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

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 ghi nhớ từ vựng tiếng Anh chuyên ngành 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 ghi nhớ từ vựng tiếng Anh chuyên ngành sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: NGƠ HỮU HỒNG, 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 Ngơ Hữu Hồng, 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 Figure 2: The data collection procedures 15 Figure 3: Individuals’ result from progress test 20 Figure 4: Percentage of the whole class’s scores in the progress test 21 Figure 5: The whole class’s performance in progress test and progress test 22 Figure 6: Percentage of each score in progress test 1, 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 20 Table 3: Result of the whole class in the progress test and progress test 22 Table 4: Mean scores gained by individuals in progress test and progress test 24 Table 5: Result from progress test and 25 Table 6: Result from progress test 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, 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 Rationale for the study Objectives and research questions of the study Scope of the study Significance of the study Methods of the study Design of the study Part B: Development Chapter 1: Literature review 1.1 The importance of vocabulary in second language learning 1.2 ESP vocabulary 1.3 Semantic mapping as a strategy to improve vocabulary retention 1.3.1 Definition 1.3.2 Procedures to construct a semantic map 1.3.3 Advantages of semantic mapping in teaching vocabulary 1.4 Previous related studies about semantic mapping in teaching vocabulary 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 PART A: INTRODUCTION 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 improve ESP vocabulary retention of students at Thái Nguyên University of Technology” 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: Does semantic mapping help students improve their ESP vocabulary retention? What are the students’ attitudes towards semantic mapping and their suggestions of semantic mapping as a vocabulary learning technique? 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 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 36 vocabulary However, due to the limitation of time for the study, the researcher just selected the biggest problem (lack of techniques to remember words) and made a plan to deal with it Thus, other researchers can entirely start their studies with other problems such as lack of time, lack of input, output and lack of knowledge about the word Finally, collaborative action research project is a good idea for next studies dealing with this kind of issue The cooperation of other teachers as co-researchers may result in deeper investigation and more useful suggestions for the future application of teaching and learning 37 REFERENCES Dörnyei, Z.(2003) Questionnaires in Second Language Research: Construction, Administration, and Processing Retrieved from http://tesl-ej.org/ej23/r6.html Duffy (2009) Explaining Reading, Second Edition: A Resource for Teaching Concepts, Skills, and Strategies Retrieved from http://www.visualthesaurus.com/cm/booknook/using-semantic-maps-to-developword-meaning Dudley-Evans, T & St John, M, J (1998) Developments in English for Specific purposes Hutchinson,T and A, Waters (1987) English for Specific Purposes CUP Kennedy, C and R Bolitho (1984) English for Specific Purposes London : Macmillan Longman dictionary of contemporary English Retrieved from http://www.ldoceonline.com/dictionary/vocabulary McCarthy (1990) Vocabulary Oxford University Press Mackay, R & Mountford, A (Eds.) (1978): English for Specific Purposes: A Case Study Approach London: Longman Nation, I.S.P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 10 Nematl, A (2009) Memory vocabulary learning strategies and long-term retention International Journal of Vocational and Technical Education Vol.1(2), pp 014-024, October 2009 Retrieved from http://wenku.baidu.com/view/dc809dcf050876323112123c.html 11 Nesbit, J C., & Adesope, O O (2006) Learning with concept and knowledge maps: a metaanalysis Review of Educational Research 12 Novak, J D The theory underlying concept maps and how to construct them Retrieved from http://cmap.coginst.uwf.edu/info/printer.html 13 Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press 38 14 Robinson, P (1991) ESP Today: a Practitioner’s Guide Hemel Hempstead: Prentice Hall International 15 Schmitt, N., & McCarthy, M (1997) Vocabulary: Description, Acquisition and Pedagogy: Cambridge University Press 16 Thornbury, S (2002) How to Teach Vocabulary, Harlow: Pearson 17 Wallace, M J (1998) Action Research for Language Teachers New York: Cambridge University Press 18 Wesche, M & Paribakht, T.S (1996) Assessing second language vocabulary knowledge: Depth versus breadth The Canadian Modern Language Review 19 Wilkins, D.A (1972), Linguistics in Language Teaching London, University Press Unpublished works 20 Abdelrahman (2013) The effect of teaching vocabulary through semantic mapping on EFL learners’ awareness of vocabulary knowledge at AL Imam Mohammed Ibin Saud Islamic University 21 Baleghizadeh and Naeim Enhancing vocabulary retention through semantic mapping: A single-subject study Retrieved from the International Journal – Language Society and Culture 22 Chen Chao and Fangli The features of mechanical engineering English and its English-Chinese translation principles 23 El-Minyawi,R (1984): The development of ESP Materials with Reference to Students of Home Economics, Unpuplished M.A Thesis, Faculty of EducationAin Shams University 24 Phạm (2012) Using semantic mapping to teach ESP vocabulary to final-year students of Finance and Accounting at Hanoi Tourism College Minor thesis 25 Sianturi, Suhartono and Bunau The use of semantic mapping to improve students’ vocabulary I APPENDICES APPENDIX Sample semantic map 1: Unit – Engineering Sample semantic map 2: Unit – Mechanism II III APPENDIX PROGRESS TEST Name: ……………………………… Look at the following list of words and give each word a number rating from to basing in how well you know the word Use the scale below: I don’t remember having seen this word before I have seen this word before but I don’t know what it means I have seen this word before and I think it means………… I know this word; it means … I can use this word in a sentence, e.g……………………… English word Installation (n) Ductile (adj) copper (n) resist (v) Mechanism (n) Lubricating (adj) Friction (n) Magnitude (n) Motion (n) 10 Civil (n) 11 Brittle (adj) 12 Corrosion (n) 13 Resistance (n) 14 Resistant (adj) 15 Consist (v) 16 Contain (v) 17 Aircraft (n) 18 Rotary (n) 19 Rotate (v) 20 Spring (n) 1-5 Vietnamese equivalence/ Sentence IV 21 Surface (n) 22 Exert (v) 23 Force (n) 24 Movement (n) 25 Convert (v) 26 Reciprocate (v) 27 Sheet (n) 28 Load (n) 29 Tension (n) 30 Conductive (adj) 31 Frame (n) 32 Chain (n) 33 Transmit (v) 34 Motion (n) 35 Conductor (n) 36 Impact (n) 37 Electrical (adj) 38 Thermoplastic (n) 39 Thermosetting plastic (n) 40 Operate (v) 41 Soften (v) 42 Mould (v) 43 Form (v) 44 Load (n) 45 Operation (n) 46 Force (n) 47 Exert (v) 48 Surface (n) 49 Wheel (n) 50 Component (n) V APPENDIX PROGRESS TEST Name: ……………………………… Look at the following list of words and give each word a number rating from to basing in how well you know the word Use the scale below: I don’t remember having seen this word before I have seen this word before but I don’t know what it means I have seen this word before and I think it means………… I know this word; it means … I can use this word in a sentence, e.g……………………… English word Complex Drill Beam Carbon block Power tool Plastic tube Steel sheet Gear Measure 10 Align 11 Generator 12 Four-stroke cycle 13 descend 14 Crankshaft 15 Valve 16 Expand 17 armature 18 Alternator 19 Compress 20 Generate 1-5 Vietnamese equivalence/ Sentence VI 21 Magnetic 22 Magnetize 23 Disc brake 24 Hydraulic cyclinder 25 Brake pad 26 Push down 27 Break down 28 Loosen 29 Tighten 30 Fluid 31 Cross-section 32 Work volume 33 Manipulator 34 Spherical 35 polar 36 Flexibility 37 Shape 38 Ascend 39 Engine 40 Winding 41 Stator 42 Spark 43 Carburetor 44 Mechanical wrist 45 Cube 46 Condition 47 Rust 48 Corrosive 49 Slide 50 Carbon fibre VII APPENDIX FINAL TEST Name: ……………………………… Look at the following list of words and give each word a number rating from to basing in how well you know the word Use the scale below: I don’t remember having seen this word before I have seen this word before but I don’t know what it means I have seen this word before and I think it means………… I know this word; it means … I can use this word in a sentence, e.g……………………… English word Load Operation Force Exert Surface Plastic tube Steel sheet Gear Measure 10 Align 11 Generator 12 Frame 13 Chain 14 Transmit 15 Motion 16 Conductor 17 Armature 18 Alternator 19 Compress 1-5 Vietnamese equivalence/ Sentence VIII 20 Generate 21 Magnetic 22 Magnetize 23 Operate 24 Soften 25 Mould 26 Form 27 Load 28 Magnitude 29 Motion 30 Civil 31 Brittle 32 Corrosion 33 Resistance 34 Spherical 35 polar 36 Flexibility 37 Shape 38 Ascend 39 Engine 40 Winding 41 Stator 42 Spark 43 Contain 44 Aircraft 45 Rotary 46 Rotate 47 Spring 48 Corrosive 49 Slide 50 Carbon fibre IX APPENDIX QUESTIONNAIRE It is highly appreciated if you could spend your time completing truthfully the questionnaire All the information provided by you is solely for the study purpose Thank you very much for your cooperation! Please tick (), circle or write the answer where necessary I Attitudes towards semantic mapping technique in vocabulary learning X II Students’ suggestions Tick the column with the heading that best summarizes your reaction to each statement: No Statements Strongl Agre Not Disagre y agree e sure e The teacher should give more activities to help students practice semantic mapping technique (both in class and at home) Students should be encouraged to use semantic mapping more frequently Semantic mapping should be applied to teaching and learning other language skills Students should be introduced more vocabulary learning techniques to improve vocabulary retention Thank you for your cooperation! Strongl y disagree X Score X1 X2 X3 X4 X5 X6 Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final test test test test test test test test test test test test test test test test test test 15 0 10 12 11 14 12 10 10 19 11 14 10 14 11 14 13 15 16 10 15 13 11 10 10 23 27 26 28 13 25 10 12 19 21 28 15 20 23 15 12 5 11 17 10 12 16 19 11 15 13 15 Mean 2.46 3.92 4.24 2.96 3.1 3.86 2.96 3.74 4.1 2.48 3.78 4.16 3.04 3.76 4.0 2.58 3.0 2.98 Score X7 X8 X9 X10 X11 X12 Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final test test test test test test test test test test test test test test test test test test 0 0 0 10 13 12 14 12 14 10 17 15 15 15 12 8 15 12 13 16 22 18 10 20 28 12 25 30 14 24 26 20 25 32 15 26 32 10 10 10 21 22 9 Mean 2.86 3.46 4.06 2.8 3.5 3.96 3.08 4.3 4.4 3.12 3.34 4.0 2.74 3.54 3.94 2.56 3.04 3.0 Score X13 X14 X15 X16 X17 X18 Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final Progress Progress Final test test test test test test test test test test test test test test test test test test 17 2 0 15 13 20 11 12 20 10 9 11 12 17 15 18 18 11 15 11 15 XI 23 Mean 2.02 3.28 21 15 18 14 20 29 31 25 13 25 32 18 APPENDIX 6: INDIVIDUALS’ SCORES IN PROGRESS TEST 1,15 PROGRESS TEST AND FINAL TEST 5 6 10 17 18 10 10 3.48 3.12 3.4 3.28 3.58 4.24 4.34 2.18 2.94 3.82 2.56 3.44 3.94 3.34 24 30 13 16 3.86 4.22 ... STUDENTS AT THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY Sử dụng sơ đồ ngữ nghĩa để cải thiện khả ghi nhớ từ vựng tiếng Anh chuyên ngành sinh viên trường Đại học Kĩ thuật Công nghiệp Thái Nguyên M.A MINOR... 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... 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