AN INVESTIGATION OF VOCABULARY LEARNING STRATEGIES OF VIETNAMESE UNIVERSITY STUDENTS: A CASE STUDY OF THE FACULTY OF CHINESE LINGUISTICS AT THE UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES, VIETNAM HANOI NATIONAL UNIVERSITY
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Abstract
Vocabulary learning strategies directly influence the effectiveness of second language vocabulary acquisition. This empirical study collected data from 132 Vietnamese university students using a Chinese vocabulary learning strategy questionnaire and vocabulary test. This research investigates the vocabulary learning strategies employed by students in different academic years and explores their correlation with vocabulary proficiency. The finding reveals that: (1) Vietnamese learners demonstrate a descending order of strategy use as follows: cognitive strategies > memory strategies > socio-affective strategies > metacognitive strategies > resource management strategies; (2) noticeable differences existed across academic years, with second-year students showing a stronger preference for metacognitive and memory-based strategies; and (3) a significant positive correlation was found between strategy use and vocabulary test performance across all grades.Notably, cognitive, memory, and socio-affective strategies show particularly beneficial effects on both vocabulary breadth and depth. Based on these findings, the study offers targeted suggestions for learners and educators.
Keywords
vocabulary learning strategies, Vietnamese university students, questionnaire survey, correlation
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