A SURVEY STUDY OF VOCABULARY LEARNING STRATEGIES OF GIFTED ENGLISH STUDENTS AT TRIAM UDOMSUKSA SCHOOL IN THE FIRST SEMESTER OF ACADEMIC YEAR 2008

Transcription

1 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

2 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 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

3 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

4 CONTENTS PAGE ABSTRACT ii ACKNOWLEDGEMENTS iii CONTENTS iv CHAPTER 1. INTROCUCTION Background and Rational Statement of the Problem Objectives of the Study Scope of the Study Significance of the Study Definitions of Terms Organization of the Study REVIEW OF LITERATURE Learning Strategies Language Learning Strategies Vocabulary Learning Strategies Classification of Vocabulary Strategies Related Research METHODOLOGY Subjects Instrument Procedures Data Analysis... 22

5 4. RESULTS Results from part one of the questionnaire The use of Vocabulary Learning Strategies CONCLUSION, DISCUSSION, &RECOMMENDATIONS Summary of the Study Discussions Conclusion Recommendations for Further Research REFERENCES. 34 APPENDIX.. 36 Questionnaire in English Language v

6 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.

7 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

8 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 years during the first semester of 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.

9 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.

10 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 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 Lessard- Clouston, 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).

11 6 2.2 LANGUAGE LEARNING STRATEGIES 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

12 7 are problem-oriented involve many aspects, not just the cognitive can be taught are flexible are influenced by a variety of factors 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.

13 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.

14 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

15 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.

16 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.

17 12 All these suggested strategies can be summarized in a table as follows: Strategies Metacognative Cognative Memory Activation * Selective Attention: Identifying essential words for comprehension * Self-initiation: Using a variety of means to make the meaning of words clear * Guessing: Activating background knowledge, using linguistic items * Use of dictionaries * Note-taking * Rehearsal: Word lists, repetition, etc. * Encoding: Association (imagery, visual, auditory, etc.) * Using new words in different contexts 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

18 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)

19 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 Method 1 MEM Logic Method 2 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)

20 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

21 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

22 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

23 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.

24 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 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 grade 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.

25 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 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 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.

26 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.

27 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 (X ), and percentage were used to compute the data. The results of the data collection are presented in the next chapter.

28 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 Age Male Total More than Total Year of English Learning 3-5 years years More than 10 years Total Grade of English subject Total

29 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 THE USE OF VOCABULARY LEARNING STRATEGIES 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 (X ) Determination 1.95 Social (Discovery) 1.82 Social (Consolidation) 2.44 Memory 2.20 Cognitive 1.83 Metacognitive 2.61

30 Use of the Six Categories of Strategies Table 3. Descriptive Statistics of Strategy Use in Individual Item of Determination Item 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. Always use it Usually use it Degree of frequency Sometimes use it Seldom use it Never use it F % F % F % F % F % F X (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 (X = 2.44). Meanwhile, the least used strategy was item 2; I use pictures illustrated in the textbook to find the word meanings (X = 1.15).

31 26 Table 4. Descriptive Statistics Use in Individual Item of Social Strategies (Discovery) Degree of frequency Always use Usually use Sometimes Seldom use Item.Never use it it it use it it X F % F % F % F % F % F 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 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. (X = 2.11). While the least used strategy was item 4; I ask the teacher to translate the words into Thai. (X = 1.33).

32 27 Table5. Descriptive Statistics of Strategy Use in Individual Item of Social (Consolidation) Degree of frequency Always Usually use Sometimes Seldom use Never use Item use it it use it it it X F % F % F % F % F % F 8. I practice English in group work activities I ask native speakers for help 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 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.

33 28 Table6. Descriptive Statistics of Strategy Use in Individual Item of Memory Degree of frequency Item Always use it Usually use it Sometimes use it Seldom use it Never use it X F % F % F % F % F % F 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 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. (X = 2.59). Meanwhile the least used strategy by the respondents was item12; I study a spelling of new words. (X = 1.44).

34 29 Table7. Descriptive Statistics of Strategy Use in Individual Item of Cognitive Degree of frequency Item Always use it Usually use it Sometimes use it Seldom use it Never use it X F % F % F % F % F % F 15. I repeatedly practice new words I write a new word on a flash card so I can remember it I learn words by listening to vocabulary CDs 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. (X =2.70), while the strategy I learn words by listening to vocabulary CDs. was least used (X =0.78).

35 30 Table8. Descriptive Statistics of Strategy Use in Individual Item of Metacognitive Degree of frequency Item Always use it Usually use it Sometimes use it Seldom use it Never use it X F % F % F % F % F % F 21. I listen to English songs and news I memorize word from English magazines I review my own English vocabulary cards for reviewing before the next lesson starts I am not worry very much about the difficult words found when reading or listening, I pass them 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 (X =3.44), while the item 23; I review my own English vocabulary cards for reviewing before the next lesson starts. was least used (X =1.67).