Master minor programme thesis English linguistics: The efects of mind mapping on 6th graders’ vocabulary retention - An action research project at Thanh My junior high school

Aims of the study: The aims of this study are to find the way to improve vocabulary retention of the 6A1 students of TMJHS and to motivate them in learning English vocabulary.
Nội dung trích xuất từ tài liệu:
Master minor programme thesis English linguistics: The efects of mind mapping on 6th graders’ vocabulary retention - An action research project at Thanh My junior high school VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TRẦN THỊ VÂN NGA THE EFECTS OF MIND-MAPPING ON 6TH GRADERS’ VOCABULARY RETENTION: ANACTION RESEARCH PROJECT AT THANH MY JUNIOR HIGH SCHOOL(Nghiên cứu ảnh hưởng của việc sử dụng bản đồ tư duy đến khảnăng nhớ từ vựng của học sinh lớp 6, trường THCS Thanh Mỹ) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TRẦN THỊ VÂN NGA THE EFECTS OF MIND-MAPPING ON 6TH GRADERS’ VOCABULARY RETENTION: ANACTION RESEARCH PROJECT AT THANH MY JUNIOR HIGH SCHOOL(Nghiên cứu ảnh hưởng của việc sử dụng bản đồ tư duy đến khảnăng nhớ từ vựng của học sinh lớp 6, trường THCS Thanh Mỹ) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Prof. Dr. NGUYỄN VĂN TRÀO HANOI - 2016 DECLARATIONI hereby declare this thesis is the result of my own research and that thesubstance of the thesis has not, wholly or part, been submitted for a degree toany other university or institution. Hanoi, October 2016 Trần Thị vân Nga i ACKNOWLEDGEMENTS I would like to express my special gratitude to my advisor,Mr.Nguyen Van Trao, Assoc.Prof.Dr for his patience in guiding and supervisingme during the process of this thesis writing. My special thanks go to my colleagues from Thanh My Junior high schoolfor their cooperation and support during this study. The writer would also like to express appreciation to the staff menbers andthe teachers of post-graduate department of University of Languages andInternational Studies-Vietnam National University for giving me favourable tocompleting the thesis. Finally I would like to dedicate my big appreciations to my family whohave support me a lot during my study. ii ABSTRACT The aims of this research are to find out the effects of mind-mapping on th6 graders‟ vocabulary retention at Thanh My junior high school. To limit theaspects to be analyzed in this study, I formulate two research questions: (1) Towhat extends does the use of mind-mapping affect the students‟ vocabularyretention? (2) What are the students‟ attitudes toward vocabulary learning? In the study, I carried out an action research with the 6A1 students ofThanh My junior high school. Data of this study were obtained from the resultsof questionnaires and from pre-test and post-test results. Two instruments forcollecting the data were (1) questionnaires toward vocabulary learning beforeand after applying the mind -mapping in teaching vocabulary and (2) the pre-test and post- test. The findings of the data analysis showed that (1) Mind-mapping can helpthe students to improve their abilities in memorizing English vocabularyitems; (2) the students had positive attitudes toward the mind-mapping. Mind-mapping is hoped to be a promising technique to teach and learn vocabulary. iii I.LIST OF TABLES AND FIGURES1.Table 1: Research schedule2.Table 2: Result of questionnaire 13. Table 3: The causes of the problems encountered by the 6A1 class students4.Table 4: The activities applied in the study5.Table 5: Relationship between causes of the problems and the activities6. Result of questionnaire 2II. LIST OF FIGURESFigure I: First step in creating mind-mapping: „drawing a central image‟.Figure II: Second step in creating mind mapping: „drawing main branches‟Figure III:Third step in creating mind mapping: „drawing second branch‟Figure IV: Environment diagramFigure V: Sports and games diagramFigure VI: Completing the mind-mapping diagramII. LIST OF CHARTSChart 1: Result of the pre-testChart 2: Result of the post-testChart 3: Comparison between the pre-test anhd the post-test iv TABLE OF CONTENTSACKHNOWLEDGEMENTS iiASTRACT iiiLIST OF TABLE, FIGURES AND CHART ivPART A: INTRODUCTION 11.Rationale 12. Aims of the study 23. Research questions 24. Scope of the study 35. Design of the study 3PART B: DEVELOPMEMT 4Chapter I: Literature Review 41.1.Vocabulary 41.1.1.Vocabualry definition 41.1.2. The importance of the vocabulary 41.1.3.Kinds of vocabulary ...