Master minor programme thesis English linguistics: A study on vocabulary learning strategies of talented students in English language selection at Thanh Liem C high school, Ha Nam province

To realize this aim, the paper will: Find the information about vocabulary learning strategies that talented students in English language selection used when they study words; draw the most and least popular vocabulary learning strategies used by talented students in English language selection.
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Master minor programme thesis English linguistics: A study on vocabulary learning strategies of talented students in English language selection at Thanh Liem C high school, Ha Nam province VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************** NHIẾP THỊ VÂN ANHA STUDY ON VOCABULARY LEARNING STRATEGIESOF TALENTED STUDENTS IN ENGLISH LANGUAGE SELECTION AT THANH LIEM C HIGH SCHOOL, HA NAM PROVINCE (NGHIÊN CỨU VỀ CHIẾN LƯỢC HỌC TỪ VỰNG CỦA HỌC SINH ĐỘI TUYỂN HỌC SINH GIỎI MÔN TIẾNG ANH TRƯỜNG THPT C THANH LIÊM, HÀ NAM) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HA NOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NHIẾP THỊ VÂN ANHA STUDY ON VOCABULARY LEARNING STRATEGIESOF TALENTED STUDENTS IN ENGLISH LANGUAGE SELECTION AT THANH LIEM C HIGH SCHOOL, HA NAM PROVINCE (NGHIÊN CỨU VỀ CHIẾN LƯỢC HỌC TỪ VỰNG CỦA HỌC SINH ĐỘI TUYỂN HỌC SINH GIỎI MÔN TIẾNG ANH TRƯỜNG THPT C THANH LIÊM, HÀ NAM) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Trần Thị Thu Hiền HA NOI - 2016 DECLARATION I hereby declare that this dissertation represents my own work and that ithas not been previously submitted to this University or any other institutein application for admission to a degree, diploma or other qualifications. Hanoi, 2016 Nhi p Th V n Anh i ACKNOWLEDGEMENTS I would like to express my appreciation, first and foremost, to mysupervisor Dr. Tran Thi Thu Hien, who has patiently and constantly guidedand supported me to develop my study into a practicable frame in the verybeginning and offered valuable suggestions while the work was in progress.My thanks also go to all the teachers that have instructed me at the NationalUniversity for their inspirational lectures in class, by which I have beenmotivated to explore some interesting issues concerning English languageteaching and learning . A special word of thanks goes to my students, without whom it wouldnever been possible for me to have this thesis accomplished. Last but not least, I would like to give my immense gratitude to myfamily, without whose support my dream of pursuing further study would nothave been possible. Nhiep Thi Van Anh ii ABSTRACT Although vocabulary forms the biggest part of the meaning of anylanguage, it is also the biggest problem for most learners. A study of vocabulary learning strategies was carried out with talentedstudents in English language selection at Thanh Liem C high school, Ha Namprovince to find the strategies they use most and least popularly. This is onlythe initial research (search strategies) to prepare for a long-term study, inwhich the useful strategies are applied for other students to improve thequality of English learning throughout the school. The research involved 25 talented students in English languageselection at Thanh Liem C high school, Ha Nam province. Data was collectedfrom a vocabulary learning strategies questionnaire . Results of the study showed that the students favoured strategiesfocusing on guessing meaning from context, when they encountered newwords. Besides, bilingual and monolingual dictionaries is also a useful tool tohelp students find the meaning of words. Moreover, many students areinterested in studying words through English language media such astelevision programs, Internet, English songs,… However, students had difficulty implementing a number of social andmetacognitive strategies, such as interacting with native speakers and testingoneself with word tests. To conclude, strategy training especially on guessing, dictionarystrategies and deep processing strategies is essential. It would be good ifteachers could provide different opportunities for students to retrieve thevocabulary learned in different contexts. The results suggested that teachersshould make learners aware of their own responsibility in vocabulary learningand expose them to different approaches and strategies in enhancingvocabulary acquisition. ...