Vocabulary extension through English – American literature course for English major students at Quang binh University

 Hue University Journal of Social Science and Humanities
ISSN 2588–1213
Vol. 127, No. 6B, 2018, Tr. 67–76; DOI: 10.26459/hueuni-jssh.v127i6B.4958
* Corresponding: vodungqbuni@gmail.com 
Submitted: 18–12–2015; Revised: 04–01–2016; Accepted: 28–03–2017. 
VOCABULARY EXTENSION THROUGH ENGLISH – 
AMERICAN LITERATURE COURSE FOR ENGLISH MAJOR 
STUDENTS AT QUANG BINH UNIVERSITY 
 Vo Thi Dung* 
Quang Binh University 
312 Ly Thuong Kiet St., Dong Hoi, Quang Binh, Vietnam 
Abstract. Vocabulary is one of the most important elements in learning foreign languages, which is the 
foundation for developing language competence. The main premise of the paper focuses on the back-
ground of vocabulary knowledge and then analyses the hurdles that English major students may encoun-
ter when engaging in learning languages and the factors that provoke communicative misunderstanding. 
This paper suggests certain effective strategies to better help the English major students through an Eng-
lish – American literature course at Quang Binh University. 
Keywords. vocabulary, English – American literature course 
1. Introduction 
Developing vocabulary plays a very important role in the process of learning foreign lan-
guages. Vocabulary is specifically predictive and reflective of high levels of language achieve-
ment. Having a wide range of vocabulary means that students can operate more efficiently in 
writing and speaking. Consequently, students need to improve vocabulary as it will enable 
them to understand more of what is written or spoken in many cases. According to Wilkins 
(1985), a person with a limited vocabulary will never be able to speak, write, read, or under-
stand English effectively. Wilkins (1985, pp. 111–112) wrote that “. . . while without grammar 
very little can be conveyed, without vocabulary, nothing can be conveyed”. Lewis (1993, p. 89) 
went further to argue, “Lexis is the core or heart of language”. 
There have recently been several studies by researchers into vocabulary such as Aronoff 
(1994), Ehri (1994), Anderson (1996), Corson (1997) Bear, Ivernizzi, Templeton and Johnston 
(2004). However, relatively little research has thoroughly and systematically studied how to 
improve a wide range of vocabularies through an English – American literature course for Eng-
lish major students, especially at Quang Binh University. 
 Given the focus of this paper, we will not attempt to review the rather complex topic of 
developing fluency. However, we do feel it is important to briefly address one aspect of decod-
Vo Thi Dung Vol. 127, No. 6B, 2018
68 
ing that is crucial for English major students: the wide range of vocabulary frequency through 
English – American literature. 
2. The important role of vocabulary for English major students 
Vocabulary is central to English language teaching because, without sufficient vocabu-
lary, students cannot understand others or express their own ideas. Harmon (2005) as well as 
Wood & Keser (2009) state that learners’ vocabulary development is an important aspect of 
their language development. Schmitt (2000, p. 55) went further to argue, “lexical knowledge is 
central to communicative competence and to the acquisition of a second language”. Different 
researchers, such as Laufer and Maximo (2000), Read (2000), Pikulski and Templeton (2004), 
Marion (2008), Nation (2011), Alali & Schmitt (2012) and others, have realised that the acquisi-
tion of vocabulary is essential for successful second language use and plays an important role in 
the formation of complete spoken and written texts. As Schmitt (2010, p. 4) noted, “learners 
carry around dictionaries and not grammar books”. Researchers such as Wilkins (1985), Huckin 
(1995), Krashen (1993) have shown that second language learners rely heavily on vocabulary 
knowledge and the lack of that knowledge is the largest obstacle for students to overcome. Ad-
ditionally, by observing new words from other languages, students can discover the beauty and 
novelty of the language through new words. They are able to consider the differences between 
their mother tongue and voluminous foreign languages. This helps them to master the language 
system of two languages, which is one of the important factors that people learn to communicate effective-
ly. 
Consequently, these students are likely to establish a better understanding of vocabulary 
in language systems. Therefore, it is obvious that a lack of vocabulary in the learning process 
will result in devastating consequences to their ability to learn other languages. Undoubtedly, 
students who lack a great deal of academic vocabulary will be prone to failure in stimulating 
their language deficiencies and making use of vocabulary learning strategies. Accordingly, due 
to the essential impact of learning vocabulary, lecturers should significantly exert more effort on 
enhancing their students’ capability to use a wide range of academic vocabulary. 
For devoting attention to vocabulary, the research was carried out some interview ques-
tions which are open-ended questions such as most important, considerably important, margi-
nally important, and do not know. The data was analysed according to statistical frequency and 
converted into percentages. 
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Figure 1. Students’ opinions about learning vocabulary 
From the statistic number (Figure 1), we can easily see that 58% (76) admitted that voca-
bulary is the most important while 25% (33) explained that vocabulary was as considerably im-
portant as grammar, pronunciation. Whereas, 13% (17) felt that vocabulary was marginally im-
portant. Only 4% (5) of the students did not know whether vocabulary was important. In gener-
al, more than half of the students realised the importance of vocabulary, which influences their 
positive attitude towards learning it in class. 
3. Suggested strategies to extend English major students’ vocabulary 
In conventional teaching approach, English vocabulary is taught in combination with 
practical skills, such as listening, speaking, and writing. Therefore, many students acquire new 
vocabularies by learning a large number of new words by heart, without taking into considera-
tion their pragmatic uses in real communication. Without doubt, not only does this studying 
method require a great deal of time and effort, but it is also of little help in supplying them with 
adequate knowledge of language use. Generally, it is easier to remember words when they are 
associated with other words in groups with real contexts. 
Consequently, various researchers, such as Doff (1988) and Van Steensell (2012), do not 
lend their support to this traditional learning method. Studying new words in this way, they 
argue, heavily damages students’ creativity to use English vocabulary in a flexible way. In other 
words, these students are only exposed to the words’ figurative meanings, thus, they are not 
capable of taking advantage of these words in communications. As a result, an array of ap-
proaches has been successfully applied to advance English students’ vocabulary sources. One 
possible measurement, which can be taken, is to randomly present students with new words 
Vo Thi Dung Vol. 127, No. 6B, 2018
70 
during active language activities. Another plausible teaching approach is to supply English 
words in real curriculums so that students can easily gain a deepening acquisition of vocabu-
lary. Furthermore, studying with dictionaries or with various games is proven to be useful in 
generating a new way for students to learn English words. Several leading experts in education, 
such as Wright, Betteright and Bucky (1989), and Graves (2006), along with Niaidroose (2010), 
expressed considerable support for using novels or biographies of well-known authors to en-
hance students’ academic words uses. 
Because it is a changing, growing reality, English vocabulary is challenging. As Ur (2012, 
p. 3) stated, unlike grammar, “lexical items . . . are an open set, constantly being added to (and 
lost, as archaic words gradually go out of use)”. It means that students alike need to be in the 
habit of learning vocabulary. Therefore, students can develop a growing love for English voca-
bulary learning and naturally share a passion for words and phrases in any language. 
4. The importance of English – American literature course in improving a 
 wide range of vocabularies 
Irrefutably, reading a wide range of advanced references has a positive impact on devel-
oping English major students’ vocabulary sources. Indeed, several researchers, such as McKay 
& Tom (1999), Carter and Mcrae (2001), Parrot (2001), Gurley (2006), Pieper (2006), Pathan & Al-
Dersi (2013), have claimed that teaching English – American literature has countless benefits for 
both students and lecturers, especially in presenting new knowledge in a vivid and novel way. 
According to Hill (1986), the reading of literature provides an opportunity for the language to 
be internalised whereby vocabulary already learnt can be reinforced. Ur (2011) states that litera-
ture provides examples of different styles of writing while also being a basic for vocabulary 
expansion. 
Literature, especially in the form of a masterpiece or added biographies, is a golden 
source of vocabulary and a blend of various invaluable English structures. In addition, typical 
works being used in learning provide lecturers with priceless advantages to get their students 
to cross the most complex ideas of English words, which obviously helps the students to estab-
lish a firm foundation of language competence. Likewise, bringing literature novels into use in 
higher education offers English students significantly more vocabularies than simply studying 
endless papers of new words by heart. Additionally, popular novels and well-known works 
consist of substantially many priceless cultural features. As a consequence, using these special 
works undoubtedly broadens students’ knowledge about foreign cultural identities as well as 
their traditional styles. 
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To accomplish the course goal, we also analysed the students’ evaluation on improving 
English vocabulary designed in the teaching of English – American literature. The majority of 
investigated students (accounting for 74%) supposed that pictures, videos, and other illustra-
tions were relatively good for their learning because they make the students more interested 
and more motivated in the study process. Surprisingly, up to 80% of the students believed that 
“Gap-filling”, “Matching”, “True/False”, “Complete sentences with prompts given”, “Multiple 
choices”, etc. would make them get access to the content and help them avoid some unwanted 
obstacles in learning. 
In conclusion, students do not only need to know a single word of English, but it is also 
necessary for them to accumulate basic cultural knowledge about different layers of English 
words’ meanings to understand the overt meaning, along with the subtle meaning of what the 
author has written. 
5. English – American literature teaching and curriculum design at 
 Quang Binh University 
English – American literature is a mandatory curriculum of English language bachelor 
programs in many Vietnamese universities, such as Hanoi University, Hanoi National Universi-
ty of Education, Diplomatic Academy of Vietnam, Foreign Trade University, Thai Nguyen Uni-
versity of Technology, University of Foreign Languages–Hue University, Danang University of 
Language Study, Quang Nam University, Ha Tinh Unversity. As a result, designing the course 
is awarded by educators and lecturers to align students' needs and foreign language curriculum 
requirements in the shortened time in class. Moreover, students’ background knowledge of 
English and American literature and their literary analysis skill is very limited. A recent survey 
has shown that most English major students of Quang Binh University never read an authentic 
literary work in English. Therefore, lecturers should think of supporting students in their self-
study, especially in a variety of vocabulary. 
At present, English – American literature is included in the curriculum Quang Binh Uni-
versity as a mandatory course for the English majors in different training modes: full-time, part-
time, and in-service. The course introduces to the students a glimpse of English and American 
literature and gives them a chance to further explore the typical authors and masterpieces in 
Britain and the United States as well as their language competence and their self-study ability. 
Our English – American literature program can be specified in themes as follows: 
Part I. English Literature: Survey of English literature; The Old English literature; The 
Middle English literature; The Modern English literature. 
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Part II. Survey of American literature (Early American and colonial period to 1776); The 
Middle American literature; The Modern American literature. 
 Both part I and part II include a brief social-historical background, characteristics, and 
major authors. 
Table 1. Students’ attitude towards learning literature 
No. Students’ opinion Number of respondents Percentage, % 
1 
I like learning literature and doing the 
tasks in textbooks. 
53 40 
2 
I am afraid of learning literature because 
I do not know how and what to do with 
the tasks. 
53 40 
3 I hate literature because it is difficult. 26 20 
Table 1 shows that 40% of the student responded that they like learning literature and 
doing the tasks in textbooks. Forty percent of the students found literature difficult because 
they do not know how and what to do with the tasks. The proportion of the students who dis-
like literature estimates 20%. They explained that the vocabulary in literature is very difficult 
and they spent a great deal of time memorising list of words or finding out the main ideas. Over 
70% of the students agreed that they feel frustrated with the length of novels or plays. Many 
students who joined in the English and American literature course showed that they had a li-
mited knowledge of literary terms. Moreover, literature manipulates various rhetorical devices, 
figurative language, symbolism, similes, metaphor that make students become confused and 
cannot understand the hidden meaning, the themes of famous works. Another problem is that 
many students have limited knowlegdge of the culture and social different in literature pre-
vented them from understanding the novels, poems, prose, etc. 
Based on the data survey, the redesigning English and American literature course at 
Quang Binh University was carried out to have students done their learning objectives by build-
ing up a word field related to their own area. Three components of the English and American 
literature module are briefly described as follows: 
+ The course goal: Based on the free online resources, lecturers can assist students in un-
derstanding and analyzing literary works along with their principal skills. There are three main 
factors determining the English and American literature course, namely, to provide students 
with the main literary history and movements in the periods of American and British literature 
from the ancient, middle, and modern events; to introduce a brief social-historical background, 
characteristics, and typical authors; to equip students with literary devices and constituent ele-
ments of the short stories, poetry and non-fiction essays. These are guides for English major 
students to do their literary plan on a favorite author and his/her works during the course; to 
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equip students with literary devices and constituent elements of the short stories, poetry, and 
non-fiction essays to assist students in understanding and analysing literary works. According-
ly, students have realised that they have a greater chance of being able to widen their range of 
vocabulary. 
+ The textbook and references: In terms of literary work selection criteria, the lecturers 
suggested students to read original texts in real-life contexts for a literature course. Simulta-
neously, the lecturers should consider choosing suitable materials according to the following 
criteria: interesting topics, manageable length, and appropriate level of language difficulty. 
+ The main material and references: For students to infiltrate foreign literature, lecturers 
ask students to read the original texts. To avoid difficulties due to limited time or background, 
lecturers should consider choosing suitable materials according to the following criteria: the 
balance between literary history and literary theory; medium strength properties and typical 
properties of the compositions. Besides, lecturers should encourage students to widen their 
knowledge to meet learning needs. In addition to the lecture material provided in class, lectur-
ers introduce additional references or web addresses on English and American literature. With-
in a limited timeframe and textbook printing, we integrate some free online Internet resources 
in the course so that students can use them as their references for further reading or their as-
signments. This way would be a good motive for students to understand the work better. 
+ Teaching methods: According to Carrell & Eisterhold (1983), Akyel, A. and E. Yalcin 
(1990), Carrell et al. (1989), and Chamot et al. (1999), the ultimate aim of foreign language teach-
ing is to shape students into competent language learners. They argued that reading compre-
hension in literary is neither simply a unidirectional information-receiving activity nor a com-
prehension of words, sentences, and texts. The readers construct a certain cerebral mode in the 
reading process, a comprehension-aimed, multi-strigiform, and interactive process that requires 
consistent inferring. 
The English and American literature course provides students with an access to English 
through a very interesting channel, which is literature. Students would benefit considerably in 
expressing their own ideas and feeling by building up a variety of words. An interactive process 
in the English and American literature course shows that a literary work affects students 
through its words, content, and structure, whereas they apply their background knowledge to 
act on the text, thus encouraging them to communicate fluently in class. Consequently, it is such 
a way that students can engage in interactive activities in class with their classmates, such as 
developing their literary critical skills, discussing and presenting their opinions/feelings and 
perspectives during the seminar. On the basis of teaching experience of English and American 
literature course, we realised that students are so eager and creative in making their presenta-
tions grip the class attention using multimedia support like films, songs, and dramas. 
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74 
+ Assessment: Assessment is regarded to be part of the students’ learning process and 
takes place over the course time. Students at Quang Binh University are encouraged to support 
their classroom learning in small groups. The group presentations in literary seminars account 
for 30% of the total score, in which student's speaking skill, public speaking skill, teamwork 
skill, attitude toward learning, and literary knowledge are assessed by the lecturers. It is done 
with varied methods from the lecturers and students. Moreover, students can self-evaluate their 
own progression or success in the learning acquisition. The final term test (forming 70% of the 
total s