Cải thiện việc ghi nhớ từ vựng của trẻ em thông qua thuyết đa trí tuệ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES - - HOÀNG THỊ THU HỒNG IMPROVING YOUNG LEARNERS’ RETENTION OF ENGLISH VOCABULARY THROUGH MULTIPLE INTELLIGENCES APPROACH (Cải thiện việc ghi nhớ từ vựng trẻ em thông qua thuyết đa trí tuệ) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES - - HOÀNG THỊ THU HỒNG IMPROVING YOUNG LEARNERS’ RETENTION OF ENGLISH VOCABULARY THROUGH MULTIPLE INTELLIGENCES APPROACH (Cải thiện việc ghi nhớ từ vựng trẻ em thơng qua thuyết đa trí tuệ) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Supervisor: Prof Hoàng Văn Vân Hanoi - 2019 DECLARATION I hereby certify that this thesis entitled “Improving young learners’ retention of English vocabulary through multiple intelligences approach” is entirely my own work I have provided fully documented references to others’ work The material in this thesis has not been submitted for a degree in any other universities or institutions I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, July 2019 Signature Hoang Thi Thu Hong ACKNOWLEDGEMENTS This thesis would not be fulfilled without the help of some people, and in some ways, I would like to thank everyone who has taught me, inspired me, and supported me throughout the realization of this thesis I would like to express my deepest gratitude towards my supervisor, Prof Dr Hoàng Văn Vân, for his whole-hearted assistance, encouragement as well as his profound guidance he gave me while I was implementing my research He consistently allowed this paper to be my own work, but steered me in the right direction whenever he thought I needed it I would like to take this opportunity to express my gratitude to all lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this thesis I would also like to express my thanks to the teachers of English in my working place for their willingness to participate in the research Without their passionate participation and input, the validation survey could not have been successfully conducted Last but not least, I must express my very profound gratitude to my parents and to my boyfriend for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without them Thank you Hanoi, July 2019 Signature Hoang Thi Thu Hong ABSTRACT This study is conducted with the purpose to find out the effects of using activities based on Multiple Intelligence Theory in helping young learners to improve their retention of English vocabulary It is both a quantitative study and a qualitative study In the study, the class was divided into three main groups of students according to their levels All of the groups were pre-tested at the beginning of the study by using a vocabulary test and doing the survey to classify dominant bits of intelligence Throughout the learning process in class for two months, the teacher observed and prepared the learning and teaching activities accordingly All students in the class were post-tested at the end of the intervention For the detailed outcome, the data was collected and analyzed carefully The results of the study suggest that Multiple Intelligence Theory based activities have a significant effect on the retention of young learners’ English vocabulary LIST OF ABBREVIATIONS CLL Community Language Learning CLT Communicative Language Teaching I.Q Intelligence Quotient T Teacher TPR Total Physical Response Ss Students LIST OF TABLES AND FIGURES Figure 2.3 - Learners’ characteristics according to aged group Figure 3.2 - Action Research Model (Source: Susman, 1983) Figure 4.1 - Intelligences of students Figure 4.1a - Descriptive statistics of pre-test scores of average students Figure 4.1b - Descriptive statistics of post-test scores of average students Figure 4.1c - Frequency of pre-test scores of average students Figure 4.2a - Descriptive statistics of pre-test scores of pretty good students Figure 4.2b - Descriptive statistics of pre-test scores of pretty good students Figure 4.2c - Frequency of pre-test scores of pretty Good students Figure 4.2d - Frequency of pre-test scores of pretty good students Figure 4.3a - Descriptive statistics of pre-test scores of good students Figure 4.3b - Descriptive statistics of post-test scores of good students Figure 4.3c - Frequency of pre-test scores of good students Figure 4.4a - Descriptive statistics of pre-test and post-test scores Figure 4.4b - Frequency of pre-test scores Figure 4.4c - Frequency of post-test scores TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES v CHAPTER 1: INTRODUCTION 1.1 Statement of the Problem and Rationale for the Study .1 1.2 Aims of the Study 1.3 Scope of the Study .3 1.4 Methodology of the study 1.5 Significance of the Study 1.6 Design of the Thesis 1.7 Summary CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary retention and techniques to improve students’ vocabulary retention 2.2 Multiple Intelligence Theory and the role of Multiple Intelligence Theory in supporting students’ achievement 2.3 The appropriateness of Multiple Intelligence Theory to young learners’ characteristics 15 2.4 The review of previous studies on the effectiveness of MI theory for enhancement of learners’ vocabulary retention 19 2.5 Summary 21 CHAPTER 3: METHODOLOGY 22 3.1 Setting 22 3.2 Research Design .23 3.3 Participants .28 3.4 Data Collection 29 3.5 Data Collection Instruments .31 3.6 Data Analysis Method 33 3.7 Summary 34 CHAPTER 4: FINDINGS AND DISCUSSION 35 4.1 Findings 35 4.1.1 Activities based on Multiple Intelligence Approach contribute positively to young learners’ scores 36 4.1.2 Activities based on Multiple Intelligence Theory help young learners improve their retention of English vocabulary 46 4.2 Discussion 50 CHAPTER 5: CONCLUSION 52 5.1 Summary of the Findings and Discussion 52 5.2 Limitations and Suggestions for Further Studies 53 5.3 Conclusion .54 REFERENCES 55 APPENDICES I 10 - Which TV programme would you like to watch? Why? - programs - Bodily intelligence T points to the TV guide in Exercise - Visual intelligence T encourages Sts to look at the pictures and the titles of the programmes T asks question about the film and different TV programmes And find out who in class likes sports and who likes cartoons T encourages Sts to choose what they would like to watch and then explain why (pictures) Linguistic intelligence (reading) - Bodily intelligence - T tell Sts that they are going to read and hear a description of these TV programmes - T plays the recording once all the way through as Sts follow the text in their books Musical intelligence - T asks Sts what the programmes are about - T gives Sts a list of questions and gives them minutes to answer some simple questions to check comprehensions - T takes a class vote to see which is the most popular programme Listen and read (Quick quizzes Channel 1:What does Gru want to be??Why does Gru adopt three little girls? Individuals Whole class - Questions: Whole class Mathematic intelligence (puzzle) Channel 2:What is Bart like? What is Lisa like? What is Homer like? Channel 3: What are the teams in the sport game? When is kick-off? Channel 4: 15 Individuals What are The Galapagos Islands? - T checks answer with class - T asks Ss to read the list and find and underline the new words in the text Underline these words in the text Guess their meanings and then check them in the Workbook Dictionary - T encourages Ss to work in group of and guess their meanings by looking at the surrounding text T writes down some new words on the board - Words: Interpersonal intelligence (group work) steal, doughnut, villain, get into trouble, kick-off, stadium, play a trick on, giant - T checks the meanings of the words through the “word chain” game + T asks Sts to stand up + T points randomly to a student He/ she says a sentence using the word that teacher raises + the game keeps going with different turns until each student has at least a chance it speak out their sentence - T asks Ss to read the sentences silently - Read again and match - Sts look at the example and T explains that they match the sentences with the pictures - Sts the exercise individually - T checks the answers with the class - T writes on the board “Yesterday, we watches a … ” Consolidation - T asks Sts to use the words in the lesson to write about what they watched (they need to use all the words in Ex 3) Linguistic intelligence (word gme) Intrapersonal intelligence Whole class Individuals Whole class 16 - Linguistic intelligence (writing) Words: steal, doughnut, villain, get into trouble, kick-off, stadium, play a trick on, giant Home-link - T calls two Sts to write their writing on the board - T checks Sts’ writing - Review words learnt at class - Workbook (p.67) - Prepare for the new lesson - 17 Intrapersonal intelligence Individuals ENGLISH LESSON PLAN - FAMILY AND FRIENDS Unit 10 I’ve printed my homework Lesson Words I II Aims - Students (Ss) can identify words for talking about computers - Students can understand a short story Language focus - III IV Core: printer, screen, mouse, log on, speakers, click on, save a document, memory stick, search the Internet Resources - Teacher (T): Text book, lesson plan, board, projector, CD, flashcards 81-90 and 91-99 - Students: Text book, notebook Procedure Steps Types of Intelligences Learning activities Homework-checking Whole class Intelligences Awakening Warm up Modes Sts join in the “words guessing game - Bodily intelligence (word guessing) - Interpersonal (group work) + T divides class into groups of Sts (1 group can be Sts) + T writes letters on the board SAGIRDTLMVQHYNBCEOPUW + T asks Sts to use letters to write the meaningful words about audio visual entertainment in minutes 18 + T asks Sts to exchange their work and check together (Answer: radio, news, documentary, advert, TV, mobile phone) + The winner of the game is the team that has the most correct answers Lead in new lesson - T shows the picture of a computer and ask “what is this?” - Sts answer: It’s a computer - T asks “What activities can you with a computer?” - Visual intelligence - Linguistic intelligence - Visual intelligence (pictures) (Answer: search the Internet, listen to music,…) Listen, point and repeat T tells Sts that they are going to learn some new words talking about computers Words - T asks Sts to open Ss’ books p 80 - T asks Sts to look at the pictures in the book and ask “What you see?” - Sts can speak out what they’ve known - T plays the recording and asks Sts to listen and point to picture while they’re listening to the recording - T plays the recording second time and Sts repeats Words: Printer, Screen, Mouse, Log on, Speakers, Click on, Save a document, Memory stick, Search the Internet - T calls individuals to stand up and speak out the words - T holds up the flashcards in a different order - T asks some questions about some of the flashcards (Where can you here the 19 - Musical intelligence Whole class sounds? What part of a computer you look at? The action that you often before turn off the document ) - - Visual intelligence - Bodily intelligence - Linguistic intelligence T uses flashcards about computers to play game “Whispering” + All the Sts stand up + T divides class into teams + T calls students from each team to see the flashcard She/ He need to whisper the word that she/he saw to friend and take turn until the end + If the last student can speak out the same answer with the flashcard, Sts will get the points Listen and Read Individuals Interpersonal intelligence Story - T asks Sts to open the book p.80 again and look at the story - T and Sts talk about each frame of the story (T asks: What are Holly and Mai showing Mum? Is the room tidy? Why are Holly and Max tired?) - T plays a video clip, and Sts watch, listen and follow - T plays the audio, Sts follow their story in the book - T asks Sts to read silently the whole story individually in minutes Comprehension checking - Sts play the game “open the hidden box game” - - + T prepares small boxes There are questions related to the story in four boxes Each box contains the question of each frame: What have Holly and Max finished doing? What does Mum ask them to do? Who has tidied the 20 Musical intelligence (listening) Intrapersonal intelligence (individual work) Logical Whole class Individuals cupboards? Do Max and Holly want to play now?) - Sts open the number of the box randomly answered questions and try to remember as much detail as possible The volunteer students with the correct answers will get the small present Linguistic intelligence (reading and telling a story) Role-play Consolidation intelligence (quizzes) - T calls 53 Ss (as Max, Mum, Holly) randomly to a role-play using the book - T divides class into small groups of members Each group will a roleplay in minutes - T calls volunteer group to be on stage to perform the story Bodily intelligence (role-playing) T/ F game - T asks Sts to close all the books - T delivers each student a paper with sides: one side is True, the other side is False T reads out sentences about the story If Sts think the sentence, they will raise the side True/ False - (Sentences: They’ve made a mess in the room Max has put the books into alphabetical order The children are too tired to play now Mum asks them to turn off the TV Composing - T sticks a picture to the board 21 Mathematic intelligence (quizzes) - T asks Sts how they use the computer - T writes down “I often use the computer to… First, … Second,… Last……” on the board - T gives Sts minutes to complete the story - T calls randomly students to check their writing - Linguistic intelligence (writing) Further practice Home-link Workbook: Unit 10, lesson (p 74) - Review words learnt at class - Prepare for the new lesson Individuals Individuals 22 ENGLISH LESSON PLAN - FAMILY AND FRIENDS Unit 10 I’ve printed my homework! Lesson Skills time! I II III IV Aims - Students (Ss) can read and understand online instructions on how to send an email - Students can identify words and their meanings in a text - Students can match sentences and pictures Language focus - Core: type the address, subject, keyboard, spell checker, attach a photo, a website, send a message - Recycled: vocabulary and structures seen previously - Extra: message, bowling, look forward to, afterwards Resources - Teacher (T): Text book, lesson plan, board, projector, CD - Students: Text book, notebook Procedure Steps Type of intelligence Learning activities - - Sing I’ve really tried Warm up 23 Musical intelligence Modes Whole class - T asks Sts who know what an email is Lead-in - T writes words on the board: email, Internet - Linguistic Intelligence - Visual intelligence T asks Sts to guess what is the word that email and Internet relate to Answer: Computers - T asks Sts “who likes sending emails?” - T writes some of their email addresses on the board and compare them - T shows the pictures of an email on the board and declare the lesson today is about “sending emails” - T asks Sts to open the book p 84 - Look at the email What’s it about? - T asks Sts to point to the email screen in exercise - T asks who these letters are from (Lucy, Kate) (T explains the first email is from Kate, and this is the lower one When Lucy’s relied, her email appeared above Lucy’s.) - T asks Sts to read silently to see what the emails are about - T calls randomly two Sts to read out the email to the class Everyone follows 24 Visual intelligence Whole class Whole class (picture) - Linguistic intelligence (reading) - Intrapersonal intelligence (silently reading) Individuals - Listen and read - Tell Ss that they are going to read and hear a description of an email and an email exchange between two friends (Lucy and Kate) T plays the recording once all the way through as children follow the text in their books - T asks Sts to listen carefully - T plays the recording again, pausing at regular intervals Ask children what the texts are about - - Musical intelligence (listening) Linguistic intelligence (reading) Whole class T and Sts join in the game “Ringing the golden bell? + The game contains some comprehension questions about the reading - + T gives each student a piece of paper Bodily intelligence + Sts listen to the question and write the answer down the paper in 10 seconds (Competitive game) Individuals + After ten seconds, Sts raise their papers and T will go around to check the answer + Each student has the correct answer will get point + After the game, T will collect all the paper and mark individually What you use a mouse for? What you use a keyboard for? How you check your spelling? What can you attach to an email? What is Kate’s email about? What’s Lucy’s reply to her? - Underline these words in the text Guess their meanings T asks Ss to read the list and find and underline the new words in the text - T encourages Ss to work in group of and guess their meanings by looking at the surrounding text 25 Linguistic intelligence Individuals Group work and then check them in the Workbook Dictionary - T writes down some new words on the board T asks Sts what are the meanings of the word in context - T asks Ss to read the sentences silently Read again and match - Sts look at the example and T explains that they match the sentences with the pictures - Sts the exercise individually - T checks the answers with the class Consolidation Interpersonal intelligence - Intrapersonal intelligence Individuals Whole class Review words - Whole class (Group work) Words: type the address, subject, keyboard, spell checker, attach a photo, a website, send a message - - T takes out phrases pieces of paper (new words from exercise 2) - Linguistic intelligence (writing, reading) - Linguistic intelligence (presenting) Words: type the address, subject, keyboard, spell checker, attach a photo a website, send a message - T explains that these are stages of wring an email but they are in wrong order - T asks Sts to reorder the words in the correct order of writing an email - T calls one student to go to the board and order the phrases - T checks the answer with whole class - T calls one person to be on stage to present how to write an email through stages 26 Home-link - Review words learnt at class - Workbook (p.71) - Prepare for the new lesson - 27 Interpersonal intelligence Individuals ... RETENTION OF ENGLISH VOCABULARY THROUGH MULTIPLE INTELLIGENCES APPROACH (Cải thiện việc ghi nhớ từ vựng trẻ em thông qua thuyết đa trí tuệ) M.A MINOR THESIS (Type I) Field: English Teaching Methodology... the academic achievement examined in the context of a multi-complementary approach Erdir (2005) presented Multiple Intelligence Theory was stated to have positive effects on academic achievement... the statement of the problem and the rationale for the study, the aims, the scope, the significance, the methodology of the study, and the design of the thesis 1.1 Statement of the Problem and