Đang tải... (xem toàn văn)
Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1Sử dụng bản đồ tư duy để tăng cường khả năng nghi nhớ từ vựng nghiên cưu hành động tại trường THPT Hiệp Hòa số 1
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN LAN HUONG USING MIND MAPPING TECHNIQUE TO ENHANCE STUDENTS’ VOCABULARY RETENTION: AN ACTION RESEARCH AT HIEP HOA HIGH SCHOOL NUMBER (Sử dụng bản đồ tư để tăng cường khả ghi nhớ từ vựng: Nghiên cứu hành động tại trường THPT Hiệp Hoà số 1) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2018 i THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN LAN HUONG USING MIND MAPPING TECHNIQUE TO ENHANCE STUDENTS’ VOCABULARY RETENTION: AN ACTION RESEARCH AT HIEP HOA HIGH SCHOOL NO.1 (Sử dụng bản đồ tư để tăng cường khả ghi nhớ từ vựng: Nghiên cứu hành động tại trường THPT Hiệp Hoà số 1) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr Pham Lan Anh ii THAI NGUYEN – 2018 iii STATEMENT OF AUTHORSHIP I declare that this research report entitled “Using mind mapping technique to enhance students' vocabulary retention: An action research at Hiep Hoa high school number one” has been composed by myself, and describes my own work, unless otherwise acknowledged in the text I confirm that this work is submitted in partial fulfillment of the requirements for the degree of master at Thai Nguyen University This work has not been and will not be submitted for any other degree at any other institution of higher education Author’s Signature: Nguyễn Lan Hương Approved by SUPERVISOR Phạm Lan Anh, Ph.D Date: December 2018 iv ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude and deep appreciation to my supervisor, Phạm Lan Anh Ph.D, for her helpful and timely encouragement as well as her insightful comments on my work from the beginning to the end of the study Without these, the thesis could not have been completed Secondly, the completion of this thesis would not have been possible without the cooperation from forty students of 11A9 class at Hiep Hoa high school number one who have been willing to participate in the study I am very grateful to all of them for providing detailed information for the analysis of the study I would also acknowledge my great gratitude to all the lecturers at School of Foreign Languages - Thai Nguyen University for their valuable lectures, which have contributed to lay the foundation for this thesis Thirdly, I take this opportunity to show my gratitude to my colleagues and friends for their great help and comments Without their help, this study could not have been fulfilled Last but not least, I must express my gratitude to my beloved family - my parents, my husband and my sons whose support and encouragement have always been a great deal of strength that has helped me to complete this thesis v ABTRACT The main objective of this action research was to solve the problem of students’ poor memorization of the taught vocabulary by utilizing mind maps The researcher then evaluated the effectiveness of using mind mapping technique to enhance students' vocabulary retention and explored the student’s attitude toward the teaching and learning vocabulary with this technique Based on the aims, forty grade11-students studying English in class 11A9 at Hiep Hoa High school number one took part in the study Pre-tests, post-tests, questionnaires and interviews were chosen to be the data collection instruments to find out the effects of mind mapping technique on students’ memory in vocabulary learning after the intervention The researcher as the teacher wanted to apply mind mapping technique to increase students’ potentials in retaining the taught vocabulary In this study, the reseacher adopted Nunan’s action research procedure The procedure included steps namely initiation, preliminary investigation, hypotheses, intervention, evaluation, dissemination and follow-up The results from the pre-tests and post-tests were used to discover the effects of mind mapping technique on students’ vocabulary mastery The mean scores were determined to compare the differences between the pre-test and post-test Paired sample t-test was used to verify the statistical difference of the findings and measure students’s long-term retention of the words taught during the intervention.The results from the questionnaires and interviews were used to help the researcher to clarify the students’ attitude towards mind mapping technique in vocabulary learning It was shown through the statistic data that there was a remarkable improvement in students’ vocabulary learning after the intervention and most of the students had positive attitudes, righteous perception and good behaviour towards the techniques in vocabulary learning It was concluded that using mind mapping technique is one of the good ways to enhance students' vocabulary retention and it exerts students' postitive attitudes in vocabulary learning vi LIST OF TABLES Table 2.1 What is involved in knowing a word (Nation, 2001, p.40-41) p.9-10 Table 3.1 A schedule of applying vocabulary tasks in language skill p.33 lessons Table 3.2 Test description of the pre-test and post-test p.35 Table 3.3 A schedule of the data collection procedure p.37 Table 4.1 Descriptive Statistics p.41 Table 4.2 Paired Samples Statistics p.42 Table 4.3 Paired samples t-test for pre-test and post-test p.44 Table 4.4 The effects of mind mapping technique in the students’ p.45 vocabulary learning Table 4.5 Students' attitudes towards using mind mapping technique in p.47-48 vocabulary learning vii LIST OF DIAGRAMS Diagram 4.1: Distribution of scores in the pre-test and post-test p.41 Diagram 4.2: Plot of probability distribution of scores in the pre-test p.42 Diagram 4.3: Plot of probability distribution of scores in the post-test p.43 Diagram 4.4: The effects of mind mapping technique in the students’ p.46 vocabulary learning Diagram 4.5: The attitude of the students towards mind mapping techniques in their vocabulary learning viii p.50 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS v ABTRACT vi LIST OF TABLES vii LIST OF DIAGRAMS viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary in language learning 2.1.1 Definitions of vocabulary 2.1.2 The role of vocabulary in language learning 2.1.3 Vocabulary learning 2.1.3.1 Knowing a word 2.1.3.2 Incidental and intentional vocabulary learning 10 2.2 Mind mapping in vocabulary learning 12 2.2.1 An overview of mind mapping 12 2.2.2 Characteristics of mind maps 12 2.2.3 Steps of making mind maps 13 ix 2.2.4 Mind mapping in vocabulary learning 14 2.3 Attitude in language learning 16 2.3.1 An overview of attitude 16 2.3.2 The role of attitude in language learning 17 2.4 Review of related studies 18 2.5 Summary 20 CHAPTER 3: METHODOLOGY 27 3.1 Research Design 27 3.1.1 The setting of the study 27 3.1.2 Action Research 29 3.2 Research Procedure 30 3.2.1 Participants 30 3.2.2 Action Research Cycle 30 3.3 Data Collection Instruments 34 3.3.1 Vocabulary Tests 34 3.3.2 Questionnaires 35 3.3.3 Interview 36 3.4 Data Analysis 37 3.5 Summary 38 CHAPTER 4: FINDINGS AND DISCUSSIONS 39 4.1 Results 40 4.1.1 Results of the tests 40 x Appendix PRE-TEST (Time allowance: 15 minutes) I Match each of the nouns in column A with a suitable definition in column B A B extinction A.the existence of a large number of different kinds of animals and plants which makes a balance environment habitat B the act of preventing something from being lost, wasted, damaged or destroyed biodiversity C a situation in which a plant, an animal, a way of life, etc stops existing 4.conservation D the natural environment in which a plant or animal lives II Choose one best answer to complete each of the following sentences 14 per cent of primate species are highly _ A danger B dangerous C endanger D endangered The factory was fined for _chemicals into the river A discharging B dumping C producing D exposing They were seeking a solution to the _ of the rain forests A destroyer B destroy C destroying D destruction The society was set up to _ endangered species from extinction A prevent B distinguish C preserve D survive 9.You have to be aware of the damage humans are doing to quicken the _ of wildlife A extinct B extinctive C extinctions D extinction 10 The _ friendly products are designed not to harm the natural environment A environment B environmental C environmentally D environmentalism III 11 The world's biodiversity is declining at an unprecedented rate, which makes wildlife _ A prosperous B prefect C vulnerable D remained 12 Chemical wastes from factories are that cause serious damage to species habitats A pollutes B.pollutants C pollutions D polluters 13 Oil spills are having a effect on coral reefs in the ocean A powerful B significant C devastating D detectable 14 Nearly 1,000 of the world's bird species are threatened with A.appearance B protection C.extinction D.destruction 15 The society was set up to endangered species from extinction A prevent B distinguish C preserve D survive 16 The factory was fined for chemicals into the river A discharging B dumping C producing D exposing III Indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions 17 Life on Earth is disappearing fast and will continue to so unless urgent action is taken A vanishing B damaging C polluting D destroying 18 This channel allows rainwater to run off A keep inside B move around D flow out of C flow into 19 The Bali Tiger was declared extinct in 1937 due to hunting and habitat loss A reserve B generation C diversity D natural environment 20 Sperm whale population is at risk due to hunting A in extinction B in danger C on the decrease IV D in fewness Appendix POST – TEST (Time allowance: 15 minutes) I Find the missing words to complete the following definitions; the 1st letter has been given as a cue H _ is the natural environment in which a plant or animal lives C is the act of preventing something from being lost, wasted, damaged or destroyed B is the existence of a large number of different kinds of animals and plants which makes a balance environment E is a situation in which something no longer exists II Choose one best answer to complete each of the following sentences The health of our children is being by exhaust fumes A danger B endanger C dangerous D endangered Almost half of turtles and tortoises are known to be threatened with A extinct B extinction C extinctive D extinctly _air makes people unpleasant to breathe A Pollute B Pollution C Polluted D Polluting Acid rain has caused severe _ on the hillside A erosion B pollution C destruction D floods The Earth will be a planet where human beings, animals and plants live in peaceful A cooperation B coordination C corporation D coexistence 10 The waste from the chemical factory is extremely A harm B harmful C unharmed D harmless 11 The giant panda are endangered because of destruction and illegal trading A forest B habitat C diversity D reserve 12 We are now facing the possible of several rare species V A danger B variety C existence D disappearance 13 Animal _ supporters gathered to protest against hunting A protect B protection C protective D protectionist 14 The government should new laws to conserve wildlife in the area A enact B announce C maintain D publish 15 The chemical _from cars and factories make the air, water and soil dangerously dirty A pollutes B pollutants C pollutions D polluters 16 Many rare animals are decreasing so rapidly that they are in _of becoming extinct A conclusion B threat C risk D danger III Indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions 17 People in this region cultivate mainly rice and vegetables A destroy B grow C develop D support 18 It is found that endangered species are often concentrated in areas that are poor and densely populated, such as much Asia and Africa A.disappeared B.increased C.threatened D reduced 19 World Wide Fund for Nature was formed to the mission of the preservation of biological diversity, sustainable use of natural resources, and the reduction of pollution and wasteful consumption A.contamination B extinction C.development D energy 20 When the wastes are poured into the atmosphere, the air becomes contaminated and unpleasant to breathe A dense B dirty C upon VI D with Appendix QUESTIONNAIRE Part 1: Questionnaire in Vietnamese PHIẾU ĐIỀU TRA Bảng câu hỏi khảo sát gồm 15 câu hỏi liên quan đến ý kiến của các em về việc học từ vựng thông qua việc sử dụng bản đồ tư và hiệu quả của nó Rất mong các em đọc kỹ, bày tỏ ý kiến của qua việc trả lời đầy đủ các câu hỏi Dữ liệu thu thập sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu Cảm ơn sự hợp tác của các em nhiều! Hướng dẫn: Các em hãy đánh dấu (√) vào cột có câu trả lời thích hợp (1) Hoàn toàn đồng ý (2) Đồng ý (3) Hoàn toàn không đồng ý (4) Không đồng ý STT Nội dung Em thấy việc học từ vựng quan trọng Em thấy việc ghi nhớ từ vựng quan trọng Sử dụng bản đồ tư giúp em ghi nhớ từ vựng một cách có hệ thống Sử dụng bản đồ tư giúp em dễ ghi nhớ từ vựng sau học từ Sử dụng bản đồ tư giúp em nhớ từ vựng lâu (1) (2) Hoàn toàn đồng ý Đồng ý VII (3) (4) Hoàn toàn Không không đồng đồng ý ý Em cảm thấy thoải mái học từ vựng thông qua việc sử dụng bản đồ tư Em thích học từ vựng thông qua các hoạt động sử dụng bản đồ tư Em thấy hiệu quả học từ vựng thông qua các hoạt động sử dụng bản đồ tư Em có thể nhớ từ vựng sau học từ vựng thông qua các hoạt động sử dụng bản đồ tư giáo viên hướng dẫn 10 Em thấy tự tin lập bản đồ tư sau học từ vựng 11 Khi sử dụng bản đồ tư việc học từ vựng, em có thể củng cố kiến thức cũ và liên kết với kiến thức mới 12 Sử dụng bản đồ tư việc học từ vựng không tốn thời gian 13 Em có thể tự lập bản đồ tư để học từ vựng 14 Em sẽ tiếp tục lập bản đồ tư để học từ vựng 15 Em sẽ giới thiệu cách lập bản đồ tư cho bạn bè Cảm ơn hợp tác của các em! VIII Part 2: Questionnaire in English QUESTIONNAIRE The purpose of this questionnaire is to investigate your attitudes towards using mind maps in vocabulary learning and their effectiveness I am grateful to your good will and cooperation in truthfully completing the questionnaire All responses will be kept confidentially in any case and used for research only Thank you very much for your help! Instruction: Put (√) for your choice in the right column (1) strongly agree (2) agree (3) strongly disagree (4) disagree No Items I think vocabulary learning is very important I think vocabulary memorising is very important Using mind maps helps me remember new words systematically Using mind maps makes me easy to remember new words after being learned Using mind maps helps me remember wordsfor a long time (e.g one month) I feel relaxed when using mind maps to learn vocabulary (1) (2) (3) (4) strongly agree agree strongly disagree disagree IX I enjoy vocabulary mind maps learning through new using I find it effective to learn vocabulary through using mind maps I can remember words through activities used mind maps which the teacher guides 10 I am confident to make mind maps by myself after learning vocabulary 11 When using mind maps in vocabulary learning, I can revise prior knowledge and connect it with new items 12 Using mind maps in vocabulary learning is not time – consuming 13 I can draw mind maps by myself to learn vocabulary 14 I will keep making mind maps to learn vocabulary 15 I will recommend the way how to make mind maps to others Thank you for your participation! Appendix X QUESTIONS FOR INTERVIEWS The interviews will be conducted in Vietnamese so that students express their ideas in a less threatening atmosphere in their mother tongue Do you think that using mind mapping technique is useful and good for your vocabulary learning and remembering words? Why? / Why not? (Em có nghĩ việc sử dụng bản đồ tư hữu ích và tốt cho viêc học và nhớ từ vựng không ? Tại hữu ích và tốt?/ Tại không) What you like best when using mind mapping technique in vocabulary learning? (Điều mà em thích sử dụng bản đồ tư cho việc học từ vựng là gì) What don't you like when using mind mapping technique in vocabulary learning? (Điều mà em không thích sử dụng bản đờ tư cho việc học từ vựng là gì) How is using mind mapping technique different from using other techniques? Which one you prefer? Which one is more useful to you?Why? (Việc sử dụng bản đồ tư khác các phương pháp học từ khác mà em đã sử dụng thế nào? Em thích phương pháp nào hơn? Loại nào hữu ích hơn? Vì sao?) Do you think that you will continue to use mind mapping technique? Why or whynot? (Em có nghĩ là em sẽ tiếp tục sử dụng bản đồ tư để học từ mới không? Tại sao?) XI XII XIII XIV XV XVI XVII ... RESEARCH AT HIEP HOA HIGH SCHOOL NO .1 (Sử dụng bản đồ tư để tăng cường khả ghi nhớ từ vựng: Nghi n cứu hành động tại trường THPT Hiệp Hoà số 1) M.A THESIS (APPLICATION ORIENTATION)... during 12 weeks They were given three teaching periods of English a week Each period lasted 45 minutes They were taught the words related to the content of unit 10 , 11 , 12 , 13 in English 11 textbook... 2 .1 Vocabulary in language learning 2 .1. 1 Definitions of vocabulary 2 .1. 2 The role of vocabulary in language learning 2 .1. 3 Vocabulary learning 2 .1. 3 .1 Knowing