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    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

    4 9 2 1 0 3 2 2 1 7

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    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 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

    used vocabulary learning strategies used by the English gifted students. An

    instrument used in this survey study was a 25-item questionnaire adapted from

    Schmitts 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

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    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

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    CONTENTS

    PAGE

    ABSTRACT ii

    ACKNOWLEDGEMENTS iii

    CONTENTS iv

    CHAPTER

    1. INTROCUCTION.. 1

    1.1

    Background and Rational. 11.2 Statement of the Problem. 21.3 Objectives of the Study.... 31.4 Scope of the Study... 31.5 Significance of the Study..... 31.6 Definitions of Terms.... 41.7 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

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    4. RESULTS... 23

    4.1 Results from part one of the questionnaire.... 23

    4.2 The use of Vocabulary Learning Strategies.. 24

    5. CONCLUSION, DISCUSSION, &RECOMMENDATIONS........ 31

    5.1 Summary of the Study.... 31

    5.2 Discussions..... 31

    5.3 Conclusion...... 33

    5.4 Recommendations for Further Research.... 33

    REFERENCES. 34

    APPENDIX.. 36

    Questionnaire in English Language... 36

    v

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    CHAPTER ONE

    INTRODUCTION

    1.1 BACKGROUND AND RATIONALEIn 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.

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    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 numberof 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

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    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

    Schmitts 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 15-17 years during the first

    semester of 2008. These students were questioned about their usage of vocabulary

    learning strategies following Schmitts Taxonomy.

    1.5 SIGNIFICANCE OF THE STUDY

    1. Thestudy 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.

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    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 thatstudents 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.

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    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

    2.1.1 Definitions of Learning Strategies

    According to Weinstein and Mayers 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 Mayers 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).

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    2.2 LANGUAGE LEARNING STRATEGIES

    2.2.1 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 thereis 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

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

    2.2.2 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 learningstrategies 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 StrategiesRubin, 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 StrategiesThere 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 StrategiesThese refer to the steps or operations used in learning or problem-

    solving 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.

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    Metacognitive Learning StrategiesThese 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 StrategiesThese 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 co-speaker.

    3. Social StrategiesSocial 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 StrategiesO'Malley (1985) divided language learning strategies into three main

    subcategories: they are Metacognitive Strategies, Cognitive Strategies, and

    Socioaffective Strategies.

    1. Metacognitive StrategiesIt 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.

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    2. Cognitive StrategiesCognitive 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 StrategiesAs 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

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    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 ownlearning and

    gradually gaining confidence, involvement and proficiency. Thus, students need

    training in the vocabulary learning strategies they need most. Research has shown thatmany 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 situationallimitations 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.

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    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 Johnsons

    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 self-

    initiation strategies use a variety of means to make the meaning of vocabulary itemsclear. Cognitive strategies in Gu and Johnsons 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.

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    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 ofmeans 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. Schmitts Taxonomy

    Schmitts taxonomy (1997) is a comprehensive inventory of

    vocabulary learning strategies. He divides the strategies into two groups: the onesto

    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 words meaning

    without recourse to another persons 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

    avariety 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

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    word. Memory strategies, traditionally known as Mnemonics, involve relating the

    word with some previously learned knowledgeby 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 Schmitts 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 ones choice of

    learning strategies, providing positive reinforcement if progress is being made or asignal to switch strategies if it is not.

    To be more precise, Schmitts 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 words 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)

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    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 words 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 pageMEM 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)

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    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 words 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 classCOG 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

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    III. Nations 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

    Nations taxonomy involves getting information about the word. This informationmay 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 Nations 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

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    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 under-

    achievers 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 newwords when they had an opportunity (i.e. writing compositions). Whats 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, OMalley 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

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    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. OMalley and Chamot (1990) have found that

    Hispanics (someone who comes from a country where Spanish or Portuguese isspoken) 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 astudy 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.

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    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 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 Schmitts

    Taxonomy. It was designed specifically for the purpose of this study.

    There are more or less 56 strategies from 6 categories in SchmittsTaxonomy. 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.

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    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 Schmitts taxonomy for vocabulary learning

    strategies since it is one of the most comprehensive lists of strategies available and it

    matched with the researchers purpose of the study. However, modifications were

    made in order to suit the subjects background knowledge, competence level, and

    learning environment.

    3.2.2 Questionnaire Construction

    The questionnaire used in this survey study was constructed by the

    researcher with some adaptations from Schmitts 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.

    3.2.3 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.

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    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

    Schmitts 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.

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    3.4 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.

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    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 20

    74.07

    Male 7 25.93

    Total 27 100.00

    Age

    15-16 10 37.04

    More than 16 17 62.96

    Total 27 100.00

    Year of English Learning

    3-5 years 0

    0.00

    5-10 years 6 22.22

    More than 10 years 21 77.78

    Total 27 100.00

    Grade of English subject

    1.00-2.00 0

    0.00

    2.01-3.00 0 0.00

    3.01-4.00 27 100.00

    Total 27 100.00

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    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 3.00.

    4.2 THE USE OF VOCABULARY LEARNING STRATEGIES

    4.2.1 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 2.20Cognitive 1.83

    Metacognitive 2.61

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    4.2.2 Use of the Six Categories of Strategies

    Table 3.Descriptive Statistics of Strategy Use in Individual Item of Determination

    Degree of frequency

    Always

    use it

    Usually use

    it

    Sometimes

    use it

    Seldom use

    it

    Never use

    itX Item

    F % F % F % F % F % F

    1. I use a bilingual

    dictionary to help

    me translate

    English words into

    Thai language.

    6 22.22 6 22.22 10 37.04 4 14.81 0 3.70 2.44

    2. I use pictures

    illustrated in the

    textbook to find the

    word meanings.

    0 0.00 4 14.81 6 22.22 7 25.93 10 37.04 1.15

    3. I learn meaning

    of words by

    identifying its part

    of speech.

    4 14.81 8 29.63 9 33.33 3 11.11 3 11.11 2.26

    (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).

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    Table 4. Descriptive Statistics Use in Individual Item of Social Strategies

    (Discovery)

    Degree of frequency

    Always use

    it

    Usually use

    it

    Sometimes

    use it

    Seldom use

    it.Never use it X Item

    F % F % F % F % F % F

    4. I ask the teacher

    to translate the

    words into Thai.

    0 0.00 4 14.81 7 25.93 10 37.04 6 22.22 1.33

    5. I ask the teacher

    to put an unknownword into a

    sentence to help me

    understand the

    word meaning.

    3 11.11 5 18.52 10 37.04 5 18.52 4 14.81 1.93

    6. I ask my

    classmate for

    meaning.2 7.41 4 14.80 12 44.44 8 29.63 1 3.70 1.93

    7. I know some

    new words when

    working in group

    works.

    3 11.11 6 22.22 10 37.04 7 25.93 1 3.70 2.11

    (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).

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    Table5.Descriptive Statistics of Strategy Use in Individual Item of Social

    (Consolidation)

    Degree of frequency

    Always

    use it

    Usually use

    it

    Sometimes

    use it

    Seldom use

    it

    Never use

    itX Item

    F % F % F % F % F % F

    8. I practice

    English in group

    work activities.

    2 7.41 7 25.93 13 48.15 4 14.81 1 3.70 2.19

    9. I ask native

    speakers for help. 4 14.81 7 25.93 11 40.74 1 3.70 4 14.81 2.22

    10. I learn words

    about the culture of

    English speaking

    countries.

    10 37.04 8 29.63 7 25.93 1 3.70 1 3.70 2.93

    (n=27)

    To promote vocabulary acquisition, the respondents used the Social

    strategies for consolidation most frequently, by the item 10; I learn words about theculture of English speaking countries. which had the highest mean score of 2.93. 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.

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    Table6.Descriptive Statistics of Strategy Use in Individual Item of Memory

    Degree of frequency

    Alwaysuse it

    Usually useit

    Sometimesuse it

    Seldom useit

    Never useit

    X Item

    F % F % F % F % F % F

    11. I write a new

    word in a sentence

    so I can remember

    it.

    4 14.81 8 29.63 11 40.74 3 11.11 1 3.70 2.41

    12. I study a

    spelling of new

    words.

    2 7.40 4 14.81 7 25.93 5 18.52 9 33.33 1.44

    13. I use physical

    actions when

    learning words.4 14.81 12 44.44 8 29.63 2 7.41 1 3.70 2.59

    14. I speak words

    out loud when

    studying.6 22.22 5 18.52 10 37.04 5 18.52 1 3.70 2.37

    (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).

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    Table7.Descriptive Statistics of Strategy Use in Individual Item ofCognitive

    Degree of frequency

    Always use

    itUsually use it

    Sometimes

    use itSeldom use it Never use it X Item

    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

    16. I write a new

    word on a flash card

    so I can remember it.

    3 1.11 13 48.15 6 22.22 4 14.81 1 3.70 2.48

    17. I learn words by

    listening to

    vocabulary CDs.0 0.00 0 0.00 6 22.22 9 33.33 12 44.44 0.78

    18. I record

    vocabulary from

    English soundtrack

    movies in my

    notebook.

    6 22.22 2 7.41 8 29.63 5 18.52 6 22.22 1.89

    19. When I try to

    remember a word, Iwrite or say it

    repeatedly.

    8 29.63 8 29.63 7 25.93 3 11.11 1 3.70 2.70

    20. I make

    vocabulary cards and

    take them with me

    wherever I go.

    2 7.41 2 7.41 6 22.22 7 25.93 10 37.04 1.22

    (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).

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    Table8. Descriptive Statistics of Strategy Use in Individual Item ofMetacognitive

    Degree of frequency

    Always use

    itUsually use it

    Sometimes

    use itSeldom use it Never use it X Item

    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

    22. I memorize word

    from English

    magazines.

    9 33.33 10 37.04 7 25.93 1 3.70 0 0.00 3.00

    23. I review my own

    English vocabulary

    cards for reviewing

    before the next lesson

    starts.

    0 0.00 6 22.22 11 40.74 5 18.52 5 18.52 1.67

    24. I am not worry

    very much about the

    difficult words found

    when reading or

    listening, I pass them.

    14 51.85 8 29.63 1 3.70 4 14.81 0 0.00 3.19

    25. I use on-line

    exercise to test my

    vocabulary

    knowledge.

    3 11.11 3 11.11 9 33.33 8 29.63 4 14.81 1.74

    (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).

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    CHAPTER FIVE

    CONCLUSION, DISCUSSION, AND RECOMMENDATIONS

    This chapter presents a summary of the findings, discussions,

    conclusion of the study, and recommendations for further research.

    5.1 SUMMARY OF THE STUDY

    This study aims to investigate most and least frequently used

    vocabulary learning strategies by gifted English students who are considered high

    proficient students.

    The questionnaires in English 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 Schmitts Taxonomy (1997). The

    adapted questionnaires were distributed to the available 27 subjects of the study, and

    27 questionnaires were analyzed. The number of returned questionnaires to be

    analyzed was equal to 100% of the sample. The data was analyzed by SPSS for

    Windows which compared the mean scores of each learning strategies.

    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 words 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 toEnglish 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

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    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 popularmethods 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 theclass.

    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.

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    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 theresearcher, the gifted students who were the respondents pointed out that vocabulary

    CDs were of no interest to them.

    5.4 RECOMMENDATIONS FOR FURTHER RESEARCH

    5.4.1 The results can be deliberately applied to support students English

    learning especially in Triam Udomsuksa School. As for English gifted students, the

    vocabulary learning CDs can be used more in class so as to help them get used to

    learning vocabulary from CDs. In the case of weak students, the implication of the

    research can help support their English vocabulary learning in many ways. Many

    strategies can be used as methods of vocabulary learning. For instance, teachers could

    encourage use of a dictionary and other learning media. Teachers can also assign

    more tasks in order to immerse weak students in effective English learning.

    5.4.2 The method of collecting data should include open-ended questions

    into the questionnaires to give students more space to report their valuable

    information that might help the researcher understand their strategies of vocabulary

    learning.

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    APPENDIX A

    Questionnaire in English Language

    Questionnaire of Vocabulary Learning Strategies

    Directions

    This of vocabulary learning strategies is designed for students who learnEnglish as a foreign language. You will find about vocabulary learning

    strategies. Please read each statement.

    Put ( ) in the box (4, 3, 2, 1, or 0) that tells the degree of opinion on thestrategies you use to learn English vocabulary. Please mark the statement

    that most describe you.

    4 = always use it

    3 = often use it

    2 = sometimes use it

    1 = seldom use it

    0 = never use it

    Part I: General Information

    1. Gender Female Male2. Age 15-16 years more than 16 years3. How long have you been studying English?

    3-5 years 5-10 years more than 10 years

    4. Grade of English subject: ___________Part II: Statements of Vocabulary Learning Strategies

    Put ( ) in the box which most describes your opinion on the strategies

    you use to learn English vocabulary.

    Example:

    Degree of frequencyThe Statement of Vocabulary Learning Strategies

    4 3 2 1 0

    1. I use a bilingual dictionary to help me translateEnglish words into Thai language.

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    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 intoThai 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.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.7. I know some new words when working in group works.8. I practice English in group work activities.9. I ask native speakers for help.10. I learn words about the culture of English speaking countries.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.14. I speak words out loud when studying.15. I repeatedly practice new words.16. I write a new word on a flash card so I can remember it.17. I learn words by listening to vocabulary CDs.18. 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.21. I listen to English songs and news.

    22. I memorize word from English magazines.

    23. I review my own English vocabulary cards for reviewing

    before the next lesson starts.

    24. I am not worry very much about the difficult words found

    when reading or listening, I pass them.

    25. I use on-line exercise to test my vocabulary knowledge.