Khóa Luận Tốt Nghiệp: Nghiên Cứu Về Những Khó Khăn Khi Học Từ Vựng Tiếng Anh

Khóa luận tốt nghiệp nghiên cứu tốt nghiệp a study on difficulties in learning english vocabulary, vận dụng lý thuyết vào thực tế, đề xuất giải pháp cụ thể cho vấn đề .

• Tác giả: Nguyễn Thị Chi
• Người hướng dẫn: Phạm Thị Hạnh, MA
• Trường học: Vietnam National University of Agriculture
• Chuyên ngành: English
• Đề tài: Nghiên cứu những khó khăn trong việc học từ vựng tiếng Anh
• Loại tài liệu: ba thesis
• Năm xuất bản: 2021
• Địa điểm: Hanoi

Mục lục chi tiết

• 1. PART I: INTRODUCTION
• 1.1. RATIONALE
• 1.2. AIM AND OBJECTIVE OF THE STUDY
• 1.3. RESEARCH QUESTIONS
• 1.4. SCOPE OF THE STUDY
• 1.5. SIGNIFICANCE OF THE STUDY
• 1.6. DESIGN OF THE STUDY
• 2. PART II: DEVELOPMENT
• 2. Chapter 1: LITERATURE REVIEW
• 2.1. REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
• 2.2. REVIEW OF THEORETICAL BACKGROUND
• 2.2.1. Statement of theoretical framework chosen
• 2.2.2. Vocabulary definitions
• 2.2.3. The concept of “a word”
• 2.2.3.1. Word types
• 2.2.3.1.1. Hyponymy
• 2.2.3.1.2. Homonyms
• 2.2.3.1.3. Synonyms
• 2.2.3.1.4. Antonyms
• 2.2.3.1.5. Polysemy
• 2.2.3.1.6. Simple word
• 2.2.3.1.7. Derived word
• 2.2.3.1.8. Compound word
• 2.2.3.2. Word-meaning
• 2.2.3.2.1. Definition
• 2.2.3.2.2. Types of meaning
• 3. Chapter 2: METHODOLOGY
• 3.1. Research governing orientation
• 3.2. Research questions
• 3.3. Criteria for data collection and data analysis
• 3.4. Data collecting instrument
• 3.5. Data collecting procedure
• 3.6. Summary
• 4. Chapter 3: FINDINGS AND DISCUSSION
• 4.1. Student’s difficulties in learning English vocabulary
• 4.1.1. Student’s English study time
• 4.1.2. Student’s level of English vocabulary
• 4.1.3. Students assessment of the importance of learning English vocabulary
• 4.1.4. Frequency of students having obstacles in learning English vocabulary
• 4.1.5. Level of students agreement with common difficulties in learning English vocabulary
• 4.1.6. Level of students agreement with causes in learning English vocabulary
• 4.2. Suggestions to help students learn English vocabulary better
• 4.2.1. Level of students agreement with suggestions to learn English vocabulary better
• 4.2.2. Discussion about student’s difficulties in learning English vocabulary
• 4.2.3. Discussion about useful suggestions to learn English vocabulary
• 4.2.3.1. Useful suggestions to learn English for teacher
• 4.2.3.2. Useful suggestions to learn English for students
• 4.2.4. Summary
• 5. PART III: CONCLUSION
• 5.1. Limitation of the study
• 5.2. Suggestions for further study
• REFERENCES
• APPENDICES

Tóm tắt

I. Học từ vựng tiếng Anh

Học từ vựng tiếng Anh là một phần quan trọng trong quá trình học ngôn ngữ. Nghiên cứu này tập trung vào việc xác định những khó khăn trong học tiếng Anh mà sinh viên chuyên ngành tiếng Anh tại Đại học Nông nghiệp Việt Nam gặp phải. Các phương pháp học từ vựng hiệu quả cũng được đề xuất để giúp sinh viên cải thiện từ vựng tiếng Anh. Nghiên cứu sử dụng phương pháp định lượng thông qua bảng khảo sát để thu thập dữ liệu từ 101 sinh viên năm nhất.

1.1. Khó khăn trong học tiếng Anh

Các thách thức học tiếng Anh chính bao gồm phát âm, chính tả, ngữ pháp và hiểu nghĩa từ. Sinh viên thường gặp khó khăn trong việc sử dụng từ vựng đúng ngữ cảnh và phát âm chính xác. Nghiên cứu chỉ ra rằng việc thiếu thói quen ôn tập từ vựng là nguyên nhân chính dẫn đến việc không nhớ từ lâu dài. Điều này ảnh hưởng đến kỹ năng học từ vựng và khả năng giao tiếp của sinh viên.

1.2. Phương pháp học từ vựng

Để học tiếng Anh hiệu quả, nghiên cứu đề xuất các phương pháp như học từ vựng qua chủ đề, ghi chép vào sổ tay, đọc sách báo tiếng Anh và sử dụng ứng dụng học từ vựng. Các công cụ học từ vựng như ứng dụng trực tuyến giúp sinh viên tiếp cận từ vựng một cách linh hoạt và hiệu quả hơn. Học từ vựng qua hình ảnh và ứng dụng cũng được khuyến khích để tăng khả năng ghi nhớ.

II. Nghiên cứu ngôn ngữ và ứng dụng

Nghiên cứu này là một phần của khóa luận tốt nghiệp nhằm phân tích các vấn đề liên quan đến học từ vựng tiếng Anh. Nó không chỉ tập trung vào từ vựng tiếng Anh cơ bản mà còn đề cập đến từ vựng tiếng Anh nâng cao và từ vựng tiếng Anh chuyên ngành. Nghiên cứu cung cấp cái nhìn toàn diện về các yếu tố ảnh hưởng đến việc học từ vựng và đề xuất các giải pháp thực tiễn.

2.1. Từ vựng tiếng Anh giao tiếp

Từ vựng tiếng Anh giao tiếp là yếu tố quan trọng giúp sinh viên tự tin hơn trong các tình huống thực tế. Nghiên cứu chỉ ra rằng việc thiếu vốn từ vựng thông dụng là rào cản lớn trong giao tiếp. Các từ vựng tiếng Anh thông dụng cần được chú trọng để sinh viên có thể sử dụng linh hoạt trong các ngữ cảnh khác nhau.

2.2. Học từ vựng tiếng Anh online và offline

Cả hai hình thức học từ vựng tiếng Anh online và học từ vựng tiếng Anh offline đều có ưu điểm riêng. Học online mang lại sự linh hoạt và tiếp cận nguồn tài liệu đa dạng, trong khi học offline giúp sinh viên tương tác trực tiếp với giáo viên và bạn bè. Nghiên cứu khuyến nghị kết hợp cả hai phương pháp để tối ưu hóa hiệu quả học tập.

III. Giá trị và ứng dụng thực tiễn

Nghiên cứu này có giá trị lớn trong việc giúp sinh viên học từ vựng tiếng Anh cho người mới bắt đầu và cải thiện kỹ năng ngôn ngữ. Các đề xuất từ nghiên cứu có thể áp dụng trong giảng dạy và học tập, giúp sinh viên vượt qua khó khăn trong học tiếng Anh một cách hiệu quả. Nghiên cứu cũng mở ra hướng đi mới cho các nghiên cứu tiếp theo về nghiên cứu ngôn ngữ và học tiếng Anh hiệu quả.

3.1. Ứng dụng trong giảng dạy

Các gợi ý hữu ích để học từ vựng được đề xuất trong nghiên cứu có thể áp dụng trong chương trình giảng dạy. Giáo viên có thể sử dụng các phương pháp như học từ vựng qua hình ảnh và ứng dụng để tăng hứng thú và hiệu quả học tập cho sinh viên.

3.2. Ứng dụng trong học tập

Sinh viên có thể áp dụng các phương pháp học từ vựng được đề xuất để cải thiện từ vựng tiếng Anh và nâng cao kỹ năng giao tiếp. Việc kết hợp học online và offline giúp sinh viên tiếp cận từ vựng một cách toàn diện và linh hoạt hơn.

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VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON DIFFICULTIES IN LEARNING ENGLISH VOCABULARY. NGHIÊN CỨU NHỮNG KHÓ KHĂN TRONG VIỆC HỌC TỪ VỰNG TIẾNG ANH. Student : NGUYỄN THỊ CHI Student code : 621204 Major : ENGLISH Supervisor : PHẠM THỊ HẠNH, MA Hanoi - 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON DIFFICULTIES IN LEARNING ENGLISH VOCABULARY. NGHIÊN CỨU NHỮNG KHÓ KHĂN TRONG VIỆC HỌC TỪ VỰNG TIẾNG ANH.

Student : NGUYỄN THỊ CHI Student code : 621204 Major : ENGLISH Supervisor : PHẠM THỊ HẠNH, MA Hanoi - 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “Study on difficulties in learning English Vocabulary” (submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language). Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis. Hanoi, 2021 Nguyen Thi Chi Approved by SUPERVISOR (Signature and full name) Date:…………………… i TABLE OF CONTENTS Part 1: INTRODUCTION Page 1. Rationale for the study 1 2.

Aim and objective of the study 2 3. Scope of the study 2 5. Significance of the study 3 6. Design of the study 3 Part 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.

Review of previous studies (at home/abroad) 4 1. Review of theoretical background 5 1.1 Statement of framework chosen 5 1. Word structure and formation 13 1. Difficulties in learning English vocabulary 24 1.

Summary 29 Chapter 2: METHODOLOGY 2. Research governing orientation 30 2.1 Research questions 30 ii 2.4 Criteria for data collection and data analysis 30 2.1 Data collecting instrument 31 2.2 Data collecting procedure 31 2. Summary 32 Chapter 3: FINDINGS AND DISCUSSION 3. Student’s difficulties in learning English vocabulary 33 3.1 Student’s English study time 33 3.2 Student’s level of English vocabulary 33 3.3 Students assessment of the importance of learning English 34 vocabulary 3.4 Frequency of students having obstacles in learning English 34 vocabulary 3.5 Level of students agreement with common difficulties in 35 learning English vocabulary 3.6 Level of students agreement with causes in learning English 36 vocabulary 3.

Suggestions to help students learn English vocabulary better 38 iii 3.1 Level of students agreement with suggestions to learn English 38 vocabulary better 3.3 Discussion about student’s difficulties in learning English 41 vocabulary 3.4 Discussion about useful suggestions to learn English vocabulary 42 3.1 Useful suggestions to learn English for teacher 42 3.2 Useful suggestions to learn English for students 43 3.5 Summary 46 Part 3: CONCLUSION 1. Limitation of the study 48 4. Suggestions for further study 49 REFERENCES 50 APPENDICES 53 iv ABSTRACT This study is carried out to figure out difficulties in learning English vocabulary of students. From those difficulties, some suggestions to help students learn English vocabulary more effectively have also been given.

In order to accomplish the purpose, 101 English language major freshmen at Vietnam National University of Agriculture participated. The data collection instrument is a quantitative research that uses the survey questionnairewith English language major freshmen about the difficulties faced when learning English vocabulary. Based on the data obtained, the factors that cause difficulties in students' learning English vocabulary include pronunciation, spelling, word's grammar and vocabulary meanings. To be able to improve the above difficulties, some ways are also given to learn vocabulary better such as: Learning vocabulary through topics, learning vocabulary by recording in notebook, learning vocabulary by reading English books, newspaper or magazines and learning vocabulary through English vocabulary apps.

v List of charts and tables Charts Chart 2.1: Student's English study time Chart 2.2: Student’s level of English vocabulary Chart 2.3: Student assessment of the importance of learning English vocabulary Chart 2.4: Frequency of students having obstacles in learning English vocabulary Tables Table 2.1: Level of student’s agreement with common difficulties in learning English vocabulary Table 2.2: Level of student’s agreement with common causes in learning English vocabulary.3: Level of students' agreement with suggestions to help learn English vocabulary better vi PART I: INTRODUCTION 1. RATIONALE Vocabulary is very crucial for language learning acquisition. It is also an indispensable unit for learning reading, speaking, writing, and listening skills. By having rich English vocabulary, students can speak, write, read and listen to English as they want.

Proficiency in English vocabulary can also help students get high scores in exams since it is one of the compulsory subjects. Nevertheless, many students in Vietnam still have difficulties learning English vocabulary. In learning any foreign language, vocabulary is the most significant component. Language acquisition cannot take place without learning its lexis in various contextual variables.

Vocabulary is one of the most essential parts because it is the basis for language skills such as listening, speaking, reading, and writing. Without learning the vocabulary, it is difficult to communicate in the language since it is central to communicative competence. Low vocabulary knowledge can prevent learners from communicating effectively. Therefore, without vocabulary, the learners will be demotivated to use the language.

In reality, in Vietnam, almost all students only study vocabulary in their textbooks at school as well as through teacher's sources. They have the habit of only learning new vocabulary in class but they do not often have the habit of reviewing vocabulary, leading to not being able to remember long and having difficulty in using words even though they have not been studying for that long. Many of them are not able to use vocabulary properly in various contexts or pronounce it correctly. Vocabulary mastery is one of the ways to master a foreign language.

The students have the ability in understanding and using the words and meanings. Not only do students know the words, but also their meaning. Students can learn vocabulary more 1 easily and understand the meaning of those words. It means that it will cause a big problem if someone doesn’t have a rich vocabulary.

The bigger vocabulary understudies are, the better they perform their language. By having a constrained vocabulary, the learners will get difficulties in English abilities. From the above perspectives, as well as an English language major senior, I hope to implement this study to find out difficulties in learning English vocabulary among English language major freshmen at Vietnam National University of Agriculture. Besides that, this study will also propose some useful English vocabulary learning methods for them.2 AIM AND OBJECTIVE OF THE STUDY This study aims to find out difficulties in learning English vocabulary that English language major freshmen at Vietnam National University of Agriculture encounter.

After that, some helpful suggestions will be provided to support students learning English vocabulary more effectively.3 RESEARCH QUESTIONS This study is accomplished to tackle the following research questions: - What are the difficulties in learning English vocabulary of English language major freshmen at Vietnam National University of Agriculture? - What are the recommendations that help English language major freshmen at Vietnam National University of Agriculture vocabulary better? 1. SCOPE OF THE STUDY There have been a number of researches on the difficulties in learning English vocabulary up to now. This study was performed to figure out difficulties in learning English vocabulary faced by students at Vietnam National University of Agriculture. Participants are about 101 English language major freshmen at Vietnam National 2 University of Agriculture.

The time to conduct research is in the second -term of the academic year in 2021. SIGNIFICANCE OF THE STUDY The significance of the study points out the difficulties in learning English vocabulary of English language major freshmen at Vietnam National University of Agriculture. After pointing out the difficulties, this study gave some recommendations in vocabulary learning for students. DESIGN OF THE STUDY Apart from abstracts, references & appendices, the study consists of three main parts: PART 1 - INTRODUCTION presents rationale of the study, aim and objective of the study, research questions, the scope as well as the significance of the study.

PART 2 - DEVELOPMENT is divided into 3 chapters: Chapter 1 - LITERATURE REVIEW – provides theoretical background for the study including Vocabulary’s aspects; Vocabulary learning; Difficulties in learning English vocabulary Chapter 2 – METHODOLOGY describes the methodology used in the research including: Research methodology; Research setting/context; Data collection (including Data collecting instruments, Data collecting procedures and Data analysis). Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the findings of the study. PART 3 - CONCLUSION -summarizes the main issues that have been addressed in the study. 3 PART II: DEVELOPMENT Chapter 1 - LITERATURE REVIEW 1.

REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD) Firstly, according Le, T.M (2013) in “Difficulties in learning English vocabulary faced by the 10th form students at Dong Son I upper secondary school” presented some difficulties in learning English vocabulary of Dong Son I upper secondary school students such as ineffective ways of learning vocabulary, lack of motivation, difficulties related to vocabulary itself, and teacher’s teaching method. Some solutions were provided by the researcher such as improving awareness of teacher’s roles, improving vocabulary method teaching and improving students' self- study. Another research, Pham, T.H (2010) in “Investing difficulties in learning the vocabulary of ethnic minority learners at Son La ethnic boarding high school and some suggested solutions”. In that study, the researcher presented some difficulties in learning English vocabulary such as lack of general knowledge, lack of motivation, deficiency of Vietnamese, lack of time, lack of appropriate syllabus for ethnic minority students, lack of communicative environment, and difficulties caused by the English difference between the written and spoken form.

About solutions, the researcher also provided some suggestions like using pictures, using word guessing games, using semantic mapping, using realia, guessing words in context, and organizing English-speaking clubs. The study on difficulties in learning English vocabulary was also studied by Afzal, N. (2019) in “A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education” of Department of English, College of Sciences & Humanities at Prince Sattam bin Abdulaziz University. The researcher also gave several problems in learning English vocabulary such as 4 knowing the meanings of new words, pronunciation, using new words correctly, memorizing and spelling new vocabulary, and so on.

These vocabulary-learning problems cause the students to feel hard in reading comprehension, writing, and communication skills due to a lack of vocabulary knowledge.2 REVIEW OF THEORETICAL BACKGROUND 1.1 Statement of theoretical framework chosen This study is performed to find out vocabulary’s aspects, vocabulary learning, difficulties in learning English vocabulary and useful methods to learn English vocabulary effectively regarding English language major freshmen at Vietnam National University of Agriculture.1 Vocabulary definitions Vocabulary is defined in different ways. Experts have proposed some definitions about vocabulary: According to Neuman, S and Dwyer, J. Meanwhile, “Vocabulary is described as all the words that a person knows or uses while they are talking about particular subjects in a particular language,” according to Hornby, A. Richards, J and Renandya, W (2002) claimed: Vocabulary is a central component of language proficiency and provides much of the basis for how learners listen, say, interpret, and write well.

Students listen to words while saying, say words while reading, interpret words when writing, and use words while learning. Learners often have difficulty listening to the radio, listening to native speakers, using the 5 language in various ways, reading, or watching tv if they lack a substantial vocabulary and techniques for learning a new vocabulary. According to Hiebert, E and Kamil, M. (2005) said that: “Vocabulary can be learned by accidental learning.

Many of a learner's vocabulary can be acquired by activities rather than specific vocabulary instruction. Repetition, context richness, and inspiration can all help with the effectiveness of incidental vocabulary learning.” In view of Thornbury, S. (2002) defines vocabulary as "a list of all the words in a given language with a shape in a phrase that is synonymous with context.