Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NGOC ANH USING MIND MAPS TO LEARN VOCABULARY FOR FOURTH GRADERS AT A PRIMARY SCHOOL IN THAI NGUYEN PROVINCEM.A THES
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NGOC ANH USING MIND MAPS TO LEARN VOCABULARY FOR FOURTH GRADERS AT A PRIMARY SCHOOL IN THAI NGUYEN PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NGOC ANH USING MIND MAPS TO LEARN VOCABULARY FOR FOURTH GRADERS AT A PRIMARY SCHOOL IN THAI NGUYEN PROVINCE M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: NGUYEN VIET HUNG, Ph.D THAI NGUYEN – 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ NGỌC ÁNH SỬ DỤNG SƠ ĐỒ TƯ DUY ĐỂ HỌC TỪ VỰNG CHO HỌC SINH LỚP BỐN Ở TRƯỜNG TIỂU HỌC, TỈNH THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Việt Hùng THÁI NGUYÊN – 2023 DECLARATION I hereby certify that the thesis “Using mind maps to learn vocabulary for fourth graders at a primary school in Thai Nguyen province” is submitted for the partial fulfillment of the Degree of Master of Arts at the School of foreign languages, Thai Nguyen University I also declare that this thesis is result of my own research and efforts and that it has not been submitted for any other purposes Thai Nguyen, April , 2023 Approved by supervisor Author’s Signature: Dr Nguyen Viet Hung Nguyen Thi Ngoc Anh i ACKNOWLEDGEMENTS First and foremost, I would also like to express my sincere gratitude and deep appreciation to my supervisor, Dr Nguyen Viet Hung for her precious guidance, critical comments and constructive supervision through my research Without these, the thesis could not have been completed Secondly, my gratitude goes to 30 students from class 4th at a primary school, Thai Nguyen province, who enthusiastically participated in the research procedure I am very grateful to all of them for providing detailed information for the analysis of the study Thirdly, I must express my appreciation to two enthusiastic and supportive colleagues at English Department, a primary school who accompany me during 10 weeks procedure of the research Their detailed and sufficient information gives much support to my study Fourthly, I would like to show my deep gratitude to all the lecturers at School of Foreign Languages, Thai Nguyen University for the valuable lectures, which laid the foundation for my thesis Last but not least, I must express my gratitude to my beloved family who support and encouragement have always been a great deal of strength that has helped me to complete this thesis ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES, FIGURES vi LIST OF ABBREVIATION vii ABSTRACT viii CHAPTER I: INTRODUCTION 1 1.1 Rationale 1 1.2 Aims of the study .2 1.3 Research questions 2 1.4 Scope of the study 3 1.5 Significance of the study 3 1.6 Structure of the study .3 CHAPTER II: LITERATURE REVIEW 5 2.1 Overview of vocabulary 5 2.1.1 Definition 5 2.1.2 Aspects of vocabulary 5 2.1.3 Types of vocabulary 7 2.1.3 Techniques of teaching vocabulary 10 2.2 Mind map technique 12 2.2.1 Definition 12 2.2.2 Steps to create a mind map .13 iii 2.2.3 The benefits of mind map technique 14 2.2.4 The guidelines of Mind Map technique 16 2.2.5 Mind map in teaching vocabulary 17 2.3 The applications of mind map to teaching a foreign language 19 2.4 Related studies .21 Summary .24 CHAPTER III: METHODOLOGY 25 3.1 Research design .25 3.2 Participants 26 3.3 Data collection instruments 26 3.3.1 Tests 27 3.3.2 Questionnaires 28 3.4 Data collection procedures 28 3.5 Data analysis 29 Summary .30 CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Findings 31 4.1.1 Quantitative description of results from the pre-test and post-test 31 4.1.2 Quantitative description of results from the questionnaire 33 4.2 Discussion 38 4.2.1 Research question 1: How effective is the use of mind maps in learning vocabulary to fourth-grade students in a primary school in Thai Nguyen province? 38 iv 4.2.2 Research question 2: What are the attitudes of fourth-grade students towards the use of mind maps in learning vocabulary in a primary school in Thai Nguyen Province? .39 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 41 5.1 Conclusion .41 5.2 Implications for the teachers and students in using MM to teach vocabulary .42 5.2.1 Implications for the teachers 42 5.2.2 Implications for the students 43 5.3 Limitations of the study 43 5.4 Suggestions for further study 44 REFERENCES I APPENDICES IV Appendix 1: IV Appendix 2: VII Appendix 3: X Appendix 4: XI Appendix 5: XII Appendix 6: XIV v LIST OF TABLES, FIGURES Figure 2.1: Example of MM 13 Figure 2.2: Why to use mind map 15 18 Figure 2.3: Mind map on “Transport” 18 Figure 2.4: Mind map on “Family week ahead” 18 Figure 3.1: Action research cycle 25 Table 3.1: Procedure of the research 28 Table 4.1: Score interval of the tests 31 Figure 4.1: Comparison between pre – test and post – test score 32 Table 4.2: Student’s attitudes towards MM technique 33 Table 4.3: The students' self-evaluation .36 vi LIST OF ABBREVIATION EFL English as a Foreign Language L2 Second Language MM Mind-map vii