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NATPASSORN RIANKAMOL
MASTER OF ARTS
IN
BANGKOK, THAILAND
OCTOBER 2008
ABSTRACT
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
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
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
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
At last, never enough thanks to the one who doesn't want to be named
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
REFERENCES…………………………………………………………. 34
APPENDIX….…………………………………………………………. 36
Questionnaire in English Language……………………………... 36
v
CHAPTER ONE
INTRODUCTION
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.
• are problem-oriented
• involve many aspects, not just the cognitive
• can be taught
• are flexible
• are influenced by a variety of factors.
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.
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.
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
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.
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 supra-
segmental 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.
3.3 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
F % F % F % F % F % F
1. I use a bilingual
dictionary to help
me translate 6 22.22 6 22.22 10 37.04 4 14.81 0 3.70 2.44
English words into
Thai language.
2. I use pictures
illustrated in the
0 0.00 4 14.81 6 22.22 7 25.93 10 37.04 1.15
textbook to find the
word meanings.
3. I learn meaning
of words by
4 14.81 8 29.63 9 33.33 3 11.11 3 11.11 2.26
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
F % F % F % F % F % F
4. I ask the teacher
to translate the 0 0.00 4 14.81 7 25.93 10 37.04 6 22.22 1.33
words into Thai.
7. I know some
new words when
3 11.11 6 22.22 10 37.04 7 25.93 1 3.70 2.11
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
F % F % F % F % F % F
8. I practice
English in group 2 7.41 7 25.93 13 48.15 4 14.81 1 3.70 2.19
work activities.
9. I ask native
speakers for help. 4 14.81 7 25.93 11 40.74 1 3.70 4 14.81 2.22
F % F % F % F % F % F
11. I write a new
word in a sentence
4 14.81 8 29.63 11 40.74 3 11.11 1 3.70 2.41
so I can remember
it.
12. I study a
spelling of new 2 7.40 4 14.81 7 25.93 5 18.52 9 33.33 1.44
words.
(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
F % F % F % F % F % F
15. I repeatedly
practice new words. 6 22.22 1 3.70 8 29.63 8 29.63 4 14.81 1.89
18. I record
vocabulary from
English soundtrack 6 22.22 2 7.41 8 29.63 5 18.52 6 22.22 1.89
movies in my
notebook.
19. When I try to
remember a word, I
8 29.63 8 29.63 7 25.93 3 11.11 1 3.70 2.70
write or say it
repeatedly.
20. I make
vocabulary cards and
2 7.41 2 7.41 6 22.22 7 25.93 10 37.04 1.22
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
F % F % F % F % F % F
21. I listen to English
songs and news. 16 59.26 7 25.93 4 14.81 0 0.00 0 0.00 3.44
(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
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.
Schmitt, N., & McCarthy, M. (Eds). (1997). Vocabulary, description, acquisition, and
pedagogy: Vocabulary learning strategies. Cambridge: Cambridge University
Press.
Scrivener, J. (1994). Learning teaching: A guidebook for English language teachers.
Oxford: Macmillan Heinemann.
Segler, M.T., Pain, H, & Sorace, A. (2001). Second language vocabulary acquisition
and learning strategies in ICALL environments. Retrieved February 14, 2008,
from http://homepages.inf.ed.ac.uk/s9808690/newprop.pdf
Thornbury, S. (2002). How to teach vocabulary. London: Longman.
Wenden, A. (1991). Learning strategies for learner autonomy: Planning and
implementing learner training for language learners. London: Prentice Hall.
APPENDIX A
Directions
4 = always use it
3 = often use it
2 = sometimes use it
1 = seldom use it
0 = never use it
Example:
Degree of frequency
The Statement of Vocabulary Learning Strategies
4 3 2 1 0
1. I use a bilingual dictionary to help me translate
English words into Thai language.
37
Part II
Degree of frequency
The Statement of Vocabulary Learning Strategies
4 3 2 1 0
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.