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|Title: ||A CASE STUDY ON COMMON PROBLEMS IN LEARNING BUSINESS ENGLISH VOCABUALRY IN THE BOOK “BUSINESS BASICS” FACED BY THE 1ST YEAR STUDENTS AT VIETNAM UNIVERSITY OF COMMERCE, AND SOME SUGGESTED SOLUTIONS|
|Authors: ||PHAN T Ú LAN|
|Keywords: ||A CASE STUDY ON COMMON PROBLEMS IN LEARNING BUSINESS ENGLISH VOCABUALRY IN THE BOOK “BUSINESS BASICS” FACED BY THE 1ST YEAR STUDENTS AT VIETNAM UNIVERSITY OF COMMERCE, AND SOME SUGGESTED SOLUTIONS|
|Issue Date: ||2007|
|Abstract: ||In the structural approach, the predominance of structures made people disparage the role of vocabulary. In the current communicative approach, the overwhelming interest in language functions and communicative skills has pushed back the elements and units of language to the farther reaches of attention. In language use, the learner’s background knowledge of the topic, not only in comprehension but also in expression, plays a very important role. In fact, this schema enables people to talk, to write and to understand what is being said or written. This schema is stored in people’s mind in the form of linguistic elements, especially words and lexemes (i.e. Wordlike phrases) (Khoo, R. 1994).
Ruth Wajnryb (1992) shares this view by saying that traditionally, lexis has not been given pride of place in teacher’s priorities, serving more as a cushion on which to practise grammar patterns than as an important section of the learning curriculum in its own right. This contrasts strikingly with learners’ perceptions about vocabulary: very often learners equate language learning with learning new labels for familiar concepts.
In the context of Vietnam University of Commerce (VUC), English is being taught as Business English and a compulsory subject for non-major students. The teaching and learning of vocabulary, therefore, is obviously a very significant aspect in foreign language methodology and needs to be taken into much consideration. For the teachers of English, what vocabulary teaching strategies and techniques should they use to maximize the student’s learning effectiveness? For the students, what learning strategies or techniques should be used to satisfy their needs when they are well aware that English is increasingly considered their instrumental objective to help them succeed not only in their semester exams but also in their future job seeking after graduating from university.
Having worked with the book “ Business Basics” for several years, the researcher has noticed that a number of problems faced by the 1st year students at VUC still exist in the process of English (EVL) vocabulary learning. She realized from her observation and experience for years that many of the 1st year students produced various kinds of writing and speaking errors in their English learning. A lot of her colleagues complained that a considerable number of their students could not even give a simple answer or speak a simple sentence. One of the main reasons, found from a quick interview on these students, causing this problem is that vocabulary seems to be hard for them to remember, to correctly pronounce and use. On the other hand, time allocated for the English learning course is limited, which allows only a little amount of time for students to learn new words, to practise, and consolidate them. Poor learning and teaching environment is the last but not least reason to slow down students’ improvement in their vocabulary learning. As a result, The students cannot avoid the feeling of much anxiety in their speaking activities, and failure in their written tests at the end of every semester, and consequently English turns to become a very challenging subject for them to accomplish at university.
This problem inspires the researcher a real desire to do a small research to find out the most common problems in learning vocabulary in the book “Business Basics” towards the 1st year students in VUC and the teaching implications to be taken into consideration to eliminate these.|
|Appears in Collections:||3.2 Luận văn|
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