Tác giả Lê Thị Tuyết Hạnh - Nghiên cứu trí thông minh đa dạng và chiến lược học từ vựng tiếng Anh

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LÊ THỊ TUYẾT HẠNH THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY STUDENTS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2018 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LÊ THỊ TUYẾT HẠNH THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY STUDENTS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 62. Dr LÊ PHẠM HOÀI HƯƠNG HUE, 2018 STATEMENT OF AUTHORSHIP I certify my authorship of the PhD thesis submitted today entitled: “THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND VOCABULARY LEARNING STRATEGIES OF EFL UNIVERSITY STUDENTS” for the degree of Doctor of Education, is the result of my own research, except where otherwise acknowledged, and that this thesis has not been submitted for a higher degree at any other institution. To the best of my knowledge, the thesis contains no material previously published or written by other people except where the reference is made in the thesis itself.…, 2018 Author’s signature Lê Thị Tuyết Hạnh i ABSTRACT This study was an attempt to explore EFL university students’ use of vocabulary learning strategies to discover, memorize and practise new words, and then find out the relationship between students’ Multiple Intelligences (MI) scores and their vocabulary learning strategy (VLS) use. To this end, 213 EFL university students were invited to take part in the study.

The quantitative phase utilized Schmitt’s (1997) VLS questionnaire and McKenzie’s (1999) Multiple Intelligences survey as the two main research tools. Besides, the qualitative phase collected data from 35 diarists and 65 interviewees out of the total number of all the participants. The findings from questionnaires, interviews, and students’ diaries revealed that using a bilingual dictionary was reported to be the most frequently used strategy to find out the new word knowledge, followed by analyzing parts of speech, guessing from textual context and asking classmates for meaning. For memorizing new words, participants reported a high frequency in using sound- related strategies, and then put new words in contexts, including conversation, paragraphs or stories.

In addition, vocabulary notebooks and word lists were also preferred by university students. For evaluating new words, both quantitative and qualitative findings showed a medium use of these strategies. The results indicated a receptive practice of new words by doing word tests by students. The study also found that textbooks and media were two main resources on which students relied to expand vocabulary size.

The second aim of the study was to find out the correlation between students’ MI scores and their vocabulary learning strategy use. Before analyzing the correlation, it was found that Intrapersonal intelligence was the most dominant type among participants, while Mathematical Intelligence was the least used one. Pearson correlation was performed to see the potential relation between two variables. The findings showed that different intelligences correlated with different types of VLS use frequency.

The highest significant correlation was found between Musical intelligence and Determination (DET) strategies and the lowest correlation between Spatial Intelligence and DET strategies. Surprisingly, Interpersonal and Verbal-linguistic intelligences had no relationship with any types of VLS. Positive relationships were found between Musical Intelligence and DET, memory (MEM) strategies; Spatial intelligence and DET strategies. Negative relationships were found ii between Naturalist intelligence and Cognitive (COG) strategies; Mathematical intelligence and Social (SOC) #2 and COG strategies; Existentialist intelligence and COG strategies; Kinesthetic intelligence and SOC#1 strategies; Intrapersonal intelligence SOC#1, SOC#2 and COG strategies.

Moreover, it was found that different MI groups have different favorite VLS. On the basis of the findings, pedagogical implications were recommended for vocabulary teaching and learning in EFL classrooms. iii ACKNOWLEDGEMENTS Many people have helped me make this thesis possible. First, I would like to express immense gratitude to my supervisor, Assoc.Dr Le Pham Hoai Huong, who has generously supported my work by giving directions and priceless advice to fuel my continued involvement in the research, and from whom I have learnt a lot for my future research career.

She has always helped me stay on track whenever I was about to change direction. She has also showed a great sense of patience with a busy-with-everything student like me. I would also like to thank Assoc. Dr Ngo Dinh Phuong, Vice-Rector of Vinh University, for introducing me to my supervisor and providing a great number of relating documents since my MA program, which inspired me to do this PhD thesis.

He has supported me from the beginning until the end of my PhD study. My special thanks to Assoc. Dr Tran Van Phuoc, the former Rector of Hue University of Foreign Languages and Assoc.Dr Pham Thi Hong Nhung, Vice- Rector of Hue University of Foreign Languages, and other committee members from Hue University, who gave me many insightful comments and feedback on my three PhD projects. They have always supported PhD students in many ways.

My thanks also to Dr Tran Ba Tien, the former Dean of Foreign Languages Department, and Dr Vu Thi Ha, the former Vice Dean, who gave me the chance and the time to come to the end of this study. Without their support, I am sure that my thesis would not have been completed in time. I would like to express my sincere appreciation to Prof. Dr Tran Dinh Thang and Assoc.

Dr Luu Tien Hung, Dr Le Cao Tinh, who have stayed by my side and empowered me during the program. Special thanks to my two sisters, Dr Truong Thi Dung and Dr Nguyen My Hang, from whom I gained a lot of experience for managing time to complete the thesis. Moreover, I highly appreciate the times they cheered me up when I felt stressed. I am grateful to all the participants who took the time to take part in the questionnaire surveys, interviews, diaries and other activities related to this research.

Without their involvement and assistance, the thesis would not have been possible. I would like to thank my family, who have always provided me with unconditional love and support during my course, and my lovely daughter, Bui Thao My, who offered me time by being independent. My thanks also come to all the teachers who taught me during the PhD program and my students, my friends who helped me in different ways. iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP.

iv LIST OF ABBREVIATIONS. viii LIST OF TABLES. ix LIST OF FIGURES AND PICTURES. xi CHAPTER 1: INTRODUCTION.

Significance of the study. Structure of the thesis .5 CHAPTER 2: LITERATURE REVIEW. Vocabulary learning strategies. Language learning strategy.

Vocabulary learning strategies. Multiple Intelligences Theory. Concepts of intelligence. Gardner and Multiple Intelligences theory.

Multiple Intelligences Theory and Culture. MI theory in education. English Teaching and Learning in the Vietnamese context. Adoption of MI theory.

Previous studies on MI theory and vocabulary learning strategies. Previous studies on vocabulary learning strategies. MI theory and vocabulary learning. MI Theory and vocabulary learning strategies.

Rationale for the mixed methods approach. Participants’ background and English proficiency. Criteria for sampling. The researcher’s role.

Data collection tools. Data collection procedure. Research reliability and validity .63 CHAPTER 4: FINDINGS AND DISCUSSION. EFL university students’ VLS use.

The relationship between EFL university students’ MI scores and VLS use. 127 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS. Summary of key findings. Limitations of the study.

Implications for vocabulary teaching and learning. Suggestions for further study. 138 APPENDICES APPENDIX A: VOCABULARY LEARNING STRATEGY QUESTIONNAIRE. 151 APPENDIX B: MULTIPLE INTELLIGENCES INVENTORY.

155 APPENDIX C: INTERVIEW QUESTIONS. 160 vi APPENDIX D: A SAMPLE OF FOCUS GROUP INTERVIEW THROUGH FACEBOOK MESSENGER. 162 APPENDIX E: A SAMPLE FROM THE INDIVIDUAL INTERVIEW THROUGH FACEBOOK. 166 APPENDIX F: DIARY KEEPING INSTRUCTION.

168 APPENDIX G: AN EXAMPLE FROM A STUDENT’S DIARY. 169 APPENDIX I: A SAMPLE OF GENERAL INTERVIEW ON FACEBOOK. 171 APPENDIX J : VLS QUESTIONNAIRE CRONBACH’S ALPHA RELIABILITY. 176 APPENDIX K : MI QUESTIONNAIRE CRONBACH’S ALPHA RELIABILITY.

178 APPENDIX L: DESCRIPTIVE STATISTICS OF VLS GROUPS. 179 APPENDIX M: MEAN OF VLS IN MI GROUPS. 181 APPENDIX N: CORRELATION BETWEEN STUDENTS’ MI SCORES AND VLS USE. 183 vii LIST OF ABBREVIATIONS COG Cognitive strategies DET Determination strategies EFL English foreign language ELT English language teaching ESL English second language LLS Language learning strategies MEM Memory strategies MET Metacognitive strategies MI Multiple Intelligences MIDAS Multiple Intelligences Developmental and Assessment Scales MIT Multiple Intelligences Theory SOC Social strategies VLS Vocabulary learning strategies viii LIST OF TABLES Table 2.

Classifying Language Learning Strategies. A taxonomy of kinds of vocabulary learning strategies (Nation, 2001, p. Schmitt’s (1997) VLS taxonomy. Participants’ demographic information.

Number of participants in the second and third groups. Number of VLS in Schmitt’s VLS taxonomy. Pilot testing plan for the study. Number of questions for each type of Intelligence in MIDAS.

Mean and standard deviation of VLS group’s use frequency. VLS in three stages. Mean and standard deviation of Discovery strategies. Mean and standard deviation of mnemonic strategies.

Mean of frequency use of six Memory strategy types. Evaluating strategies used by EFL university students. Most frequently used VLS to discover new words. EFL university students’ most frequently used strategies to memorize new words.

Mean and Standard Deviation of MI. The number of students with their dominant intelligences. Correlation between students’ MI scores and VLS types. The most used and the least used strategies among different MI groups.

Correlation between Naturalist intelligence’s score and VLS use. Naturalist students’ mnemonic strategy use. Correlation between Musical students’ MI profiles and VLS use. Musical students’ examples of learning new words.

Correlation between Mathematical students and VLS use. Mathematical students’ strategy presentation. Correlation between Existentialist students and VLS use. Existentialist students’ reported VLS use.

Correlation between Interpersonal students and VLS use. Correlation between Kinesthetic students and VLS use. Correlation between Linguistic students and VLS use. Linguistic students’ VLS use.

Correlation between Intrapersonal students and VLS use. Correlation between Spatial students and VLS use. Spatial students’ VLS use examples .117 x LIST OF FIGURES AND PICTURES Figure: Figure 3. Data collection procedure.

Data analysis framework. EFL university students’ MI scores. Example from web-based vocabulary learning. Example from K3_20’s diary.

An example from student’s diary. An example of student’s diary. An example of student’s diary. An example of student’s diary .101 xi CHAPTER 1: INTRODUCTION 1.

Rationale Vocabulary plays an indispensable role in language learning and is assumed to be a good indicator of language proficiency (Steahr, 2008). It is also generally believed that if language structures make up the skeleton of language, then it is vocabulary that provides the vital organ and flesh (Harmer, 1997). This is probably one of the reasons why English foreign language (hereafter EFL) vocabulary teaching has become the focus of several studies in EFL teaching and learning for the last thirty years. The growth of interest in vocabulary has also been reflected in many books (Nation, 1990, 2001, 2014; Rebecca, 2017; Schmitt, 1997, 2000).

Although research has demonstrated the key role of vocabulary learning, the practice of EFL vocabulary teaching has not been always responsive to such knowledge. It seems that some teachers have not fully recognized the tremendous communicative advantages of developing an extensive vocabulary. Moreover, vocabulary learning has not been specified as a training program in the Vietnamese tertiary training framework. Vocabulary teaching is usually integrated into other skills, especially in reading, for a limited time.