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VocabularyAbilityofBSN1StudentsofLaSalleUniversity
MaryleneN.Tizon
CollegeofArtsandSciences
Abstract
This study aims to determine the levels of the wordvocabulary
and contextualized vocabulary ability of 71 BSNstudents. The
research instrument was a revised version
ofAnghays(2007)mentalexercisesonwordandacontextualizedvocabulary
test. The findings showed that students wordvocabularyabilitywas
fairwhile their contextualized vocabularywassatisfactory.
1.Introduction
"Vocabularyiscentraltolanguageandofcriticalimportancetothetypicallanguagelearner."
Everyone increases her or his vocabulary daily. He/shelearns of
a new food, reads a new place name in the
news,hearsaboutanewdisease,correctshis/herpronunciationofawordor
learns touse itmoreprecisely. Indeed the rangeofapersons vocabulary
is the best single index of his/ hermentaldevelopment.
No matter how well the students learn grammar, nomatter how
successfully the sounds of second language ( L2 )are mastered,
without words to express a wide range ofmeanings, communication in
L2 just can not happen in anymeaningful way. As Ming Wei (2007)
claims
inadequatevocabularycouldleadtolearnerdifficultiesinlanguagereceptionandproduction.
McCarthy(citedinGu,2003)stressesthatvocabularyisasingle,biggestcomponentofanylanguage,thatwithouthavingamplevocabulary,onewouldhavetroubleinunderstandingthemeaningthatis
conveyed tohim/her.Somestudents feel thatthey are not taught enough
words in class, words they
needwhentalkingtopeople.(Anghay,2007)Theythinkthatteachersaresokeenonteachinggrammarbutthatlearningwordscomepoor.ThisistrueamongthestudentsinLaSalleUniversity,theyfeel
that they focus more on the improvement of theircommunication
skills as they engage in some communicativeactivities such as role
plays, debate, talk shows,
interpretativereading,advertisingandmanyotherrelatedactivitiesyet,theycannot
express themselves correctly inEnglish in someactualspeaking
performances/ situations. They recognize that
wordsareessentialandthelackofthemleadstofeelingsofinsecurityandfrustration.
Moreover, for more than a decade of this
researchersteachingexperience, she realized that at times,
communicationcanbeseverelylimitedifstudentsdonotknowspecificword(s)since
words are the basic unit of language form. Withoutsufficient
vocabulary, students cannot communicate effectively
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orexpressideascorrectly.Thus, inmanycases,alexical lapsecan
actually stop communication completely. Having a
limitedvocabularyisalsoabarrierthatpreventsstudentsfromlearninga
foreign or second language. If learners do not know how
toexpandtheirvocabulary,theygraduallyloseinterestinlearning.Therefore,
learners need to acquire a solid and accuratecommand of English
vocabulary which will allow them
tocommunicateatthehighlevelinreading,speaking,writing,etc.andforthemtosucceedintheircompetitiveendeavors.
The above premise has encouraged the researcher
toconductastudyon
thevocabularyabilityofBSN1StudentsofLaSalleUniversity,OzamizCity.
ReviewofRelatedLiteratureandStudies
Since the mid 1980s, vocabulary learning ( VL )
hasbeendrawingattention
fromEnglishasSecondLanguage(ESL)researchers. Particularly, the
1990s witnessed a noticeablenumberofpublicationsvocabulary
isnowcurrent focus inESLpedagogyandresearch(MingWei2007).
During the few decades of the 20th century, whatappeared to be
the first articulations of a language curriculumadvocated the
belief that the best way to teach a
foreignlanguageisthroughitsvocabularyorlexis.Thismeansteachingwords
and their meanings. Foreign language learning at thattimewas very
limited in the sense that pupils would have fewopportunities to
communicate with the native speakers of
thetargetlanguage.Internationaltravelwasthenaluxuryreservedonly for
the rich. So the primary purpose of foreign languageteachingwas to
teachstudents the literatureandcultureof thetarget language. Thus,
language teachers concentrated
onteachingwordsthatstudentswouldencounter in their
reading(Tupas,2007).
Wordlearningisindeedacomplextask.Studentsrealizetheimportant
rolevocabularyacquisitionplays inallaspectsoftheir
languagelearning,butfewhavereallythoughtaboutwhatitmeanstolearnvocabularyitem(Courtright&Wesolck2001).To
improve their second language proficiency, Englishlanguage learners
(ELL)needa solid knowledge of vocabulary.While basic level of
vocabulary will allow learners tocommunicate some ideas to certain
degree, bettercommunication whether in speaking/ listening or
writing
/readingcanbeaccomplishedwhenlearnershaveacquiredmorevocabulary(Folse,2008).
At times, not knowing a specificword can severely
limitcommunication. Second language learners certainly
recognizethatinsufficientvocabularyisoneoftheirbiggestfrustrations.Intheory,mastering
vocabulary should not be so different
fromlearninganyothercomponentofalanguage,suchasgrammar,spelling or
pronunciation. However, vocabulary is a specialproblem because
there are multiple aspects of
vocabularyknowledgethatlearnersmustmaster.
Snow(cited inAnghay,2007)claims that it is rare
forahighschoolorcollegestudentsnottoperceivevocabularyasaneducational
priority. While many students have enough basicvocabulary knowledge
to find out what a word means, fewpossess an efficient and
effective system for
actuallyrememberingthedefinitions.Whattheyrememberthenexttimethey
encounter theword is that they look this up once before,but they
can no longer recollect the meaning. Some studentstake additional
step of actually recording new words and theirdefinitions, but fail
to consider the context in which they
firstencounterthewordandthereforerarelyattempttousethewordinameaningfulapplication.
Learners forget words easily if they just master andmemorize
words which meanings were unfamiliar to
them.(Zhilong2000).Contextscanhelpexplainthemeaningsoftheseunfamiliar
words. Many professionals support the idea ofinferringwordmeanings
fromcontexts.Kruse(cited
inZhilong,2000)hassuggestedintroducingvocabularyitemsinsuchaway
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astoallowthestudentstoinferorguessthemeaningsfromthecontext or
illustrations. Guessing word meanings from thecontext is possible
hence, contextual way of learning
andexpandingvocabularyarealsopossible.
MingWei (2007) claims that words are primarily taughtthrough
decontextualized activities in English classes. Aconsiderable
amount of instructional time is devoted topresenting, explaining
and delivering terms. However,
merelygivingstudentslistsofwordstolearnstrategiestoimprovetheirvocabularylearningdoesnotresult
ineffective
learningdespitethegrowingawarenessonthepartoflearnersoftheimportanceof
enhancing their communicative competence of the targetlanguage and
the recognition that much larger vocabulary isneededtothisend.
But learning words through context are a long termprocess during
which word meanings are slowly
accumulatedthroughexposureandlearning.Indeed,thereisaneedtofocusinstructionalattentiononwords
that studentshaveencounteredin rich contexts rather than from
decontextualized words lists.Hence, Eryaud, et.al (2000) conclude
that the importance ofvocabulary of L2 students requires that
teachers solidify theircommitmenttovocabularybuilding.
Eyraud,Giles,KoenigandStoller(2000)enumeratethreeresearch
findingsofparticular relevance to languageclassroomsettings: First,
research has demonstrated that vocabularylearning requires multiple
exposures to new lexical items invarious discourse context.
Multiple exposures of
varyingintensitiesandindiversecontexts,aresaidtograduallyleadtoa
large recognition vocabulary. Second, research has
revealedthatelaboratedvocabularylearningoccurswhenstudentsmakemeaningful
connections between new and already
familiarwords.Thisexpandedsenseofnewandknownwordsallowsforfasterprocessingofsemanticallyrelatedwords.Third,researchhas
shown that context can be powerful influence on
studentsvocabularygrowth.
DiamondandGulohan(2006)emphasizeoneprincipleofeffective
vocabulary learning which is to provide multipleexposures to a
words meaning. For great improvement
invocabulary,studentsmustseewordmore thanonce toplace itfirmly in
their longmemories and to see the word in differentmultiple
contexts. In addition, curriculum wide commitment tovocabulary
enrichment assists learners indeveloping theirlanguage abilities.
For most students and instructors, mostvocabulary growth takes
place through incidental learning, thatis, through exposure to
comprehensible language in reading,listening, discussions, bulletin
board displays, videos and
soforth.Throughrangeofinstructionalactivities,languagestudentscanactivelyandconsciouslyexpandvocabularyknowledge.
Zhilong (2000) deduces that teaching vocabulary is avery
important task in teaching English. By using successfultechniques
to learn new vocabulary, students will find
wordseasiertorememberandwillbecomemoremotivatedinclass.AsJohari
(2008) claims they need to understand not just whatindividual words
mean but also which combinations of
thesewordsinsentencesorparagraphsconveyameaningfulmessageto the
reader thus expanding a learners vocabulary by usingcontext clues
is way to reduce the need for
consultingdictionaries.(Shilong2009)
In the samevein, inher several years of teaching,ShuYing(2001)
findsthatenablingstudents toderivemeaningwiththe help of context
clues is an effective approach to increasevocabulary and reading
comprehension. Too much
dictionaryworkcanwipeoutallinterestinreadingandeveninterferewithcomprehension
because readers become more concerned
withindividualwordsandlessawareofthecontextwhichgivesthemmeaning.
Folse(2008)believesthatEnglishlanguagelearnersneedto increase
and enrich their vocabulary knowledge. Teachersshould incorporate
explicit vocabulary teaching supported by
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classroom activities that reinforce previously studied
material.Such activities will help learners focus their attention
on keyvocabulary,requirelearnerstoretrievetheformsandmeaningsof the
new words, and encourage learners to identify anddevelop a
personalized inventory of strategies for vocabularylearning. The
teachers must see to it that their goal tohelpstudents be active
vocabulary learners is achieved before
andafterthestudentsleavetheclassrooms.
Courtright&Wesolck(2001)construethatteachersmustspendtime on
vocabulary instead of dealingwith it in passing,because for the
students to learn a word they need moreopportunitiestoseeanduse
it.Teachersmustgivepriorities
inhelpingstudentsunderstandhowcomplexatasktheyarefacing,givingthemthetoolstolearnvocabularyeffectively,andmakingthem
work with the words instead of simply going over
fillinblank.Allthesecanhelplearnersdevelopmoresystematicandeffectivewaysoflearningvocabulary.
TheoreticalBackground
It is believed that learners will learn faster if they
aretaughtwordsthatoccurfrequentlyintextsormaterialsthattheyuse. The
assumption is that the best way to learn a languageother than ones
own is through the learning of words. This
inturnenableslearnerstounpacktheformsandmeaningsofthetarget
language.Intheclassroomteachersand learnerswithalexicalapproachto
language learningdonotanalyze the targetlanguage but actually focus
on the conceptual and meaningfulpotential of words, their relations
with each other, and theirgrammar and pronunciation. Words occupy a
central position,with the grammar and other functional aspects of
languageresolving around them. This is a linguistic view of second
orforeign language teaching that focuses on the lexical aspect
oflanguage(Tupas,2007).
Aside from the linguistic perspectiveof second languageteaching
as laid by Tupas, (2007) this study anchors
theContextualVocabularyAcquisition(CVA)ofRapportasusedbyAnghay(2007)Thisstressestheactivedeliberateacquisitionofthe
meaning of a word in a text by reasoning from context,where context
includes: (1) the readers internalization of thesurrounding text,
i.e. the readers mental model of the
wordstextualcontext(orcotext:Brown&Yule1983,citingHallidayHaastrup1991)integratedwith(2)thereaderspriorknowledgeincluding
(a) the readers knowledge of language and
(b)meaninghypothesesdevelopedbyreaderfrompriorencounterswiththeword.Thus,thereferentsofnewwordscanbeverballyexplained
only in terms of old words. This can be done
eitherexplicitly,bypresentingtheirdefinitions,orimplicitly,bysettingthem
in context of old words that effectively constrain
theirmeanings.
TheConceptualFramework
Two variables are involved in this study as shown inFigure 1.
the independent variables: the level of wordvocabulary ability and
the level of contextualized vocabularyability of the students. The
implications are the dependentvariables.
As cited by Ming Wei (2007), Oxford and Scarcellacategorize
vocabulary learning activities into three
types:decontextualized(e.gwordlists,flashcards,dictionarylookup),partially
contextualized (e.g. word grouping, word association/elaboration,
physical response) and fully contextualized (i. e.practicing the
four language skills in authentic
communicationactivities)whichprovidesamoresystematicandresearchbasedapproachtovocabularyinstruction.
Contextual analysis involves inferring themeaningof
anunfamiliarwordbyscrutinizingthetextsurroundingit.
The results / findings of the study can lead to
theformulationofsignificantimplications.
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Figure 1 done in schematic diagram depicts
theconceptualframeworkofthestudy.
Figure1.ConceptualFrameworkoftheStudy
StatementoftheProblem
This study aims to determine the levels of the
wordvocabularyabilityandcontextualizedvocabularyabilityofthe71BSN1studentsenrolledinEnglish1duringthefirstsemesterofthe
school year 2008 2009. Specifically, this study seeks
toanswerthefollowingquestions:
1. What is the level of the students word vocabularyability?
2. What is the level of the students
contextualizedvocabularyability?
3. Is there a significant difference between the studentsword
vocabulary ability and contextualized vocabularyability?
Hypothesis
Belowisthehypothesisofthestudy:
There is no significant difference between the
studentswordvocabularyabilityandcontextualizedvocabularyability.
Thehypothesis istestedusingthe.05
levelofsignificantdifference.
SignificanceoftheStudy
VocabularyisveryimportantwhenstudentswanttolearnEnglish, because
students who have much vocabulary willunderstand and master English
easily than any other studentswho do not. As such this study will
specifically benefit thefollowing:
1. The findings of this studywill give the administratorsthe
basis to organize a workable, efficient program
forvocabularydevelopment.
2.The resultsof this studywillmake the teachersmoresensitive to
the vocabulary difficulty of their students,thus providing them
ample opportunity to build andimprove their vocabulary. They can
also developsuccessful vocabulary learning strategies/ activities
thatworkwellwiththestudents.
3. This study will help the students to determine
theirvocabularyabilitysothattheycanfindandexplorewaystoimprovetheirvocabularyknowledge.
4.Otherresearchersmayconsiderthisresearchrelevantas itwill give
thema frame of reference for their otherstudies of vocabulary
ability of students using otherrespondentsoftheothercolleges.
ScopeandLimitation
This study is confined only to the levels of the studentsword
vocabulary ability and their contextualized vocabularyability.
The respondents are the 71 BSN English 1
studentsenrolledintheblockedsections1&2during the
firstsemesteroftheschoolyear20082009.
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The independent variable is limited to the level of
thestudentswordvocabularyabilityandthestudentscontextualizedvocabularyability.
The dependent variables are the implications
derivedfromthefindings.
2.Methodology
This section dealswith the researchmethodology of
thestudywhichincludestheresearchmethodused,therespondentsofthestudy,sampling
technique, the
instrumentsused,scoringprocedure,datacollectiontechniqueandstatisticaltreatment.
This studymade use of quantitative analysismethod. Itaimed to
determine the students level of ability in word
andcontextualizedvocabulary.
Therespondentsofthestudywere71studentsenrolledinthetwoblockedsectionsofEnglish1(StudyandThinkingSkills)inthefirstsemesteroftheschoolyear20082009intheCollegeofNursing.
The research instrument was the adapted and
revisedmentalexercisesonwordandcontextualizedvocabularytestsofAnghay(2007).Bothteststotaled100thewordvocabularytesthas50wordswith4choicesforeachthecontextualizedtest
iscomposedof50wordsusedincontextusingsentenceswithfourchoicesforeach.
After choosing the two blocked sections of English
1namely:English101 (10 11amMWF ) andEnglish102 (12pm MWF ), a pre
test on word vocabulary was given on aMondaymeeting and a post test
on contextualized vocabularywas administered the
followingWednesdaymeeting. Both
testswereconductedfortherespectiveclassesin40minutes.
The tests on word vocabulary and contextualizedvocabulary
consisted of 50 items. The following are
theinterpretationsofthescoreswasasfollows:
5041Excellent
4031VerySatisfactory
3021Satisfactory
2011Fair
100Poor
Thedatagatheredthroughthequestionnairewerecodedforstatisticalanalysistoanswertheresearchquestionsindicatedabove.
EXCEL was used to determine the mean and
theStatisticalPackagefortheSocialSciences(SPSS,version11.0)forstatisticalanalysis.
The Paired Sample Ttest was used to determine thesignificant
difference between the word vocabulary ability
andthecontextualizedvocabularyabilityofthestudents.
3.ResultsandDiscussion
This section deals with the percentage analysis
andinterpretation of the gathered data. The data found in
thischapterarearranged according to specific problems treated
inthisstudy.
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Table1showsthemeanofthestudentswordvocabularyability and their
contextualized vocabulary ability and theinterpretationforeach.
Table1
Mean Interpretation
WordVocabularyAbility 19.577 Fair
ContextualizedVocabularyAbility 21.479 Satisfactory
As reflected in Table 1, the mean of students
wordvocabularyability is19.577interpretedasfair.This
impliesthatthestudentsabilityforwordvocabularyislow,thatstudentsfinditveryhardtogive
themeaningsofdifficultwordshavingonlywordchoicesandareunsureofthemeaningsofthewords.ThiscanbebestsupportedwithwhatMingWei(2007)hasstressedthatmerely
giving students lists of words to learn to improvetheir vocabulary
learning does not result in effective learning.Thus,giving
themeaningofwordsnotused in context is oftenmoredifficult.Simply
learning thedefinitionsofaword withoutexamples of where and when
the word occurs does not
helplearnerstofullyunderstanditsmeaning.
As shown in Table 1, the students contextualizedvocabulary
ability is satisfactory with the mean 21. 479. Thisindicates that
the students ability for contextualized
vocabularyisaverage.Thisconveysthattheycanbetterinfer/understandandgivethemeaningsofwordsifusedincontexts.Contextscanhelp
explain themeanings of anunfamiliarword and can be
apowerfulinfluenceonstudentsvocabularygrowth.Lookingatthecontextinwhichthewordappearsseemstobethebestwayoflearningvocabulary.
Table3belowdisplaysthesignificantdifferencebetweenwordvocabularyabilityandcontextualizedvocabularyabilityoftheBSN1students.
Table2:PairedSampleTest
TValue PValue Decision Interpretation
WordVocabularyAbility/ContextualizedVocabularyAbility
3.70 0.000417
RejectHypothesis Significant
ThePairedSampleTtestwasusedtofindoutifthereisnosignificant
difference between the studentsword vocabularyability and
contextualized vocabulary ability. As indicated
inTable2,theTvalueis3.70andthePvalue is0.000417.Sincethepvalue is
less thanthe levelofsignificanceof .05, thenullhypothesis is
therefore rejected. Hence, there is a significantdifference.
Thesignificantdifferencethereforetestifiesthatthereisaneedtofocusinstructionalattentiononwordsthatstudentshaveencountered
in rich contexts rather than from decontextualizedwords lists. The
contextual approach may be a reinforcementtool for students to use
in reading and listening. Indeed,contextualized vocabulary learning
invariably leads to superiorretention.
Implications
One of the main concerns for the English languageteachers is how
to help the students deal with authenticacademic texts which by its
nature requires a fairly
advancedleveloflanguageproficiency.Byadvancedlevelofproficiency,itismeans,infact,agoodvocabularysize.
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Several approaches canbe adoptedby teacher in orderto develop
students vocabulary. Some explicit teaching ofspecific vocabulary
items together with some kind of strategytraining for improving and
managing their learning
withextensivereadingoftheiroriginalreferencesinordertogaintherequired
exposure to vocabulary items and build up
wordknowledgeareneeded.Thisthenneedsthecollaborationofbothlanguageteachersandcontentteachersascontentteacherscanmake
students read their references and present the
derivedinformationintheclassroom.
Students must be using their specialized and nonspecialized
vocabulary items productively in written and/orspoken forms in
simulated occupational settings (trainingcourses) and ultimately in
their future occupational settings.Thus, the teachers should
frequently use the specialized andnonspecialized vocabulary items
while presenting issues instudents field of study and ask students
to use them in theirtheoretical and training courses. In this way,
students feelresponsibletolearnthesewordsaswellasusethem.
Furthermore, since learning words individually will
notnecessarily take care of other aspects of
communicativecompetence, vocabulary knowledge, to be of real use,
mustbecome integrated intodiscourse.Pedagogically, it is
importantand feasible that teachers play a more active role in
studentsvocabulary learning by providing learners with systematic
L2vocabulary instruction, offering contextualized
learningopportunities, helping students learn specific strategies
foracquiring words, and showing students how to learn
wordsoutsideoftheirL2classes.Theultimatepurposeistoencouragelearner
autonomy so that students can learn
vocabularywiselybothinsideandoutsideofclassformoreproductiveoutcomes.
In addition, language teachers need to increase theirawarenessof
their students strategyusageandneeds inorderto be able to
facilitate their language learning process.
Theyshouldteachstudentshowtodevelopbothbreadthanddepthoftheir
vocabulary knowledge so that they, as
autonomouslearners,wouldbeabletousetheirvocabularyknowledgebothreceptivelyandproductivelyastheneedarises.Inotherwords,teachersand
learners shouldaim for integrationof knowledgeoriented and
skilloriented strategies. Language teachers,therefore, need to
develop in learners an awareness ofalternative vocabulary learning
strategies that involve activeprocessing of the target vocabulary
and they need to makelearners conscious of the need to develop an
independent
andstructuredapproachtolanguagelearning,whichhasbeenshowntobemostassociatedwithvocabularylearningsuccess.
4.Summary,Conclusion,andRecommendations
This studymade use of quantitative analysismethod. Itaimed to
determine the students level of ability in word
andcontextualizedvocabulary.
The respondents of the study were 71 students whoenrolled in the
two blocked sections of English 1 (Study andThinking Skills) in the
first semester of the school year 20082009.
The research instrument used in the study was theadapted and
revised mental exercises on word
andcontextualizedvocabularytestsofAnghay(2007).Thetwotestswere
composed of 50 items. The word vocabulary test has 50words with 4
choices for each. The contextualized test
iscomposedof50wordsusedincontextusingsentenceswithfourchoicesforeach.
EXCEL was used to determine the mean and
theStatisticalPackagefortheSocialSciences(SPSS,version11.0)
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wasusedforstatisticalanalysis.
The Paired Sample Ttest was used to determine thesignificant
difference between the word vocabulary ability
andthecontextualizedvocabularyabilityofthestudents.
Findings
Thegathereddatawereanalyzedandthefollowingwerethefindings:
1.Thestudentswordvocabularyability
isFair(withthemean19.577).
2. The students contextualized vocabulary ability
isSatisfactory(withthemean21.475).
3. There is a significant differencebetween the studentsword
vocabulary ability and contextualized vocabularyability.
Conclusion
Inthisparticulargroupofrespondents,theuseofwordsin contexts
gives a significant edge to the students
indeterminingtheappropriatemeaningsover theuseofwords
inisolationand that the teachingof vocabulary
canbeeffectivelyperformedbyusingwordsincontexts.Hence,tolearnwordsincontext
and not in isolation is a better vocabulary learningstrategy.
Recommendations
Based on the findings and conclusion, the
followingrecommendationsarepresented:
1. The teachers must have vocabulary teaching (orlearning)
strategies that need to cover a wide range
ofstrategies,asbothdecontextualandcontextualmethodsdraw on
different dimensions of vocabulary knowledge.They should also
examine and integrate frameworks ofvocabulary teaching and learning
to understand whattypes of activities are best suited for enhancing
theirstudentsvocabularyability.
2. The students should focus on discovering learningtechniques
or strategies which may help them
tocomprehend,learn,orretainnewinformation.
3. Lessons or courses focusingon systematic trainingofskills
should be introduced in order to raise
studentsawarenessoftheimportanceofusingvariousvocabularylearningstrategies.
4. More studies on students vocabulary ability must beconducted
using a greater number of respondents
fromtheothercollegesoftheuniversity.
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