids. Generating strategies include rule-driven
generation as well, such as creating context, collocations, and sentences containing
the new word. Besides, the mnemonic strategies and using the word in different
context through four skills are also defined as generating strategies.
Generally, even though the taxonomies cited above may slightly differ
in terms of strategies they categorize, they all provide a list of widely applicable
vocabulary learning strategies. There are many words on which teachers may not be
able to spend time within the class time limits. Thus, if students are equipped with a
17
number of the strategies mentioned in the taxonomies, they can deal with these words
on their own and as a result have access to a large number of target language words.
2.5
RELATED RESEARCH
Medani (as cited in McCarthy, 1990) did research on the vocabulary
learning strategies of both good and poor Arabic learners of English. He has found out
that there is considerable variation in what successful learners did and in what underachievers did. Successful learners seem to use a wider variety of strategies than the
under-achievers. For instance, the under-achieving learners seemed to practice new
words considerably less than good learners. Successful learners practiced the new
words when they had an opportunity (i.e. writing compositions). What’s more, they
asked questions to confirm their knowledge, and tested themselves by going through
word lists.
One of the studies that have attempted to investigate which vocabulary
strategies are most commonly used has revealed that more mechanical strategies are
often favored over more complex ones. In an experiment, O’Malley et al. (1990) have
found that repetition was the most commonly mentioned strategy, with strategies
involving deeper, more involved manipulation of information (i.e. imagery,
inferencing, Keyword Method) being much less frequent.
Another vocabulary learning strategy research has attempted to
identify the ways in which “good” and “poor” learners move toward lexical learning.
Based on his taxonomy of vocabulary learning strategies, Schmitt (1997) conducted a
large-scale research in Japan. His survey of 600 Japanese respondents, regarding
which strategies they used and which they felt most useful, revealed that the pattern of
usage does change for Japanese learners as a whole. It has been found that although
written repetition is a basis of Japanese vocabulary learning, its use together with the
use of paired associate words (L2 – L1) on lists and cards decreases as Japanese
learners mature. In addition, it has been found that many of the strategies reported by
mature respondents as useful involve “deeper” processing and greater cognitive effort
– that is, mature learners seem to understand their assessment.
This research into vocabulary learning strategies has been aimed at
determining the most effective vocabulary memorization techniques, developing
18
taxonomies of strategy usage, and at identifying the vocabulary learning strategy
usage that distinguishes good and poor language learners.
The research done in this area has shown that culture is an important
determiner regarding the effectiveness with which vocabulary learning strategies can
be taught and used by learners. O’Malley and Chamot (1990) have found that
Hispanics (someone who comes from a country where Spanish or Portuguese is
spoken) who had strategy training improved their vocabulary scores compared to a
Hispanic control group. However, Asians in strategy training groups resisted
vocabulary learning strategies training and performed worse than the Asian control
group - who used their familiar rote repetition strategy. Furthermore, an analysis of a
study by Schmitt (1997) reveals that learners of different culture groups have quite
different opinions regarding what vocabulary learning strategies they consider useful.
In conclusion, this chapter has presented the main findings of various
areas of vocabulary learning strategy research. These findings suggest the following
for language teaching practice: language teachers need to develop in learners an
awareness of alternative vocabulary learning strategies that involve active processing
of the target vocabulary. Language teachers need to make learners conscious of the
need to develop an independent and structured approach to language learning, which
has been shown to be most associated with vocabulary learning success. As well,
teachers need to be aware that learners may resist the learning of certain vocabulary
learning strategies because they are culturally quite different, or because certain
elaboration strategies require a reasonable L2 vocabulary base for associations with
new vocabulary to be made.
CHAPTER THREE
METHODOLOGY
This chapter discusses the methodology used in collecting data for this
survey study. Firstly, details of the subjects are illustrated. Secondly, illustrations will
be described. Apart from the data collection procedure, marking on how the
questionnaires were distributed is included. Finally, data analysis is presented; how
the data obtained from the questionnaire was analyzed.
3.1
SUBJECTS
The subjects in this study were twenty seven students who studied in
the gifted English program at Triam Udomsuksa School in the first semester of
academic year 2008. The students were considered high proficient students who got
top scores from a gifted program admission test which consisted of four sections:
listening test, writing an essay, grammatical test, and vocabulary test and they also
passed an oral test graded by foreign teachers. The subjects’ age ranged between 15
and 17 years of age. And they were studying in grade10-12. They were more female
than male subjects.
3.2 INSTRUMENT
The method employed to collect data in this study was a survey. The
instrument used in this survey was a 25-item questionnaire based on Schmitt’s
Taxonomy. It was designed specifically for the purpose of this study.
There are more or less 56 strategies from 6 categories in Schmitt’s
Taxonomy. Yet only 25 strategies are adopted in the questionnaire due to some
limitation and appropriateness. For instance, in the Determination category, there are
3strategies about using a dictionary that may confuse the respondents; thus, they are
grouped into 1 question. Another cut-off strategy in this category is “Analyze suprasegmental features” which was not suitable for the respondents’ learning level.
20
3.2.1 Preparation
In preparation for designing the questionnaire for this survey study, the
researcher studied the content of learning strategies, vocabulary learning strategies,
and how to construct a questionnaire from many sources: textbooks, journals, other
research studies and by consulting the Independent Study Advisor. The questionnaire
for this survey study is based on Schmitt’s taxonomy for vocabulary learning
strategies since it is one of the most comprehensive lists of strategies available and it
matched with the researcher’s purpose of the study. However, modifications were
made in order to suit the subjects’ background knowledge, competence level, and
learning environment.
3.2.2
Questionnaire Construction
The questionnaire used in this survey study was constructed by the
researcher with some adaptations from Schmitt’s questionnaire (1997) presented in
his taxonomy of vocabulary learning strategies. The information from the preparation
step was used in the process of designing the questionnaire. A pilot study was
conducted with 10 students who were similar to the actual subjects. Items that were
problematic were discarded. Questionnaires in English language was constructed and
revised under the guidance of the Independent Study Advisor.
3.2.3
Details of the Questionnaire
The vocabulary learning strategy questionnaire consisted of 2 parts as follows:
Part I: The respondents’ personal information
The first part was designed to collect information concerning the
students’ general background information. Data in this section included the
respondents’ details about their age, gender, major, how long the respondents have
been studying English language, and their average grade in English. The questions in
this part were in the form of check list items.
21
Part II: The questionnaire about students’ use of vocabulary learning
strategies. The 25-item questionnaires were asked about the frequency of the use of
vocabulary learning strategies implemented by English gifted students. The following
scales were used to indicate the frequency of the usage of each strategy:
0 = never use it
1 = seldom use it
2 = sometimes use it
3 = often use it
4 = always use it
3.3
PROCEDURES
1. The first step was a review of literature about language learning
strategies to overview and familiarize. The questionnaires in English language were
used to collect data. They consisted of 25 items classified by six types of strategies,
which were adapted from the vocabulary learning strategy classification based on
Schmitt’s
Taxonomy
(1997):
Determination,
Social
(Discovery),
Social
(Consolidation), Memory, and Cognitive in order to make them suitable for the
subjects of the study.
2. The questionnaires were approved and improved by the advisor and
were tested with some students. There were some parts to be readjusted and rewritten.
3. The questionnaires were given to all respondents within one class
period.
4. The 25-item questionnaires were introduced by the researcher. The
respondents were also told that they had to answer in terms of how well the
explanations of each item describe them. The answered questionnaires were collected
right after the respondents finished them.
5. From all of collected respondents’ answers, 27 questionnaires had
been distributed and 27 questionnaires were returned that is, 100% of the respondents’
responses. All of the questionnaires were analyzed. They were retrieved and were
ready for coding.
22
3.4
DATA ANALYSIS
The statistical package, SPSS program, was used to analyze the data
obtained from part II of the questionnaires.
1.
Part I: the descriptive statistics were used to find frequencies,
percentage, and mean (X).
2.
Part II: the questionnaires of the six strategy categories: the
Determination, the Social (Discovery), the Social (Consolidation), the Memory, the
Cognitive and the Metacognitive. The mean (X̄ ), and percentage were used to
compute the data.
The results of the data collection are presented in the next chapter.
CHAPTER FOUR
RESULTS
This chapter reports the findings obtained from questionnaires to
examine vocabulary strategies used by the respondents participating in this survey
study, and most and least frequently used vocabulary learning strategies which were
implemented. Tables are used to show mean scores of each vocabulary learning
strategy inventory for illustration.
The results were divided into two parts; the respondents’ general
information and the use of vocabulary strategies.
4.1
RESULTS FROM PART ONE OF THE QUESTIONNAIRE
Table 1. The Respondents’ General Information
Characteristic
Frequency
Percentage
Gender
Female
20
74.07
Male
Total
7
27
25.93
100.00
15-16
10
37.04
More than 16
Total
17
27
62.96
100.00
3-5 years
0
0.00
5-10 years
More than 10 years
Total
6
21
27
22.22
77.78
100.00
1.00-2.00
0
0.00
2.01-3.00
3.01-4.00
Total
0
27
27
0.00
100.00
100.00
Age
Year of English Learning
Grade of English subject
24
From Table 1, approximately 74 percent of the respondents were
female. More than half of the students were over 16 years of age (62.9%). The
majority of students (77.78%) have studied English more than 10 years. And every
student (100%) got the average grade of English more than 3.00.
4.2
THE USE OF VOCABULARY LEARNING STRATEGIES
4.2.1 Overall strategies use of the six categories of strategies
The findings show that in six categories, the respondents most
frequently used Metacognitive at the highest mean score (2.61). Meanwhile the least
used strategies were Social (Discovery) strategies with the lowest mean score (1.82).
(see Table2)
Table 2. Percentage of Overall Strategy Use
Strategy Category
Mean (X̅ )
Determination
1.95
Social (Discovery)
1.82
Social (Consolidation)
2.44
Memory
2.20
Cognitive
1.83
Metacognitive
2.61
25
4.2.2
Use of the Six Categories of Strategies
Table 3. Descriptive Statistics of Strategy Use in Individual Item of Determination
Degree of frequency
Item
Always
Usually use
Sometimes
Seldom use
Never use
use it
it
use it
it
it
X̅
F
%
F
%
F
%
F
%
F
%
F
6
22.22
6
22.22
10
37.04
4
14.81
0
3.70
2.44
0
0.00
4
14.81
6
22.22
7
25.93
10
37.04
1.15
4
14.81
8
29.63
9
33.33
3
11.11
3
11.11
2.26
1. I use a bilingual
dictionary to help
me translate
English words into
Thai language.
2. I use pictures
illustrated in the
textbook to find the
word meanings.
3. I learn meaning
of words by
identifying its part
of speech.
(n=27)
According to determination strategies, the results show that
respondents most frequently used the strategy item 1; “I use a bilingual dictionary to
help me translate into Thai language.” to find the meaning of new words (X̅ = 2.44).
Meanwhile, the least used strategy was item 2; “I use pictures illustrated in the
textbook to find the word meanings” (X̅ = 1.15).
26
Table 4. Descriptive Statistics Use in Individual Item of Social Strategies
(Discovery)
Degree of frequency
Item
Always use
Usually use
Sometimes
Seldom use
it
it
use it
it
.Never use it
X̅
F
%
F
%
F
%
F
%
F
%
F
0
0.00
4
14.81
7
25.93
10
37.04
6
22.22
1.33
3
11.11
5
18.52
10
37.04
5
18.52
4
14.81
1.93
2
7.41
4
14.80
12
44.44
8
29.63
1
3.70
1.93
3
11.11
6
22.22
10
37.04
7
25.93
1
3.70
2.11
4. I ask the teacher
to translate the
words into Thai.
5. I ask the teacher
to put an unknown
word into a
sentence to help me
understand the
word meaning.
6. I ask my
classmate for
meaning.
7. I know some
new words when
working in group
works.
(n=27)
According to the frequency of social strategies for discovery, the
results show that to interact with other people in vocabulary learning, the strategy,
which the student use most frequently was item 7; “I know some new words when
working in group works.” (X̅ = 2.11). While the least used strategy was item 4; “I ask
the teacher to translate the words into Thai.” (X̅ = 1.33).
27
Table5. Descriptive Statistics of Strategy Use in Individual Item of Social
(Consolidation)
Degree of frequency
Item
Always
Usually use
Sometimes
Seldom use
Never use
use it
it
use it
it
it
X̅
F
%
F
%
F
%
F
%
F
%
F
2
7.41
7
25.93
13
48.15
4
14.81
1
3.70
2.19
4
14.81
7
25.93
11
40.74
1
3.70
4
14.81
2.22
10
37.04
8
29.63
7
25.93
1
3.70
1
3.70
2.93
8. I practice
English in group
work activities.
9. I ask native
speakers for help.
10. I learn words
about the culture of
English speaking
countries.
(n=27)
To promote vocabulary acquisition, the respondents used the Social
strategies for consolidation most frequently, by the item 10; “I learn words about the
culture of English speaking countries.” which had the highest mean score of 2.93. The
strategy which the respondents used least frequently was item 8; “I practice English in
group work activities.” with the lowest mean score by 2.19.
28
Table6. Descriptive Statistics of Strategy Use in Individual Item of Memory
Degree of frequency
Item
Always
Usually use
Sometimes
Seldom use
Never use
use it
it
use it
it
it
X̅
F
%
F
%
F
%
F
%
F
%
F
4
14.81
8
29.63
11
40.74
3
11.11
1
3.70
2.41
2
7.40
4
14.81
7
25.93
5
18.52
9
33.33
1.44
4
14.81
12
44.44
8
29.63
2
7.41
1
3.70
2.59
6
22.22
5
18.52
10
37.04
5
18.52
1
3.70
2.37
11. I write a new
word in a sentence
so I can remember
it.
12. I study a
spelling of new
words.
13. I use physical
actions when
learning words.
14. I speak words
out loud when
studying.
(n=27)
The results from the table show that the Memory strategy which the
respondents most frequently used for storing and retrieving new information was item
11; “I write a new word in a sentence so I can remember it.” (X̅ = 2.59). Meanwhile
the least used strategy by the respondents was item12; “I study a spelling of new
words.” (X̅ = 1.44).
29
Table7. Descriptive Statistics of Strategy Use in Individual Item of Cognitive
Degree of frequency
Always use
Item
it
Usually use it
Sometimes
use it
Seldom use it
Never use it
X̅
F
%
F
%
F
%
F
%
F
%
F
6
22.22
1
3.70
8
29.63
8
29.63
4
14.81
1.89
3
1.11
13
48.15
6
22.22
4
14.81
1
3.70
2.48
0
0.00
0
0.00
6
22.22
9
33.33
12
44.44
0.78
6
22.22
2
7.41
8
29.63
5
18.52
6
22.22
1.89
8
29.63
8
29.63
7
25.93
3
11.11
1
3.70
2.70
2
7.41
2
7.41
6
22.22
7
25.93
10
37.04
1.22
15. I repeatedly
practice new words.
16. I write a new
word on a flash card
so I can remember it.
17. I learn words by
listening to
vocabulary CDs.
18. I record
vocabulary from
English soundtrack
movies in my
notebook.
19. When I try to
remember a word, I
write or say it
repeatedly.
20. I make
vocabulary cards and
take them with me
wherever I go.
(n=27)
Table 7 shows that to develop automatic vocabulary retrieval, the
Cognitive strategy that the students used most frequently, was item 19; “When I try to
remember a word, I write or say it repeatedly.” (X̅ =2.70), while the strategy “I learn
words by listening to vocabulary CDs.” was least used (X̅ =0.78).
30
Table8. Descriptive Statistics of Strategy Use in Individual Item of Metacognitive
Degree of frequency
Always use
Item
it
Usually use it
Sometimes
use it
Seldom use it
Never use it
X̅
F
%
F
%
F
%
F
%
F
%
F
16
59.26
7
25.93
4
14.81
0
0.00
0
0.00
3.44
9
33.33
10
37.04
7
25.93
1
3.70
0
0.00
3.00
0
0.00
6
22.22
11
40.74
5
18.52
5
18.52
1.67
14
51.85
8
29.63
1
3.70
4
14.81
0
0.00
3.19
3
11.11
3
11.11
9
33.33
8
29.63
4
14.81
1.74
21. I listen to English
songs and news.
22. I memorize word
from English
magazines.
23. I review my own
English vocabulary
cards for reviewing
before the next lesson
starts.
24. I am not worry
very much about the
difficult words found
when reading or
listening, I pass them.
25. I use on-line
exercise to test my
vocabulary
knowledge.
(n=27)
Table 8 shows the results of the most frequently used strategy of
Metacognitive was the item 21; “I listen to English songs and news.” by the
respondents (X̅ =3.44), while the item 23; “I review my own English vocabulary cards
for reviewing before the next lesson starts.” was least used (X̅ =1.67).
CHAPTER FIVE
CONCLUSION, DISCUSSION, AND RECOMMENDATIONS
This chapter presents a summary of the findings, discussions,
conclusion of the study, and recommendations for further research.
5.1
SUMMARY OF THE STUDY
This study aims to investigate most and least frequently used
vocabulary learning strategies by gifted English students who are considered high
proficient students.
The questionnaires in English were used to collect data. They consisted
of 25 items classified by six types of strategies, which were adapted from the
vocabulary learning strategy classification based on Schmitt’s Taxonomy (1997). The
adapted questionnaires were distributed to the available 27 subjects of the study, and
27 questionnaires were analyzed. The number of returned questionnaires to be
analyzed was equal to 100% of the sample. The data was analyzed by SPSS for
Windows which compared the mean scores of each learning strategies.
5.2
DISCUSSION
A close examination of the results of the study reveals that English
gifted students at Triam Udomsuksa School use the “Metacognitive strategies” for
learning the new word’s meaning most frequently. As can be seen from the table 2,
the Metacognitive strategies facilitate learning with many English sources and it can
interest and motivate learners. Some example of these strategies are listening to
English songs and news, and memorizing words from English magazines.
However, it was mentioned in the study by Schmitt and McCarthy
(1997) that the strategy most frequently used by junior high school, high school, and
university students is use of a bilingual dictionary which is one of the elements of the
Determination strategies. Even though the result of the study of English gifted
students at Triam Udomsuksa School did not demonstrate that the use of bilingual
dictionary was the most frequently used strategy, in the category of Determination
strategy the use of bilingual dictionary was the highest rank in the group. From the
32
result, it can be interpreted that the item no.21 (I listen to English songs and news.)
and the item no. 24 (Do not worry very much about the difficult words found when
reading or listening, I pass them.) in the Metacognitive strategies are the most popular
methods to find words’ meanings when the respondents first encounter a word
problem.
Nevertheless, Social Discovery Strategies, which ranked the lowest
percentage in frequency of strategy use (X=1.82), are strategies that help learners
understand the culture of the language they are learning. Some example of these
strategies are asking questions for clarification or confirmation, asking for help,
learning about social or cultural norms and values, and studying together outside the
class.
In the education field in Thailand, there is a concern of age and level of
language proficiency, which Thai students should work out the rules and meanings for
themselves rather than be given everything by teachers. Hence, the teachers can help
by giving learners ideas on how to learn and “the teachers can play a major role in
motivating learners to take vocabulary seriously” (Thornbury, 2002).
As for the pedagogical implications, teachers should allow students to
become aware of their preferred learning strategies and especially help them become
more responsible to meet their learning goals. As a result, teachers will be able to help
students become better language learners by training them in using the right strategies
or appropriate strategies that suit their level. Both objectives and goals can be
achieved when students are well trained in strategies used. Later they will likely
become more independent with exposure to the target language. Since the language
learning strategies are considered as other good tools for language learners, it is
expected that this study will be able to support the English teachers’ pedagogical
viewpoints and give valuable up-to-date information on how the students process
information and select the most suitable vocabulary learning strategies to enhance
their second language learning.
33
5.3
CONCLUSION
To conclude, it is obvious that “Metacognitive strategies” are most
frequently used by English gifted students who are considered high proficient students
in English. Such results also indicate that high proficient students tend to learn under
their interest. The students seem to enjoy learning English from real experiences, by
listening to English songs, watching English movies and so on, other than inside the
classroom. So the students can make sustainable progress in English with pleasure
and without any pressure.
In addition, the least frequently used vocabulary strategy was “I learn
words by listening to vocabulary CDs.” in Cognitive mode. Interviewed by the
researcher, the gifted students who were the respondents pointed out that vocabulary
CDs were of no interest to them.
5.4
RECOMMENDATIONS FOR FURTHER RESEARCH
5.4.1
The results can be deliberately applied to support students’ English
learning especially in Triam Udomsuksa School. As for English gifted students, the
vocabulary learning CDs can be used more in class so as to help them get used to
learning vocabulary from CDs. In the case of weak students, the implication of the
research can help support their English vocabulary learning in many ways. Many
strategies can be used as methods of vocabulary learning. For instance, teachers could
encourage use of a dictionary and other learning media. Teachers can also assign
more tasks in order to immerse weak students in effective English learning.
5.4.2
The method of collecting data should include open-ended questions
into the questionnaires to give students more space to report their valuable
information that might help the researcher understand their strategies of vocabulary
learning.
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Schmitt, N., & McCarthy, M. (Eds). (1997). Vocabulary, description, acquisition, and
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APPENDIX A
Questionnaire in English Language
Questionnaire of Vocabulary Learning Strategies
Directions
•
•
This of vocabulary learning strategies is designed for students who learn
English as a foreign language. You will find about vocabulary learning
strategies. Please read each statement.
Put ( ) in the box (4, 3, 2, 1, or 0) that tells the degree of opinion on the
strategies you use to learn English vocabulary. Please mark the statement
that most describe you.
4
3
2
1
0
= always use it
= often use it
= sometimes use it
= seldom use it
= never use it
Part I: General Information
1. Gender
Female
Male
2. Age
15-16 years
more than 16 years
3. How long have you been studying English?
3-5 years
5-10 years
more than 10 years
4. Grade of English subject: ___________
Part II: Statements of Vocabulary Learning Strategies
Put ( ) in the box which most describes your opinion on the strategies
you use to learn English vocabulary.
Example:
The Statement of Vocabulary Learning Strategies
Degree of frequency
4
1. I use a bilingual dictionary to help me translate
English words into Thai language.
3
2
1
0
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Part II
The Statement of Vocabulary Learning Strategies
Degree of frequency
4
1. I use a bilingual dictionary to help me translate English words into
Thai language.
2. I use pictures illustrated in the textbook to find the word meanings.
3. I learn meaning of words by identifying its part of speech.
4. I ask the teacher to translate the words into Thai.
5. I ask the teacher to put an unknown word into a sentence to help
me understand the word meaning.
6. I ask my classmate for meaning.
7. I know some new words when working in group works.
8. I practice English in group work activities.
9. I ask native speakers for help.
10. I learn words about the culture of English speaking countries.
11. I write a new word in a sentence so I can remember it.
12. I study a spelling of new words.
13. I use physical actions when learning words.
14. I speak words out loud when studying.
15. I repeatedly practice new words.
16. I write a new word on a flash card so I can remember it.
17. I learn words by listening to vocabulary CDs.
18. I record vocabulary from English soundtrack movies in my
notebook.
19. When I try to remember a word, I write or say it repeatedly.
20. I make vocabulary cards and take them with me wherever I go.
21. I listen to English songs and news.
22. I memorize word from English magazines.
23. I review my own English vocabulary cards for reviewing
before the next lesson starts.
24. I am not worry very much about the difficult words found
when reading or listening, I pass them.
25. I use on-line exercise to test my vocabulary knowledge.
3
2
1
0