HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF ENGLISH LANGUAGES
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SCRIPT FOR MID-TERM PROJECT
MID-TERM PROJECT
Topic 5: Learning English language vocabulary
Student’s name : Le Huong Lan
Student’s code : 207220201040
Group : ENG101 47spa.3_LT
Ha Noi, October 2023
TABLE OF CONTENT
I. Vocabulary learning from reading and listening: Replications of Brown et
al. (2008) and Vidal (2011) ………………………………………………3
II. A Survey Research Analysis of Effectiveness of Vocabulary
Learning through English Vocabulary Corpus…………………
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III. PART 1: ...................................................................................................................25
1. Survey research design ........................................................................................25
2. Experience research design ..................................................................................26
IV. PART 2:.................................................................................................................... 27
V. REFERENCES ........................................................................................................29
III. PART 1
1. Survey research design.
This study aims to seek an answer to the question: how effective is learning vocabulary
through English Vocabulary Corpus (EVC)? How is the vocabulary learned through
EVC? The main research motivation is that teaching and learning vocabulary is a difficult
task for English as an additional/second/foreign language learners and teachers. With
advances in technology, language pedagogy has also adopted new trends. One of the
recent trends in vocabulary teaching and learning in language pedagogy. This issue has
motivated the investigation of the effectiveness of vocabulary learning through a modern
digital technique that has called Corpus-Driven Learning. This English Vocabulary
Corpus was taught to 100 final-year BS English Language students in three one-credit-
hour sessions. The research begins with a survey with a questionnaire was distributed to
100 BS English students between the ages of 20-25 via online Google Form after teaching
them EVC. The survey was carried out in accordance with the research requirements of
the questionnaire and vocabulary items in the GRE syllabus used for teaching. The
responses to 13 closed-ended questionnaires were collected using a 5-point Likert scale
with 5 options: Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree.
Interestingly, students preferred the English Vocabulary Corpus to be taught at
institutions for teaching vocabulary. English Vocabulary Corpus improves cognition by
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assisting in the better understanding of meanings, specific contexts, and various contexts
of words. In academics, students were most likely to use EVC to study vocabulary.
English Vocabulary Corpus is more imaginative and easy to understand than standard
techniques of acquiring vocabulary. This study has shed light on the effectiveness of
learning vocabulary through valuable English vocabulary to improve in teaching and
acquiring vocabulary. It acts as the foundation for research and development in this field,
benefiting educators, students and the entire field of language learning.
2. Experimental research design
The study aimed to investigate the following questions: How does reading, listening, or
reading while listening influence incidental vocabulary learning from readers and
academic discourse? What are the limitations and consequences of current research on
incidental vocabulary learning from different input modes? The motivation for the study
was to contribute to the field of second language vocabulary studies by providing a
critical review of two influential studies that compared the effects of different input
modes on incidental vocabulary learning. The study aimed to evaluate the strengths and
weaknesses of the existing research, as well as to suggest ways to improve and extend it
through replication studies. The study also hoped to inform teachers and learners about
the best practices and strategies for using reading, listening, or reading-while-listening as
sources of L2 input for vocabulary development. The article summarizes previous
research on incidental vocabulary learning from multiple input modes, including reading,
listening, and reading while listening. The study examines two investigations using a
methodical and analytical approach. In light of these findings, the study addressed the
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research questions posed and provided evidence of the differential effects of input mode
on incidental vocabulary learning. The study also tested a number of hypotheses derived
from previous studies or theoretical assumptions, such as the hypothesis that reading
while listening is more effective than listening or reading while listening to learn
vocabulary. Reading while listening will be more effective. rather than just reading or
listening to learn vocabulary. The study confirmed the first hypothesis but rejected the
second.
IV. PART 2:
SOME EFFECTIVE WAYS TO LEARN ENGLISH VOCABULARY FOR FIRST-YEAR
ENGLISH NON-MAJOR STUDENTS AT HANOI PEDAGOGICAL UNIVERSITY 2.
Date: 12/10/2023
English is now a globally spoken language and one of the official languages. The ability to use
English fluently and use of appropriate terminology not only helps students get a stable job after
graduation, but English is also a tool to help them advance in their jobs and make more money
consistently. However, studying and using English is now difficult for the majority of students
who are not majoring in English, particularly students at Hanoi Pedagogical University 2 and
students at Vietnamese universities in general. Due to the severe restrictions placed on English,
they frequently run across problems. Several people have looked into the problem of how to
acquire vocabulary well, and a variety of teaching strategies have been developed to help pupils
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learn a language well. For the reasons stated above, we did significant research on English
vocabulary learning methodologies for first-year non-English majors at Hanoi Pedagogical
University 2. The purpose of this study is investigate various methods and strategies that have
been successfully used to help first-year English non-major students at Hanoi Pedagogical
University 2 develop their vocabulary. The research was conducted to answer two main
questions:
1. How do first-year non-English majors at Hanoi Pedagogical University 2 learn vocabulary?
2. How can vocabulary be learned efficiently?
With the first question, we can identify the difficulties that first-year non-English students
encounter through the way they learn vocabulary. From there, the second question arises: “How
to learn vocabulary effectively?” In this question, research shows that the means and tools used
by students in English learning activities are the factors that have the most impact on their ability
to remember words. It can be claimed that students will be more successful at memorizing,
replicating, and using English vocabulary when speaking and communicating English. Therefore,
learning style is crucial to each person's success in learning a new language. To collect data for
the research article, questionnaires are frequently used during the investigation. Students will
evaluate the usefulness of each technique using a questionnaire that has five items that
correspond to five efficient strategies of learning English vocabulary that they have utilized.
Research from questionnaires was designed to collect data from 50 first-year non-English majors
at Hanoi Pedagogical University 2. Test results will be based on data to draw conclusions.
Total words: 947
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V. REFERENCES
1. Ur, P. (1996) A course in Language Teaching: Practice and Theory. Cambridge
University Press, Cambridge
2. Pyles,T & Algeo, J (1979), English – An Introduction to Language, New York:
Harcourt, Brace.
3. Master Phung Van De (2012), A research on the current situation and propose
solutions to learn English vocabulary of non-English major students at Tra Vinh
University.
4. Schmitt, N (1997), Vocabulary Learning Stratergies, Cambridge: University Press.
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