Using mind mapping to teach vocabulary communicatively for the 5th form students at a primary school in ninh binh province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAM THI HUONG USING MIND-MAPPING TO TEACH VOCABULARY COMMUNICATIVELY FOR THE 5TH FORM STUDENTS AT A PRIMARY SCHOOL IN NINH BINH PROVINCE (Sử dụng sơ đồ tư để dạy từ vựng theo đường hướng giao tiếp cho học sinh lớp trường tiểu học tỉnh Ninh Bình) M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 8140231.01 HANOI – 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAM THI HUONG USING MIND-MAPPING TO TEACH VOCABULARY COMMUNICATIVELY FOR THE 5TH FORM STUDENTS AT A PRIMARY SCHOOL IN NINH BINH PROVINCE (Sử dụng sơ đồ tư để dạy từ vựng theo đường hướng giao tiếp cho học sinh lớp trường tiểu học tỉnh Ninh Bình) M.A MINOR PROGRAMME THESIS FIELD:ENGLISH TEACHING METHODOLOGY CODE: 8140231.01 SUPERVISOR: DR TRAN THANH NHAN HANOI – 2018 DECLARATION I certify that I myself write this thesis entitled “Using mind-mapping to teach vocabulary communicatively for the 5th form students at a primary school in Ninh Binh Province” It is not a plagiarism or made by others Anything related to others‟ works is written in quotation, the sources of which are listed on the list of references If then the pronouncement proves wrong, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree Signature Student Pham Thi Huong ACKNOWLEDGEMENTS First and foremost, I would like to express my gratitude to my supervisor, Dr Tran Thanh Nhan whose reference materials, support, stimulating suggestions and encouragement helped me in all stages of this research for and writing of this thesis Without her critical comments and valuable suggestions, this research could not have been completed I take this opportunity to express my sincere thanks to all my lecturers in Faculty of Post-Graduate studies, University of Languages and International Studies, National University, Hanoi for their lectures which enable me to gain ample theoretical and practical knowledge Furthermore, I want to thank my colleagues and students at Phu Loc Primary school who helped me carry out the investigation of the study Finally, I am really grateful to my family for their encouragement and support to my process of writing of the thesis i ABSTRACT The aims of this research are to find out the effects of mind-mapping on 5th graders‟ vocabulary communicatively at Phu Loc Primary school To limit the aspects to be analyzed in this study, I formulate two research questions (1) To what extent does the use of mind-mapping affect the students‟ vocabulary acquisition and skills development? (2) What are the students‟ attitudes toward using mind-mapping in vocabulary learning? In the study, I carried out an action research with the 5A students of Phu Loc Primary school Data of this study were obtained from the results of questionnaires and from pre-test, while-test and post-test results Two instruments for collecting the data were (1) questionnaires toward vocabulary learning before and 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 help the students to improve their abilities in retaining English vocabulary and using it in communicative activities; (2) the students had positive attitudes toward the mind-mapping.Thus, mind-mapping is hoped to be a promising technique to teach and learn English ii TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLES AND CHARTS vi PART A: INTRODUCTION Rationale of the study Scope of the study Research questions Aims of the study Methods of the study Organization of the thesis PART B: DEVELOPMENT 10 CHAPTER I: LITERATURE REVIEW 10 1.1 Vocabulary and its importance 10 1.1.1 Vocabulary definition 10 1.1.2 The role of vocabulary 11 1.2 Mind mapping 12 1.2.1 Definition of mind map 12 1.2.2 Functions of mind-mapping 13 1.2.3 Characteristics of mind-mapping 13 1.2.4 Steps to create a mind map 14 1.3 Mind mapping techniques 15 1.3.1 Definition of mind mapping techniques 15 1.3.2 The significance of mind-mapping in language classroom 16 iii 1.3.3 The application of mind-mapping to teaching a foreign language 17 1.4 Advantages and disadvantages of mind mapping techniques 19 1.4.1 Advantages of mind mapping techniques 19 1.4.2 Disadvantages of mind mapping techniques 19 1.5 Summary 20 CHAPTER II: THE METHODOLOGY 21 2.1 The context of the study 21 2.2 Participants 21 2.3 Research methodology 22 2.3.1 Action research definition 22 2.3.2 Action research procedure 23 2.3.3 Data collection instrument 24 2.3.4 Data collection procedure 24 2.4 Setting of the Study 25 2.5 Data collection instruments 26 2.5.1 Tests 26 2.5.2 Questionnaires 27 2.6 Data analysis methods 27 2.7 Summary 27 CHAPTER III: DATA ANALYSIS AND DISCUSSIONS 28 3.1 An analysis of the vocabulary scores 28 3.2 An analysis of the writing scores 31 3.3 An analysis of the reading scores 34 3.4 Evidence of speaking skill 35 3.5 Results from questionnaire 38 PART C: CONCLUSION 41 Pedagogical implications 41 iv Limitations of the study 42 Suggestions for further study 43 Conclusion 43 REFERENCES 45 APPENDICES I Appendix 1A(Test 1) I Appendix 1B III Appendix 1C IV Appendix 2A(Test 2) VI Appendix 2B VII Appendix 3A(Test 3) VIII Appendix 3B IX Appendix 4A(Test 4) X Appendix 4B XI Apendix 5A(Test 5) XII Appendix 5B XIII Appendix 6A (Test 6) XIV Appendix 6B XVII Appendix 6C XVIII Appendix XIX Appendix XXI Appendix XXIII Appendix 10 XXV Appendix 11: SAMPLE LESSON PLAN XXVI v LIST OF TABLES AND CHARTS I.LIST OF TABLES Table 1: Procedure of the research 26 Table 2: Mean scores of test results 33 Table 3: Correlation between test and the other tests 33 Table 4: Mean scores, Min, Max of reading test results 35 Table 5: Results of the questionnaire 39 II LIST OF CHARTS Figure 1: Action research cycle 23 Chart 1: Results of the vocabulary pre- test 28 Chart 2: Results of the vocabulary post- test 29 Chart 3: Comparison between pre-test and post-test scores 30 Chart 4: Results of the writing scores 31 Chart 5: Results of the reading scores 34 vi PART A: INTRODUCTION Rationale of the study English has been playing an important role in various aspects of life such as education, entertainment, economy, science, culture and so on It is a useful tool for people to keep up with the latest technological developments in the world Therefore, teaching and learning English is now considered as a necessity in the society with the aim of mastering an international language English has become an integral part of general education and mostly a compulsory subject from primary to tertiary level At Phu Loc primary school, English is a compulsory subject in the curriculum It is taught for 3rd, 4th and 5th form students to equip the students with some basic knowledge to communicate and complete tasks in the textbooks After observing and conducting an interview at the school, the teacher has identified a problem that involved the learning English vocabulary ofPhu Loc primary students They felt difficult to memorize and recall English vocabulary items including their pronunciation, their spelling and especially their meaning The students usually cannot remember the words for long and recall them when needed, hence, could not use vocabulary to the reading and writing tasks Vocabulary is a basic factor necessary for mastering a language This is because vocabulary is integral to every language skill, including reading, writing, listening and speaking skill Individuals cannot easily make conversations or convey their thoughts in both oral and written forms without having a certain level of vocabulary knowledge David Wilkins (1972) emphasized the importance of vocabulary as, “Without grammar, little can be - Ask them look at the four pictures to - Discuss the pictures understand the context - Listen to the recording Do - Play the recording a few times for Ss to choral and individual listen and repeat repetition, pointing to the - Call some pairs to present in front of the characters speaking class - - Present in front of class Point and say - Tell the class that they are going to practise asking and answering questions about means - Listen to the T of transport, using How did you get there? I went by - Look at the pictures -Have them look at the pictures and teach the words: train, taxi, motorbike and - Practise in pairs underground Have them practise the sentences with the - Ss remind how to use these words (i.e I went by train/taxi/motorbike/ phrases underground.) - Point to the fist picture and ask How did you get there? for the class to answer I went by train Repeat the same procedure with other pictures - Ask pupils to practise in pairs, using the prompts under the pictures Monitor the activity and offer help, if necessary XXXV - Select some pairs to act out the exchanges Then give feedback Let’s talk - Tell the class that they are going to practise further by asking and answering questions about means of transport - Get them to work in pairs Remind them to - Work in pairs use the questions in their books - Set a time limit for them to practise - Act out the dialogue in front Monitor the activity and offer help, if of the class necessary - Select some pairs to act out their exchanges Then give feedback 4.Consolidation - Consolidate the content of the lesson Homelink - Do exercises in the workbook Learn by heart the new words Prepare for the next lesson XXXVI Date of preparing: …………………… Date of teaching: …………………… XXXVII UNIT 3: WHERE DID YOU GO ON HOLIDAY? Lesson Part 4, 5, I Objectives: By the end of the lesson, Ss ask and answer questions about about means of Transport - Develop Ss listening, speaking skill, exercises in book II Teaching aids: Teacher’s: student‟s and teacher‟s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: - Greeting - Checking for the students' attendance Oral test: New lesson: Teacher’s activities Ps’ activities Listen and write one word in each blank - Tell the class that they are going to listen to - Listen to the T Mai, Linda, Nam and Trung talking about theirpast holidays Get them to pay attention - Ss listen and write one word to the means of transport in each blank -Ask them to read the four gapped sentences - Swap their answers in pairs and guess the words to complete them - Play the recording for them to listen and complete the sentences - Play it again for them to check their XXXVIII answers Monitor the activity and offer help, ifnecessary - Get them to read their answers in pairs before checking as a class Key: motorbike train taxi plane Write about your last holiday - Guide Ss draw map about last holiday on - Listen to the T the board and ask Ss base on mind-mapping and complete their writing task - Do the task individual -After that, a representative in each group would the task by completing the map on - Ss swap their answer in the board pairs -Give the suggested completed map by delivering the map prepared to Ss - Tell the class that they are going to write about their last holidays - Have them read the questions and check their understanding - Set a time limit for them to the writing Monitor the activity and offer help, if necessary - Get them to swap and read their writing before inviting one or two pupils to read their answers aloud Then give feedback Let’s sing - Tell pupils that they are going to sing the XXXIX - Listen to the tape and song How did you get there? sing the song follow - Have them read each line of the lyrics the tune they hear aloud - Check comprehension - Play the recording all the way through Ask - Groups work pupils to choral and individual repetition of the song line by line - When pupils are familiar with the tune, ask a pair to the front of the class Each of them sings one line of the song Then the class sings the song together and claps hands 4.Consolidation - Consolidate the content of the lesson Homelink - Do exercises in the workbook Learn by heart the new words Prepare for the next lesson XL - Whole class Date of preparing: …………………… Date of teaching: …………………… UNIT 4: DID YOU GO TO THE PARTY? Lesson Part 4, 5,6 I Objectives: By the end of this lesson, can use the words and phrases related to the topic Past activities - Develop Ss listening, speaking skill II Teaching aids: Teacher’s: student‟s and teacher‟s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: - Greeting - Checking for the students' attendance Oral test: - Check pupils: Ask sts to ask and answer questions about past activities New lesson: Teacher’s activities Ps’ activities 4.Listen and tick Yes (Y) or No (N) - Tell the class that they are going to listen to the recording and tick Yes or No - Listen to the tape and tick -Have them read the questions in their books - Check their understanding - Play the recording all the way through for XLI - Individually them to listen and tick the boxes - Get pupils to compare their answers in pairs before checking as a class Play the recording again to confim the answers Give explanations for answers which pupils fid diffilt Key: N Y N - Listen to T Read and complete - Tell the class that they are going to read the text and fill the gaps with enjoyed, joined, festival,sports and went - Work individual -Guide Ss draw map about last birthday on the - Give the answer board and ask Ss base on mind-mapping and complete their task - Set a time limit for them to the task independently - Get pupils to compare their answers in pairs before checking as a class If there is enough time, have the class read the completed text aloud Key: went Festival joined sports enjoyed 5.Let’s sing - Listen to the tape and - Tell pupils that they are going to sing the sing the song follow song What did you on Teachers’ Day?Have the tune they hear them read each line of the lyrics aloud Check comprehension - Groups work XLII - Play the recording all the way through Ask pupils to choral and individual repetition of - the song line by line - When pupils are familiar with the tune, ask a pair to the front of the class Each of them sings one line of the song Then the class sings the song together and claps hands 4.Consolidation - Consolidate the content of the lesson Homelink - Do exercises in the workbook Learn by heart the new words Prepare for the next lesson XLIII Whole class Date of preparing: …………………… Date of teaching: …………………… UNIT 4: DID YOU GO TO THE PARTY? Lesson Part 1, 2, I Objectives: By the end of this lesson, Ss can ask and answer questions about what someone did at a party, using What did you at the party? We - Sentence pattern: What did you at the party? We - Vocabulary: the past simple forms of the verbs have, play, chat and watch II Teaching aids: Teacher’s: student‟s and teacher‟s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: - Greeting - Checking for the students' attendance Oral test: - Check pupils: ask and answer questions about whether someone did something, using Did you ? Yes, I did./No, I didn‟t New lesson: Teacher’s activities Ps’ activities Warm up: sing the song What did you The whole class on Teachers’ Day? 1.Look, listen and repeat - Tell Ss that they are going to read a story XLIV - Listen to the T - Ask them look at the four pictures to - Discuss the pictures understand the context - Listen to the recording Do - Play the recording a few times for Ss to choral and individual listen and repeat repetition, pointing to the - Call some pairs to present in front of the characters speaking class - - Present in front of class Point and say - Tell the class that they are going to practise - Listen to the T asking and answering questions about activities in the past - Look at the pictures - Review the past simple forms of the verbs have, play, chat and watch, and have pupils - Practise in pairs practise saying the sentences: We had nice food and drink We played hide-and-seek We - Ss remind how to use these chatted withfriends We watched cartoons phrases - Point at each picture and ask: What did you at the party? for the class to answer, using the prompts under each picture - Ask them to work in pairs Monitor the activity and offer help, if necessary - Invite one or two pairs to ask and answer the questions Then give feedback Let’s talk - Tell the class that they are going to practise further by asking and answering questions aboutwhat they did - Guide Ss draw map on the notebook and ask - Work in pairs XLV Ss to answer questions about what they did -After that, Ss -Then have a presentation - Act out the dialogue in front givefeedback of the class Correcttheirpronunciation, if necessary 4.Consolidation - Consolidate the content of the lesson Homelink - Do exercises in the workbook Learn by heart the new words Prepare for the next lesson XLVI Date of preparing: …………………… Date of teaching: …………………… UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Lesson Part 4, 5, I Objectives: By the end of the lesson, Ss ask and answer questions about what a village/town/city is like, - Develop Ss listening, speaking skill, exercises in book II Teaching aids: Teacher’s: student‟s and teacher‟s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: - Greeting - Checking for the students' attendance Oral test: New lesson: Teacher’s activities Ps’ activities Warm up: Spend a few minutes having the class play Bingo with the words: city, village, town, island, big, busy, quiet, large, crowded and small Then have them make sentences with the words used in the game (E.g My city is big and busy This village is small and quiet.) Listen and circle a or b XLVII Do as the teacher asks - Tell Ss that they are going to listen and circle a or b to complete the sentences - Listen to the T Ask them to read the sentences and guess the correct answers - Ss listen and circle a or b - Play the recording all the way through for - Swap their answers in pairs them to listen Play it again for them to the task - Get them to compare their answers before giving feedback Key: a b b a Write about you - Draw maps about future activities on the - Listen to the T board and ask Ss to close the book and complete them -After that, a representative in each group would the task by completing the map on - Do the task in group the board -Give the suggested completed map by delivering the map prepared to Ss - Ss swap their answer in - Tell the class that they are going to write pairs basing mind –mapping Set a time limit for them to the task Monitor the activity and offer help, if necessary - Get them to swap and read their writing before inviting one or two pupils to read their answersaloud and give feedback Let’s play XLVIII - Tell Ss that they are going to play the game Spot the difference - Listen to the T - Tell them that they have to compare the two pictures and fnd out the fve details which are different The frst pupil who fnds out all the - Play the game different details is the winner Key: Picture b is different from Picture a in the following ways: - There is one more car in the road - There is a woman in front of the yellow building - The sign next to the yellow building is blue, and it reads BUS STOP - There is no logo of pills on the pharmacy -There is a boy behind the father and daughter 4.Consolidation - Consolidate the content of the lesson Homelink - Do exercises in the workbook Learn by heart the new words Prepare for the next lesson XLIX ... attitudes towards using mind- mapping, some implications might be considered For the teacher The findings indicate that the use of mind- mapping in vocabulary teaching and learning has two advantages to. .. techniques hardly made progress in their using vocabulary communicatively Meanwhile, the mind- mapping attracted the attention of both the teacher and her students For the teacher, mindmapping was one... 1.3.2 The significance of mind- mapping in language classroom 16 iii 1.3.3 The application of mind- mapping to teaching a foreign language 17 1.4 Advantages and disadvantages of mind mapping