Using mind mapping to teach vocabulary to the first year non-English major students at Bac Giang university of Agriculture and Forestry = Sử dụng bản đồ tư duy

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE-STUDIES **************************************** NGUYỄN THỊ THÚY LAN USING MIND MAPPING TO TEACH VOCABULARY TO THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT BAC GIANG UNIVERSITY OF AGRICULTURE AND FORESTRY (Sử dụng bản đồ tư duy để dạy từ vựng cho sinh viên năm thứ nhất không chuyên tại trường Đại học Nông-Lâm Bắc Giang) M.A. Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Hanoi-2012 2 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE-STUDIES **************************************** NGUYỄN THỊ THÚY LAN USING MIND MAPPING TO TEACH VOCABULARY TO THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT BAC GIANG UNIVERSITY OF AGRICULTURE AND FORESTRY (Sử dụng bản đồ tư duy để dạy từ vựng cho sinh viên năm thứ nhất không chuyên tại trường Đại học Nông-Lâm Bắc Giang) M.A. Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Prof.Dr. Hoàng Văn Vân Hanoi-2012 Hanoi-2011 iv TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations vii Lists of tables and figures viii CHAPTER 1: INTRODUCTION 1 1.1. Rationale 1 1.2. Aims 2 1.3. Research questions 2 1.4. Scope of the study 3 1.5. Significance of the study 3 1.6. Organization of the study 3 CHAPTER 2: LITERATURE REVIEW 5 2.1. An overview of mind mapping 5 2.1.1. Definition of mind mapping 5 2.1.2. Classifications of mind mapping 6 2.1.2.1. Network tree 6 2.1.2.2. Event chain 7 2.1.2.3. Cycle concept map 8 2.1.2.4. Spider concept map 8 2.2. The applications of mind mapping to teaching a foreign language 9 2.3. The applications of mind mapping to teaching vocabulary 12 2.3.1. The overview of vocabulary 12 v 2.3.2. Strategies of teaching and learning vocabulary 13 2.3.3. Mind mapping in teaching vocabulary 15 2.4. The advantages of using mind mapping 16 2.5. Related studies 19 2.5.1. Review of related studies worldwide 19 2.5.2. Review of related studies in Vietnam 2.6. Concluding remarks 20 21 CHAPTER 3: USING MIND MAPPING TO TEACH VOCABULARY TO THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT BUAF AND ITS EFFECTIVENESS 22 3.1. Introduction 22 3.2. Using mind mapping to teach vocabulary to the first year non-English major students at BUAF 22 3.2.1. A brief introduction to BUAF 22 3.2.1.1. The University 22 3.2.1.2. The teachers of English 23 3.2.1.3. The Students 23 3.2.1.4. The coursebook “New Cutting Edge – Elementary” 24 3.2.2. How to use MM to teach vocabulary in the coursebook “NCE – Elementary” 25 3.2.2.1. Three chosen vocabulary parts in the coursebook “NCE – Elementary” 25 3.2.2.2. Class procedures 26 3.3. How effective is mind mapping in teaching vocabulary to the first year non-English major students at BUAF? 30 3.3.1. Method of the research 30 3.3.2. Population 30 vi 3.3.3. Data collection instruments 30 3.3.3.1. Questionnaires 30 3.3.3.2. Interviews 31 3.3.4. Data analysis procedures \ 31 3.4. Findings and discussion 32 3.4.1. Discussion 32 3.4.2. The Findings 32 3.4.2.1. The effectiveness of mind mapping technique to teaching vocabulary 32 3.4.2.2. Students’ feedbacks on the application of mind mapping in vocabulary lessons 34 3.4.2.2.1. Questionnaires 34 3.4.2.2.2. Interviews 36 CHAPTER 4: CONCLUSION 37 4.1. Major findings of the study 37 4.2. Pedagogical implications and suggestions 38 4.3. Limitations of the study 38 4.4. Suggestions for further studies 39 References 40 Appendices I vii LISTS OF ABBREVIATIONS MM: Mind mapping MMs: Mind maps BUAF: Bac Giang University of Agriculture and Forestry NCE: New Cutting Edge L2: Second language viii LIST OF TABLES AND FIGURES Page Table 1: Question 1 & 2 in questionnaires and students’ answers 34 Figure 1: Example of mind mapping 5 Figure 2: Network tree of U.S currency 7 Figure 3: Event chain 7 Figure 4: Cycle concept map 8 Figure 5: Spider concept map 9 Figure 6: Mind map on “Transport” 16 Figure 7: Mind map on “Family week away” 16 Figure 8: Why to use mind maps? 18 Figure 9: Mind map on “Transport” 27 Figure 10: Mind mapping on “Drink” 28 Figure 11: Mind mapping on “Food” 28 Figure 12: Mind map on “Film” 29 Figure 13: Students’ interest with the application of mind mapping 35 Figure 14: Do you want to learn vocabulary with MM any longer? 35 1 CHAPTER 1 INTRODUCTION 1. 1. Rationale Vocabulary is an important element in second language (L2) acquisition. By learning new words, learners can enhance their listening, speaking, reading and writing as well as improve comprehension and production in L2. When a person’s vocabulary is limited, he may find himself incompetent in learning English as he cannot make full sense of what he hears or reads. Dellar and Hocking (cited in Thornbury, 2002: 13) states, “If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words.” Thornbury (2002: 23) also maintains that learners need not only to learn a lot of words, but also to remember them. The prominent role of vocabulary in second or foreign language learning has been recently recognized by theorists and researchers in the field. Accordingly, numerous approaches, techniques, exercises and practice have been introduced into the field of vocabulary teaching (Hatch & Brown, 1995). It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with necessary strategies to expand their vocabulary knowledge (Hulstjin, 1993, cited in Morin & Goebel, 2001). Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies (Nation, 2001). One of the strategies in learning vocabulary is how to learn and remember vocabulary effectively. Learning new vocabulary involves storing them first in short-term memory, and then in long-term memory. There are some factors affecting the process of remembering new vocabulary items. They may be the ways to present the words, how frequently they appear or how words are recycled. 2 Rivers (cited in Thornbury, 2002: 144) states that “vocabulary cannot be taught, it can be presented, explained, included in all kind of activities and experienced in all manner of associations…but it is ultimately learned by the individual.” Moreover, one of the strategies to teach vocabulary is to apply images and review well in a structured way. Mind mapping is believed to be one of the techniques or activities which can be used in teaching and learning vocabulary effectively. For all the reasons mentioned above, I have decided to choose Using mind mapping (MM) to teach vocabulary to the first year non-English major students at Bac Giang University of Agriculture and Forestry (BUAF) as the topic of my MA thesis. 1.2. Aim of the study The study is aimed at finding the ways to use MM to teach vocabulary to the first year non-English major students at BUAF effectively with the coursebook New Cutting Edge (NCE) – Elementary. 1.3. Research questions In order to address the aim of the study, the following research questions are raised for exploration: 1. What are the applications of MM to teaching a foreign language in general and teaching vocabulary in particular? 2. How is MM used to teach vocabulary to the first year non-English major students at BUAF effectively? The answer to Questions 1 involves a review on the notion of MM and its applications to teaching a foreign language in general and teaching vocabulary in particular. The answer to Question 2 involves a mini-experiment in which I will exploit the insights of MM to teach vocabulary to the first year non-English major students at BUAF, using the coursebook the university is currently using; then in order to get 3 to know how effective MM is to teaching vocabulary, a small research is conducted to obtain the opinions from the students at BUAF. 1.4. Scope of the study Given the aim set in 1.2 and the research questions raised above for exploration in 1.3, the study can not cover all aspects of vocabulary teaching and learning. It only focuses on applying the insights of MM to teaching vocabulary to the first year non-English major students at BUAF. 1.5. Significance of the study The study will be useful to students, teachers and researchers in the field of English language teaching and learning: students can use MM model to learn vocabulary quickly and more effectively; teachers can understand more about the MM model and use it to teach vocabulary more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research. 1.6. Organization of the study The study consists of four chapters. Chapter 1 – Introduction – covers the rationale, the aim, the research question, the scope, the significance and the organization of the study. Chapter 2 – Literature review – provides the theoretical background of the study which includes some basic knowledge of MM in general and MM in teaching vocabulary in particular. Besides, some advantages of using MM are also presented. Chapter 3 – Using MM to teach vocabulary to the first year non-English major students at BUAF and its effect – describes the method based on which the study is carried out with the description of participants, data collection instruments, data collection procedures and analysis procedure. It also gives a brief introduction to BUAF, English teachers, students and the coursebook that the university is currently using. Besides, in this chapter, it attempts to describe in detail three places where vocabulary is taught to the first year non-English major students at BUAF, [...]... of the studies and the gained findings 21 CHAPTER 3 USING MIND MAPPING TO TEACH VOCABULARY TO THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT BUAF AND ITS EFFECTIVENESS 3.1 Introduction This chapter is concerned with the question of how to use MM to teach vocabulary to the first year non-English major students at BUAF The chapter will start with a brief introduction to BUAF, BUAF’s English teachers, the. .. summarizes the main issues of the study, points out the limitations of the study, presents the implications for using MM to teach vocabulary and make some suggestions for further research 4 CHAPTER 2 LITERATURE REVIEW 2.1 An overview of mind mapping 2.1.1 Definition of mind mapping Mind mapping or Mind Map” was developed by the British psychologist Tony Buzan in the late 1960s in an attempt to help students. .. cases to combine them and use several together 2.3.3 Mind mapping in teaching vocabulary Casco (2009) states that MM (MMs) was first applied to foreign language teaching in the 1990s as an aid to activate prior knowledge on a certain topic and help learners to organize and recall items of vocabulary When being used to activate prior knowledge, the teacher asks learners what they know about a certain topic... preposition near the types of transport on the board And then, I would help students match people with types of transport they often use (See Appendix 4) Vocabulary Part 2: Food and drink At the beginning of the lesson, students were elicited to give the name of the meals (breakfast, lunch, dinner) and then they were asked to look at the picture given in page 52 and gave the answer In task 2, I made students. .. asked students to work in pairs to match the films with the vocabulary given To make sure that students understood the words thoroughly, I could ask them to give the meanings of these words in Vietnamese After that, students were helped to practice pronouncing the types of film Finishing task 1, I gave students 3’ to fill the types of film in the map In task 2, students were elicited to give the meanings... types of transport in Page 42 With the students cooperation, I gave the complete map to students by drawing it on the board or delivering the prepared map to them (See Appendix 4) To make sure students know the meaning of these words, I asked students to match them with the pictures given in Page 42 and elicit them to give their Vietnamese meaning Knowing the meaning of the words is not enough; students. .. students to reach for and adapt a deeper level of understanding of the writing topics 2.5.2 Review of related studies in Vietnam It is quite hard to look for the studies related to the topic of this study in Vietnam After a long time searching, I only found one related study – the graduation paper – which named Using MMs and diagrams to teach vocabulary for first year mainstream students, Faculty of. .. and the learners brainstorm associations which the teacher writes on the board creating a collective map When being used for vocabulary acquisition, teachers first ask learners to brainstorm items of vocabulary associated with a certain topic and then learners are asked to create their own maps instead of the more traditional approach of creating glossaries with new vocabulary A mind map consists of. .. writing and listening Moreover, their vocabulary is very poor That is why they do not have enough vocabulary to express their ideas in writing and speaking, and they do not understand what they hear As a result, the way to present vocabulary is very important to make sure that they understand their meanings and remember them for a long time 3.2.1.4 The coursebook “NCE – Elementary” The coursebook the university. .. asked to close the book and give the answers to some questions such as “How do (does) you/ your mother/ your father often go to school?” to lead the lesson After students knew the topic of the lesson, a map was drawn on the board with “transport” – the central idea and then I asked students some questions to help them complete the map such as “How many types of transport do you know?”, “What are their . THÚY LAN USING MIND MAPPING TO TEACH VOCABULARY TO THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT BAC GIANG UNIVERSITY OF AGRICULTURE AND FORESTRY (Sử dụng bản đồ tư duy để dạy từ vựng. THÚY LAN USING MIND MAPPING TO TEACH VOCABULARY TO THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT BAC GIANG UNIVERSITY OF AGRICULTURE AND FORESTRY (Sử dụng bản đồ tư duy để dạy từ vựng. students at Bac Giang University of Agriculture and Forestry (BUAF) as the topic of my MA thesis. 1.2. Aim of the study The study is aimed at finding the ways to use MM to teach vocabulary to the
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