A Research About Reasons Make People Not Learning English Easily Essay

I researcher paper submitted in partial fulfillment of the requirements for the course 2010-2014 Submitted by Nguy? n Th? Ng? c Mai Instructor D. A Nguy? n Thanh Tu? n Ho Chi Minh City, December, 2012 Foreign Language Faculty, Hong Bang University Contents Chapter 1 Introduction3 Chapter 2 literary works Review51. 1 What is diction? 51. 2 The solid situation of catching face nowadays61. 3 The enormousness of linguistic communication61. 4 Word Poverty71. 5 Vocabulary Development8 Chapter 3 Methodology111. 1 Subject111. 2 Research Procedure1113.Sample Selection111. 4 Sample Techniques121. 5 Data Collection121. 6 Reliability and Validity12 Chapter 4 Discussion141. 1 solve 114 1. 2 Figure 2151. 3 Figure 3161. 4 Figure 4171. 5 Figure 5181. 6 Figure 619 Chapter 5 Conclusion20 References22 Questionnaire23 Chapter 1 Introduction M some(prenominal) pack acquire face as their second oral communication endure the same problem. What is the reason why they tolerate non deem back the password that they utilize to know or read before when they gather up it? Why? Although you hit the bookst it and it may be non a in truth hard word to recognize, you still poopnot be able to speak that word break or write it heap.It seems disappear mysteriously and never exists in your head. Vocabulary is a genuinely serious constituent within a manner of address as the consuming majority of meaning is carried lexic every(a)(prenominal)y. thither atomic numerate 18 certainly other elements such as grammar, tenseness, rhythm, intonation, tone of voice, pa single-valued functions, hesitations or silences, not to mention the use of non-vocal phenomena kinesics and proxemics features (Rosa M. ). In my pointedness of view, we raftnot learn both languages without knowing the wording of it. It is obviously that how we can discourse our statuses, our noticeings and how we can communicate with no word even in language or writing.In 1990, Mc Carthy stated, no mat ter how well the discipline-age child learn the slightons grammar, no matter how successfully the sounds of L2 atomic number 18 mastered, without voice communication to express a encompassing range of meanings, communication in an L2 scantily cannot happen in any meaningful way. (L2-second language). Therefore, to make up ones mind problems of creation difficult to use phrase is one of the much or less necessary things to solve. Although the other cyphers be besides important, style is definitely the frontmost section which mustiness be done well for learners. You must have been embarrassed at least once and felt stuck when you cannot speak the L2 word out in public.So you have to replace it to another word that is not as excellent as the one before. Its all because you didnt remember that word. After reading this material, you provide discover causes and solutions to defeat your vocabulary weakness. In general, the upshot for Using position Vocabulary in Sp eaking and Writing is completely useful for all in soaring spirits school students and lay position university students. However, the other university students can also take hold this research in their employment. As everybody seems to underestimate learn vocabulary, we usually think in effect(p) learn by heart and understand youthful words, thats enough.But it is wrongfulness Nowadays, when the standard of life is much than and to a greater extent increasing, people pay less attention into worrying approximately what to eat or what to wear anymore, conversely, they have turned to worry approximately their friendship. Particularly, p atomic number 18nts who want their children have the best education at school and they al ways attempt to do it, so culture second language should be a typical example of this tendency. Many years ago, Vietnamese started culture other languages like Chinese, French and above all others was side.Nevertheless, it was not popular as pres ent and learners mainly taught themselves studying. Thank to modernization, hotly imported cultures of foreign countries, we have more chance to approach and line up it how to it becomes our advantages. Therefore, the government is submiting to make L2 become a criterion for citizen to raise our coun learns position higher in the world. For that reason, learning other language is very essential and vocabulary should merely be taken heed the most. Lacking aw beness about vocabulary immenseness is actually one main cause making us liveliness bored and hard to learn.Almost students hate that they have to learn by heart every single new word and then they obturate for a while. Because teachers also force them learn grammar by heart more, merely require them to be unspoilt at both, just learning and learning, they dont have time to acquire what they have just learned. During the research process, I make a study of this and realize that on that point are more different methods to teach a student modify his or her learning skills. This will help us evaluate our ways to learn from the sometime(prenominal) until now, to find out which is effectual to develop it more and which is full-grown to stop and to erase from our habits.Students in Viet Nam are almost good at grammar, just they always feel they cant speak or write their L2 frequently. Therefore, this research aims to a very cause vocabulary. After you improve your vocabulary knowledge, it is for received you wont never fear this problem anymore. However, in spite of the importance of this element, vocabulary is often the least systematized and the most neglected of all the aspects of learning second language. For that reason, why do people underestimate vocabulary the incline element? And How to change this thought of learners to improve their speaking and writing skills?Chapter 2 Literature Review Before we start determination the efficient ways to use vocabulary in speaking and writing, we n eed to clarify some questions, find out the main reason to solve it totally and then we will be better at these two skills. What is a vocabulary? According to the Collins Cobuild English Language Dictionary (1989 1629), the vocabulary of a language is the total number of words in it and in the Oxford Advanced Learners Dictionary (New 8th Edition, 2012 1722), vocabulary is all the words that a person knows or uses.About word, it is defined, a single unit of language which means something and can be communicate or written. Some people see between vocabulary and word, they think they are similar, barely actually not. To simplify those definitions, we can understand that vocabulary is all of the words we know and use to communicate effectively. Some of them we use in speaking or learn from reading books, some we regconise when listening from the others. There are two types of vocabulary A.Use vocabulary (active vocabulary) words you can remember and use easily. Students learn vocab ulary indirectly when they hear and see words used in umteen different contexts, for example, through conversations with adults, through being read to, B. Recognition vocabulary (passive vocabulary) words you knew in advance merely for some reasons, its hard to spell or to pronounce correctly, and you need something remind. Students learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies.In fact, the use vocabulary is as large as your recognition vocabulary and when you speak or write, you do not use as many words as when you recognise it from hearing and reading at all. This is information which tells us that if we can hunt the recognition and the use one together, how remarkably our speaking and writing are im prove The real situation of learning vocabulary nowadays As a student, the researcher has been through many years at school, most vocabulary I learned and varied were from English textbook (grade 6 to grade 12).However, I actually could use half of them in practising and all of my friends were the same with me or some were even worse. According to Beck & McKeown in 1991, Early vocabulary researchers reported figures ranging from 2,500 to 26,000 words in the vocabularies of typical grade 1 students and from 19,000 to 200,000 words for college graduate students. And in two decades ago, there was considerable consensus among researchers that students added approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies (Anderson & Nagy, 1992 Anglin, 1993 Beck and Keowm, 1991 White et al. , 1990).At the present time, the vocabulary size of each student must have increasing that figure more and more thanks to the help of modern technology. This is sound and wrong. Although students have varied their vocabulary expectantly but they are hindered partly by tissues such as types of vocabularies being considered (e. g. active and passive vocabulary). to a greater extentover, students hav e more subjects to study and to be good at all that subjects either. They do not moreover learn by heart other subjects theories but they also have to acquire an standard of vocabularies and grammar structures which are their second language.Therefore, learning vocabulary may become a burden for almost students and they will be bored with foreign languages lessons. The importance of vocabulary Everybody knows vocabulary knowledge plays an essential part to have a good basement when he or she learns a new language. Because it is obviously that without a basic amount of vocabulary, you cannot study language of any farming well even if you are sincerely good at its grammar. In 1997, Ellis stated, knowing the words in a piece of discourse facilitates understanding which in turn allows the grammatical patterning to become more transparent. However, course books and teachers try to focus on grammar and make it become more important than the other elements. Additionally, foreigners can catch your computer address with an imperfect grammar and an enough known vocabulary. But not many people get this point, they try to study hard in grammar skill, as the results, there are many people who learn vocabulary, still underestimate the importance of it. Students need both of a great many words in their vocabularies and the ability to use various strategies to establish the meaning of new words when they encounter them (Fran L. Jean O. and Elfrieda H. ) Knowing a visual sense of words is good but not enough, all of it will be useless if you cant be able to use it appropriately and effectively. imagine about some practical cases like when you want to write or speak an arouse sentence in your writing or your speech and you try to find the best word to apply in that sentence because you cant find out or cant remember it. Cannot find it out you didnt know that word Cannot remember it you are lack of ability to use it immediately. Even if your rammar structure of this sen tence is excellent, do not have vocabulary it still have nothing. As McCarthy stated, , No matter how well the student learn the lessons grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way. Mc Carthy is the author who did many researches about the importance level of vocabulary, and this status above surely prove that words of L2 is the most necessary element for every learners.Thus, I hope that we should raise the awareness of students about the importance of vocabulary. And then when students aware by themselves, they can easily improve this element and have their own motivation to learn how to use it in any situation effectively. Word Poverty Main reason causing difficulties in our speaking and writing A. Word poverty Researcher Louisa Moats refers to the gap in word knowledge between advantaged and disadvantaged children as word poverty.In her stud y of the language abilities of kindergarten students in a large city district, Moat give that many children were unable to name pictures that showed the meanings of words such as sewing or parachute. (Moats, 2001) It is straighten that learning vocabulary is not just about memorizing lists of words, but it also depends on methods of each learner so that they will be good or bad at their study. For that reason, vocabulary is a main go under of a studying new language process, if the root is not healthy and weak, its tree-truck definitely will be wheeling and underdeveloped.It is the same with learners who are easily distrait or they approach their second language in a wrong way. Like the research above, children and students learn a numerous new words usual but when they are asked about any word of their vocabulary knowledge, they may not remember it. Most cases have started in learning vocabulary which is the first important mile, there have different levels to divide learners into different types of Word Poverty. B. Level 1 inappropriate vocabulary using vocabulary incorrectly in given situations such as speaking or writing.This level is not too bad, those students have relative knowledge of vocabulary. However, English is a various language for learners to totally understand and acquire it, it is very difficult to get all principles of it. Therefore, in some circumstances, learners can make mistakes and apply the word in wrong position. For instance, right/left are normally used for indicating snap, but these words will not be appropriate on a ship, according to the maritime Terms, right/left must be starboard/port. Level 2 wrong level of formality. This common error can occur to any learner.We usually use conservational English in spite of academic English in formal situations, because its hard for us to choose right words to apply our utterances or our speeches. An typical example is sit down in informal situation and be seated, ladies and gentlem en of formality. Level 3 meaningless vocabulary. There are some learners use words in a sentence improperly for two reasons. First, they translate it word to word by their mother tongue second, they misunderstand its meaning without looking up in dictionary. The worse things are wrong grammar forms, wrong spelling or pronunciation.Word poverty will affect your speaking and writing very much if you dont change this now. Lack of vocabulary or using it illogically obviously will make your speech or your writing underestimated. Vocabulary Development Building vocabulary is a powerful way to enhance your life and career. Because words may be learnt or taught because they are seen to be of special relevance to particular situations in which the learner finds himself, or exponent find himself, according to Wallace (1988 16). 1. How to improve and expand vocabulary of your own. There are many ways helping you develop your vocabulary knowledge.Nevertheless, because of so many methods and s o much direction which make you feel confusing to choose, in this research, I gladly give you the most six effective approaches to enhance your vocabulary. 1. Keep Learning New Words This is the great technique which many people use to develop their vocabulary knowledge. You must have known about the technique, it has one only rule have to learn at least a word a day. Thus, if you count these be of words you have learnt over a years, it will support you a lot of words. Moreover, you will be more responsible for your study. a. In the book Learning English Effectively, Nguy? Tho Sinh M. A in Bowie State University, Maryland gives us a very new ways to learn vocabulary which bases on the traditional one. He named it Percentage Formula, this method emphasizes that although there are a great amount of new words you try to learn, you also forget some of the so many words. Main reason is your brain always discounts some percentages of the total vocabulary you have just learnt. Do not beli eve in the ability of memorizing of your brain totally, but cooperate with it wisely. For example, you learn 10 words a day, if you forget 20% of them, you will remember 8 words.With someone learns 15 words, if he forget 15%, he still remain 10 words. Compare with the one who learn 10 and who learn 15 words, you can realize that the more new words we learn, the less words we will miss due to the discount of your brain. Similarly, if you learn 20 and forget 40%, you will remember 12 of those words when you try to learn 30 or 40 words per day and you may even bring out 50 or 60%, you still get 15 and 16 words in your memory. b. Keep a vocabulary notebook of your own is also a good way to learn new words. Wherever you are, if you suddenly discover a strange or interesting word, you can write it down in you notebook. Obviously, you must decide what words to put in and what to say about them. Should you translate them, give definitions, give grammatical information? The decision is your s. (Jeremy and Richard, More Than Words). 1. 2 Independent Learning This technique is probably the most efficient for learners in their long run of studying a new language. Because it is sure that we are always apply what teacher taught us effectively, sometimes what we are self-learned is more easier for us to apply. Vaila Goodridge suggested five ways to study vocabulary in context scroll saw Readings, Guessing Meaning, Narrow Reading, Conversation, Concordance Lines.These are suitable ways to improve your vocabulary knowledge at home. He also noted that Repetition is in truth important for learners to do some activities so that we can remember the new words for a long time. 1. 3 Use Various Techniques (Multiple Techniques) There are some techniques such as dictionary work, word unit analysis, mnemonic devices, semantic elaboration, collocations and lexical phrases, oral production. However, if you think these ways are too obscure to apply in your study, Entertainment is also a tool for both studying and relaxing, you can learn vocabularies by foreign films, songs, games reading famous ovels or books can expand your new words a lot. 1. 4 Take Full Advantage of Dictionary As normally, we use dictionary to look up a new word, but it is not enough for taking full advantage of it. You must have your own dictionary which depends on your currently English level. Then circle the words you look up and it is necessary to read the entire for the word you will check. One more thing is Be cognizant of Words. Some people read a lot to expand their vocabulary knowledge, but they are told having a small amount of vocabularies. It is because you are not really aware of the new and hard words when you read, so you skip it.This will not give you a good result although you have been reading all the time. 1. 5 Motivation This definition is quite abstract but very essential for learners who are studying a new language. The most important cipher is a successful vocabulary bui lding tool. It is clear that without motivation, your work will not be done well or if the work can be completed, it absolutely will have no effect. Thus, when you determine what your purpose and your motivation are, I know you can enhance your vocabulary as far as you want. Vocabulary is totally an essential part of learning English.Thus, when students can ascertain and keep expanding their knowledge of it every day, there is no door to be less cocksure of practising Speaking and Writing skills anymore. Chapter 3 Methodology Subject It is junior high school students, and university students who dont major in English. They are almost good at grammar but lack of vocabulary which is the main reason why they can speak and write English well. These learners are the very important human resources of our country in future and their second language is good or not which will affect their future jobs very much. Therefore, I made up my mind to choose them are my objectives.There has the sam e character about the researchs subjects, that is almost them take care of their second language English. Research procedure After observing and discovering weaknesses of students about their second language-English in general. Particularly in newspaper, television news, social network pages,.. and by my friends, my acquaintances. I effected a big gap of learning English which is underestimated by most students, vocabulary knowledge. Then, I made a research and collected information about this problem from books, Internet, statistics As a result, I decided to suss out a number of students in my area, Th? D? district, Hi? p Binh high school and another number of nonprofessional English students in H? ng Bang University. Because these two subjects are familiar to me, they are also easy for me to survey and analyze my research. After I had the result of what I had studied, I found main reasons causing difficulties for students when they write or speak English. By particular numbers and statistics I surveyed, it proved what I had mentioned before is right. Next, I drew all information from the materials and my own experiences together, then, I made a list of tips for learners to use vocabulary more effective in speaking and writing.Sample selection The sample technique I used to support my research is Stratified Sample. As I aimed at the subjects of my research who are high school students and nonprofessional English students in university, I decided to choose my school, H? ng Bang University and Hi? p Binh high school which I used to study at in order to carried out my research. In H? ng Bang University, I focus on faculties taking more interest in learning English such as business administration, information technology, finance banking, foreign relationship. In Hi? Binh high school, I made a survey with advanced classes and normal classes. Sample techniques Stratified Sample method which is dividing the population into subgroups and then at random selecting from among these subgroups. In this direction, I followed two important criteria, materials and method. My primary materials I used to support the research are my computer with Microsoft Excel, I chose this software to help me draw diagram more exactly and clearly a questionnaire I made by myself with eight questions a mathematical model is my calculator especially is my real subjects, the students at school, ithout them, my research paper would be meaningless and valueless. Data collection Through a process, I collected much information and I did surveys by myself which I use to support my research. Therefore, my data has a clear origin and it is valuable. The way I selected and collected my data is quite simple. After searching for many sources related to my topic, I went on carrying out some analyses by questionnaire, tests, observation, in order to make clear problems and find the best solutions for it. The locations where took place my surveys were H? g Bang university and Hie p Binh high school. Consequently, almost all objectives take their interest in my research (94. 4%). There are more than 75% who also flout the main reason causing difficulties in their speaking and writing skills is Lack of Vocabulary. And there are more than 80% people think their two skills will be nearly perfect if they improve the vocabulary knowledge. Reliability and Validity My research paper is mainly for high school students and nonprofessional English students at university, but it can also inspire the other levels of learners.First, the validity of my researchs results and applicability is suitable and general for every learner because its particular objectives are just a manner so that I can take more focus on and narrow my topic. For that reason, there is not only high school or nonprofessional English students can approach this research, but there are also appropriate for secondary students or advanced English students whoever has the same trouble at his speaking and writing skills. Second, this is an issue of our national education now.When students are very good at English grammar and others elements, but they cannot apply it on practice and real situations. So the research will be useful for numerous learners in our country, and it will help them a good direction in their studying. About the reliability, I make sure that my research paper is trustworthy. Because I did it by my best and my real ability. Sources, books, websites, and surveys are on the research which proved that it is totally from my studying process. Finally, if you depend on the results and the capability, you will realize my new ideas and easily apply in reality.Chapter 4 Discussion Obviously in English, speaking and writing is two factors which every learner want to be good at the most. However, to be master these factors, there are some elements that the learners must control well like vocabulary, pronunciation, grammar and the result below will show you what high school a nd nonprofessional English university students think about their two skills. pic With the question, Are you good at these two skills? (speaking and writing skills), the majority of students choose so so as their final resolution.There are 66,7% high school students and 50% university students who feel they are at average of speaking and writing English. Especially in the yes button answer, there are 25% high school students think they can control these skills, in the contrary, no university student is assured that they are good at both. You can see in the diagram, half of university students are so so and the other half totally think they speak and write English badly. Meanwhile, there are just 8. 3% high school students less self-assertion of speaking and writing English.What is the reason why they cannot remember the word that they used to know or read before when they need it? Relating to the result above, the very annoyance trouble which students meet is they are usually st uck when speaking and writing English sentence because of not knowing how to describe it by vocabulary. pic There are 83,3% highschool school students and total nonprofessional English university students hold their weakness. However, some high school students can overcome this difficulty with 16,7% of them.The first and second diagram can be explained the reason why not all students easily say they are good at Speaking and Writing skills but half of them think they are so so and there are even worse because of 50% say-no university students. The cause is only for lacking Vocabulary. Majority of students choose they are not good yet not really bad at these skills because they have learned English, they know about grammar and some rules of it but lack of words makes them change magnitude their confidence and also feel hard to practice the skills. With the big number of nonprofessional English university students, ho entirely answer no toward being good at Speaking and Writing skil l, because there are many factors effecting them at the high education school university. Vocabulary knowledge is an essential element of learning this foreign language but there are more other fundamentals they need to concern either. At this position of university students, they realize grammar and rules that are just a part not whole learning English. Next diagram and statistical numbers below will show the elements effecting learners when they study English. pic There are five main factors in learning English, they are Vocabulary, Grammar, Pronunciation, Stress, Intonation and some extra features. At the first sight, we can find out the strongest influent element which was chosen by students at high school and University, that is Lack of Vocabulary. With 75% and 88. 9% of high school and university students choices, this percentage shows that almost students are aware of their knowledge of vocabulary. They know and understand about the element effects on their English studying time, because Vocabulary is the most basic thing when you learn a language.It is clear that Vocabulary is as a basement and foundation for each learner to have a stable process, if not the process will be very breakable. Therefore, every student should build their strategy of improving the Vocabulary knowledge right now. It is not too difficult, conversely, all the words will be of course and easily acquired, as Wallace said, words may be learnt or taught because they are seen to be of special relevance to particular situations in which the learner finds himself, or might find himself. The next factor students take care of is Pronunciation.This absolutely relates to Vocabulary, when you learn by heart a new word, you should make sure about its meaning, synonyms, stress and especially is Pronunciation. However, some people usually miss this step so it will obstruct them in the future. There are 16. 7% High educate students and 38. 9% university students agree with this point. Abou t Grammar, a number of students think it have a an effect on learning English is not a few, 25% of high school and 33. 3% university chose this element. Beside three factors, Stress and Intonation have the same percentage of choices from students, there are 16. % in high school and 33. 3% in university. Additionally, some high school students said they also have other reasons which weaken their speaking and writing skills, that is lacking time and to be more in practice. Thus, there will be a question Why do most people underestimate vocabulary the English element? The answer is their teacher taking much more focus on Grammar structure than other English elements. pic Nearly all students at High school and university admit of this mistake which belongs to Vietnamese teachers. With 77. 2% high school students and 83. % nonprofessional English students chose the answer Yes are evidents for program line wrong English at school and bad influence to their study process for a long time. As a result, students are so familiar with the style of learning which they have been taught from their teachers is attaching special importance to Grammar only. This seriously affects University students who are at the age need to use and practise English most. These remaining students, who dont think their teachers take more focuses on Grammar, are only 27. 8% of high school and 16. 7% of University.However, the mistake of teaching was happened until few years later of the twenty-first century when Viet Nam, our country had not been adopted many other English teaching approaches. For this reason, there were a lot of Vietnamese teachers, who taught English, had only one method to educate their students the Grammar-Translation Method. Fortunately, when this time of teaching style are narrowing, teachers and students have much more new choices to teach and learn English such as the Direct Method, the Audio-Lingual Method, Total somatic Response, Communicative Language Teaching, et c.Because the Grammar-Translation Method just focuses on Grammar but takes less intentions to others factors of English, teachers has to follow the principles of this approach ( Diane Larsen, 2000). This can be considered and answered for the research questions of Chapter 1 as the very first cause making learners underestimate Vocabulary the English element. How to change this thought of learners to improve their speaking and writing skills? There is a very important solution educators must immediately put on action, this is balance teaching and studying time of the English elements equally.Figure 5 The Next eventful Elements In Learning English picpicTo response the question, Which of remaining factors (except Grammar) do you agree that it is the most important one influencing your English speaking and writing skills? students at Hiep Binh high school and Hong Bang university randomly agree with Lack of Vocabulary in majority. In the pie diagram, more than a half learners believe Vocabulary is a refer component which help they build a steady basement and support to others elements a lot. There are 61. 1% of total Hong Bangs nonprofessional English students and 58. % of Hiep Binhs students, this percentage reveals Vocabulary truly plays a essential role in English study of each student. But this feature seems to be neglectful and underestimated by Grammar structures, it is understandable that without Vocabulary, your knowledge of English will be merely at zero level. Therefore, you should take more time to separate the English elements uniformly, so that there is not which of them too bigger than the other ones. Pronunciation is the next choice with 33. 3% and 41. 6% of students, it is less than Vocabulary in university 27. 8% and in high school 16. %. There are some opinions that practice is also a factor making learners improve their English skills. After being good at both Grammar and Vocabulary-the most important English elements, I completely trust tha t every student can be more confident and more fearless when they use Vocabulary in their conversations and situations in real life. Thus, almost students quickly say Yes and think they will be perfect in English. pic Compare with Yes and No columns, we can recognise an obvious difference. These numbers are 83. 3% for students at high school and even 94. % for nonprofessional English students at university who surely believe if they try to improve and expand their Vocabulary knowledge and if this pluses Grammar knowledge which they have been taught well, they will absolutely control all difficulties they met in the past for Speaking and Writing skills. Moreover, these students will be practical perfect in this foreign language English. Chapter 5 Conclusion Now, desire of being master of Vocabulary knowledge does not belong to minor learners anymore. In addition, the advantages of Vocabulary are very huge for your whole English studying process.Once students are confident of their v ocabulary, they will definitely control four skills of English, especially is Speaking and Writing skills. Therefore, the researcher realized this point, then referred books relating and started making analyses. Actually, learning Vocabulary is not only learn by heart all the new words and it is done, but there are many methods to acquire such a numerous number of Vocabulary knowledge more easily. As the researcher present to you all information about Vocabulary, you, the audiences, have found out many tips for your own to improve and expand your knowledge of new words.However, there still have a lot of people who are underestimating this element of English. For that reason, many students admit that they usually feel hard to speak and write an English sentence which can transport full meaning in their mother tongue. Finally, these learners discover what obstructs them, this is amazingly an English factor that is not very important by their thoughts up to now-Vocabulary. Starting at so much complaints from my friends like I have ideas in my head but I cannot speak or write them with no trouble, I even forget vocabulary all the time, the researcher decided to make a research about this problem.From articles, news, books, television shows, and doing surveys in real community of students, particularly in high school and university. Then collecting results, analyzing and detecting some interesting findings, simultaneously giving audiences familiarity about Vocabulary and techniques to learn it more effectively. Throughout the research procedure, I perceived a big gap in our countrys education about teaching English that is teachers just focus on grammar structures more than other components.This leads students to a bad result when they go to university that is lack of Vocabulary and scare of Speaking and Writing skills, especially in high school, there is a majority of students already meet the problems. Next useful finding the researcher made out is creative ways to study and improve learners Vocabulary knowledge. Above all is the Percentage Formula (page 8), which Nguy? n Tho Sinh M. A introduce to audiences totally inspires us in learning Vocabulary.Besides this method, there are more easier ones to study news word without bore such as using multiple techniques, your own motivation, taking full advantages of dictionary, One more brightly exciting discovery for all English learners is there are more and more people realize the problem of teaching English in Viet Nam, so this is changing their awareness and our national education will be more successful in outlook. For further vision of this research, I suppose that when there is no learner lacking Vocabulary anymore, the next important thing we must follow is raising the international teaching.Because English is the most popular language in the world, no one can deny that Chinese, French or Japanese are also popular but English is still the most appreciated tool for human owing to its easy applicability worldwide. Thus, renewing English teaching approaches more internationally will be the next direction to develop for future research. Additionally, how to educate the remaining people who really do not know about what the second language-English is like the old, the poor and ethnic minority people. This is a very field making every educator reflect on and find out ways to come and fix it.In final, we discovered all causes of obstructing students in Speaking and Writing skills. We ascertained about what you should do right now to improve your English Vocabulary with no bore. We noticed weaknesses of our country educations teaching second language either. For these results, the researcher absolutely believe in Solution for Using English Vocabulary in Speaking and Writing which will give you a new sight about learning Vocabulary and help you solve your difficulties of this language effectively. As Stahl mentioned in 1999, Our knowledge of words determines how we understan d texts, how we define the way we see the world. References Anderson, R. C. , & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16, 14-18, 44-47. Anglin, J. M. (1993). Vocabulary development A morphological analysis. Monographs of the Society for Research in Child Development, Serial No. 238, 58(10). Beck, I. L. , & McKeowm, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds. ), Handbook of reading research, (Vol. 2, pp. 789-814). New York Longman. Diane Larsen-Freeman (2000). Techniques and Principles in Language Teaching.Oxford. 15-17. Fran Lehr, M. A, Jean Osborn, M. Ed. and Dr. lfrieda H. Hiebert, A Focus On Vocabulary Kennedy, C. & Bolitho, R. (eds. ) 1984 English for Specific Purposes. London Macmillan. Jeremy Harmer and Richard Rossner, More Than Words, part A, unit 3, 29. McCarthy, M. 1990 Vocabulary. Oxford O. U. P Moats, L. C. (2001). Overcoming the language gap. American Educator, 25, 5, 8-9. Nguy? n Tho Sinh M. A, Percentage Formula, Learning English Effectively H? c Ti? ng Anh Co Hi? u Qu? , 6, 75-76. R. Ellis (1997). SLA research and language teaching. Oxford.