Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên

58 788 0
  • Loading ...
    Loading ...
    Loading ...

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

Tài liệu liên quan

Thông tin tài liệu

Ngày đăng: 19/03/2015, 10:28

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* NGUYỄN THỊ XUÂN THU USING SEMANTIC MAPPING TO IMPROVE ESP VOCABULARY RETENTION OF STUDENTS AT THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* NGUYỄN THỊ XUÂN THU USING SEMANTIC MAPPING TO IMPROVE ESP VOCABULARY RETENTION OF STUDENTS AT THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: NGÔ HỮU HOÀNG, PhD. Hanoi, 2014 i DECLARATION *** I, Nguyễn Thị Xuân Thu, hereby certify that this minor thesis entitled USING SEMANTIC MAPPING TO IMPROVE ESP VOCABULARY RETENTION OF STUDENTS AT THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY is completely the result of my own word for the Degree of Master at University of Languages and International Studies, Vietnam National University, Hanoi and that this thesis has not been submitted for any degree at any other university or institution. Signature Nguyễn Thị Xuân Thu ii ACKNOWLEDGEMENTS This thesis could not have been accomplished without the help, encouragement and support of many people who all deserve my sincerest gratitude and appreciation. First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Ngô Hữu Hoàng, for his priceless support, wholehearted guidance and encouragement during the time I conducted this research. I would like to send my thanks to my colleagues who help me a lot in with their experiences during my thesis. My special thanks also go to the students from class K41M at Thainguyen University of Technology for their willingness to join my treatment, taking part in the tests and answering my questionnaire. Without their help, this study could not be finished. Finally, I owe a great debt of gratitude to my beloved family – my mother, my husband, my children, whose support and encouragement helped me a lot to overcome all problems to complete this thesis. Nguyễn Thị Xuân Thu iii ABSTRACT This study was conducted as an action research in which semantic mapping was applied as a technique in learning English for specific purposes (ESP) vocabulary. The study aimed at evaluating the improvement of students’ vocabulary retention with the help of semantic mapping and collecting students’ attitudes towards this technique, and their own suggestions for a better future teaching and learning program. For the accomplishments of these purposes, 22 students in one class at Thái Nguyên University of Technology in Vietnam were involved in the study. The data instruments included a semi-structured group interview, Vocabulary Knowledge Scale (VKS) tests considered as two progress tests and a final test, and a questionnaire. Through the semi-structured group interview, the results revealed that among many obstacles students encountered in their vocabulary learning, lack of remembering techniques was the biggest problem. Realizing the specific problem, the researcher made a plan in the intervention phase. Semantic mapping was applied in the whole course whenever necessary. After four weeks of treatment, the checking and evaluation were conducted through a VKS test. The first progress test did not show a good result as mean score was only 2.74. However, the result from the second progress test was much better. The final test also revealed a good result. The data analysis and evaluation helped to prove the effectiveness of using semantic mapping in both short-term and long-term vocabulary retention. A questionnaire was also used to investigate students’ attitudes and suggestions. Their positive attitudes towards semantic mapping and their suggestions showed that semantic mapping could be applied in a bigger scale. On this basis, the study gave some recommendation and future research. iv LIST OF TABLES AND FIGURES FIGURES Page Figure 1: A sample semantic map 8 Figure 2: The data collection procedures 15 Figure 3: Individuals’ result from progress test 1 20 Figure 4: Percentage of the whole class’s scores in the progress test 1 21 Figure 5: The whole class’s performance in progress test 1 and progress test 2 22 Figure 6: Percentage of each score in progress test 1, 2 and final test 27 Figure 7: The whole class’s performance in the progress test 1, 2, and final test 27 Figure 8: Importance of semantic mapping 30 Figure 9: Effectiveness of semantic mapping 30 Figure 10: Pleasure when using semantic mapping 31 TABLES Table 1: Result from group interview 18 Table 2: Mean score gained by the whole class in the progress test 1 20 Table 3: Result of the whole class in the progress test 1 and progress test 2 22 Table 4: Mean scores gained by individuals in progress test 1 and progress test 2 24 Table 5: Result from progress test 1 and 2 25 Table 6: Result from progress test 2 and final test 25 Table 7: The whole class’s results from the two progress tests and the final test 26 Table 8: Mean scores gained by individuals in progress test 1, 2 and final test 28 Table 9: Students’ suggestions about vocabulary learning 30 v TABLE OF CONTENTS Page Declaration i Acknowledgement ii Abstract iii List of tables and figures iv Table of Contents v Part A: Introduction 1 1. Rationale for the study 1 2. Objectives and research questions of the study 2 3. Scope of the study 2 4. Significance of the study 2 5. Methods of the study 3 6. Design of the study 3 Part B: Development 5 Chapter 1: Literature review 5 1.1 The importance of vocabulary in second language learning 5 1.2 ESP vocabulary 5 1.3 Semantic mapping as a strategy to improve vocabulary retention 6 1.3.1 Definition 6 1.3.2 Procedures to construct a semantic map 7 1.3.3 Advantages of semantic mapping in teaching vocabulary 8 1.4 Previous related studies about semantic mapping in teaching vocabulary 8 Chapter 2: Research methodology 10 2.1 The background of the study 10 2.1.1 The study setting 10 2.1.2 Participants 10 2.1.3 Materials 10 2.1.4 Features of mechanical engineering English 11 vi 2.2 Implementation of the action research 11 2.3 Data collection instruments 12 2.3.1 Interview 12 2.3.2 Vocabulary Knowledge Scale tests 13 2.3.3 Questionnaire 14 2.4 Data collection procedures 15 2.5 Data analysis method 17 Chapter 3: The study 18 3.1 Result from the interview 18 3.2 Results from the tests 19 3.2.1 Results from the first progress test 19 3.2.2 Results from the second progress test 21 3.2.3 Result from the final test 25 3.3 Results from the questionnaire 29 3.3.1 Students’ attitudes towards semantic mapping 29 3.3.2 Students’ suggestions 32 Part C: Conclusion 34 1.Conclusion remarks 34 2.Limitations of the study 35 3.Recommendations and suggestions for further study 35 REFERENCES 37 APPENDICES I 1 PART A: INTRODUCTION 1. Rationale for the study During the recent years English for specific purposes (ESP) has become an important subject in most vocational institutes. At Thái Nguyên University of Technology (TNUT), ESP courses are also delivered to students to fulfill their needs of studying English materials relevant to their majors including mechanical, electrical, electronic, civil and environmental engineering. English language involves four skills: listening, speaking, reading and writing. In order to master those skills, vocabulary plays the vital role. No one can deny the important part of vocabulary in language acquisition, especially in English, either for general purposes or for specific purposes. Its significance is emphasized by Wilkins (1972): “without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed”. Vocabulary is also considered the key element of ESP according to Robinson (1991). Therefore, one of the most concerns about ESP teaching at our university is how to help students learn vocabulary better and improve their vocabulary intention. However, being a teacher of English, the researcher has recognized some problems after students finish their ESP course. The most common problem is that they usually forget what they have learnt, especially vocabulary. That means their vocabulary retention is not good enough and most students still waste a lot of time looking up the meaning of terminologies even though they were delivered during the course. Lacks of vocabulary leads to many difficulties in dealing with their majors because students are required to read many English materials to look for further knowledge. The motivation for me to carry out this study is helping students address their problem in vocabulary retention. Semantic mapping is chosen as a new method in teaching ESP vocabulary. How it improves my students’ learning and vocabulary retention is what I want to find out after the study is finished. All the above-mentioned reasons inspired me to conduct an action research titled “Using semantic mapping to 2 improve ESP vocabulary retention of students at Thái Nguyên University of Technology”. 2. Objectives and research questions of the study The objectives of the study are to explore the impact of semantic mapping in improving students’ ESP vocabulary retention; and to find out the attitude of students towards semantic mapping as a vocabulary learning technique. To achieve those objectives, the study needs to answer two research questions: 1. Does semantic mapping help students improve their ESP vocabulary retention? 2. What are the students’ attitudes towards semantic mapping and their suggestions of semantic mapping as a vocabulary learning technique? 3. Scope of the study The study firstly aims at finding out the influences of semantic mapping on improving students’ ESP vocabulary learning as well as their vocabulary retention. Students’ perception of semantic mapping is measured by questionnaire responses and progress tests are used to clarify its impact on their vocabulary retention. Secondly, this study is an action research project in a small scale since its first and foremost purpose is to improve the researcher’s teaching. The study is conducted with 22 third year students majored in mechanical engineering who are students in the researcher’s class. Finally, the material used in this study is Oxford English for Electrical and Mechanical engineering course book compiled by Eric H.Glendinning and Norman Glendinning. 4. Significance of the study Although semantic mapping is not a new approach in English teaching and learning, little has been researched on ESP vocabulary learning. The findings of this study may shed more light on the possibility of employing semantic mapping in [...]... some extent and students seemed to value this technique 10 CHAPTER 2: RESEARCH METHODOLOGY 2.1 The background of the study 2.1.1 The study setting The study was conducted at Thái Nguyên Universtity of Technology (TNUT) in Thái Nguyên City, Vietnam The English courses at TNUT includes General English (GE) for the first and second year students and English for specific purposes (ESP) for third year students... semantic mapping in teaching vocabulary Semantic mapping has appeared in many studies, which means that it receives much attention for its advantages Some of recent studies are summarized as follows: 9 Baleghizadeh and Naeim conducted a study entitled Enhancing Vocabulary Retention through Semantic mapping in 2011 In their paper, semantic mapping is introduced as a vocabulary presentation technique, which... electricity), and resistance (in an electrical circuit)”, according to Kennedy and Bolitho (1984:58)) 1.3 Semantic mapping as a strategy to improve vocabulary retention 1.3.1 Definition According to Baleghizadeh and Naeim (2011), “semantic mapping falls under the general category of graphic organizers and is used in different subjects areas in order to help learners understand the relationships and form . AT THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên. AT THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên. of the study 2.1.1. The study setting The study was conducted at Thái Nguyên Universtity of Technology (TNUT) in Thái Nguyên City, Vietnam. The English courses at TNUT includes General English
- Xem thêm -

Xem thêm: Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên, Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên, Sử dụng sơ đồ ngữ nghĩa để cải thiện khả năng ghi nhớ từ vựng tiếng Anh chuyên ngành của sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên

Từ khóa liên quan