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A
study of learning English vocabulary of pupils at Quoc Hoc high school in Qui
Nhon
TABLE
OF CONTENTS
CHAPTER
1 INTRODUCTION
1.1
RATIONALE
1.2
SCOPE OF THE STUDY
1.3
PURPOSE OF THE STUDY
1.4
AIMS AND OBJECTIVES OF THE STUDY
1.4.1
Aims
1.4.2
Objectives
1.5
RESEARCH QUESTIONS
1.6
ORGANIZATION OF THE STUDY
CHAPTER
2 LITERATURE REVIEW
2.1
REVIEW OF THE PREVIOUS STUDIES
2.1.1
Gu and Johnson’s research
2.1.2
Schmitt’s research
2.1.3
Fan’s research
2.2
THEORETICAL BACKGROUND
2.2.1
Background of language learning strategies
2.2.2
Taxonomy of language learning strategies
2.2.3
The mental lexicon
CHAPTER
3 METHODOLOGY
3.1
SUBJECTS
3.2
RESEARCH DESIGN AND DATA COLLECTION
3.2.1
Vocabulary learning strategies questionnaire
3.2.2
Think-aloud vocabulary task
3.2.3
Semi-structured interview
3.3
DATA ANALYSIS
CHAPTER
4 FINDINGS AND DISCUSSION
4.1
PUPILS’ USE OF VOCABULARY LEARNING STRATEGIES
4.1.1
The most-used discovery strategies by the tenth form pupils
4.1.2
The Most-used discovery strategies by the high achievers
4.1.3
The most-used consolidation strategies by the tenth form pupils
4.1.4
The most-used consolidation strategies used by the high achievers
4.2
PUPILS’ PERCEPTIONS OF THE USEFULNESS OF THE STRATEGIES
4.2.1
The most useful discovery strategies perceived by the tenth form pupils
4.2.2
The most useful discovery strategies perceived by the high achievers
4.2.3
The most useful Consolidation Strategies perceived by the tenth form pupils
4.2.4
The most useful consolidation strategies perceived by the high achievers
4.3
THINK-ALOUD PROTOCOLS BY THE HIGH ACHIEVERS
4.3.1
Guessing from context
4.3.2
Use of dictionaries
4.4
HIGH ACHIEVERS’ OPINIONS ABOUT VOCABULARY LEARNING
4.4.1
Importance of vocabulary learning
4.4.2
What “knowing a word” means to the high achievers
4.4.3
Lack of time spent on vocabulary learning
CHAPTER
5 CONCLUSION AND IMPLICATIONS
5.1
SUMMARY OF MAJOR FINDINGS
5.2
PEDAGOGICAL IMPLICATIONS
5.3
LIMITATIONS OF THE STUDY
5.4
SUGGESTIONS FOR FURTHER RESEARCHES
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