Tài liệu A study on the effectiveness of using mind mapping in teaching and learning vocabulary with 10th grade students at tam duong high school

HANOI PEDAGOGICAL UNIVERSITY 2 FOREIGN LANGUAGE FACULTY NGUYỄN THANH VÂN A STUDY ON THE EFFECTIVENESS OF USING MIND MAPPING IN TEACHING AND LEARNING VOCABULARY WITH 10TH GRADE STUDENTS AT TAM DUONG HIGH SCHOOL Thesis proposal submitted in partial fulfillment for the requirements for the degree of Bachelor of Arts, Faculty of English, Hanoi Pedagogical University 2 Supervisor: Dr. William H. Salazar, Ed.D May, 2018 ACKNOWLEDGEMENTS This study is the result of this researcher's experiences in the study of English language learning and teaching using Mind Mapping to teach vocabulary. I am grateful for the great support and encouragement from my teachers, friends and family. I would like to express my sincere thanks to all who helped me to complete my research project. First of all, I would give a big thanks to my supervisor. Dr. William H. Salazar, who supervised me in conducting this research project. I am grateful for his patience, and encouragement while I was learning how to conduct this research project. Secondly, I am indebted to the participants of this study: three dedicated and knowledgeable English teachers and 78 students from Tam Duong High School, from Vinh Phuc province who without their participation, this project would never been completed. A special thanks also goes to all my teachers past and present for their encouragement, expertise and support, as I progressed through my education program at HPU2. Last but not least, I would like to show my gratitude to my family for their spiritual, emotional and financial support, and for giving me the optimism to continue my learning. STATEMENT OF AUTHORSHIP Tittle: A Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School. I certify that no part of my thesis has been copied or reproduced by me from any from other person‟s work without acknowledgement and that study is originally written by me under the carefully guidance of my supervisor. Date submitted: 9th of May 2018 Student Nguyen Thanh Van Supervisor Dr. William. H. Salazar LIST OF ABBREVIATION FOE Faculty of English FOL Faculty of Languages HPU2 Hanoi Pedagogical University 2 2L Second language learners TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................ STATEMENT OF AUTHORSHIP................................................................................ LIST OF ABBREVIATION ........................................................................................... TABLE OF CONTENTS ................................................................................................ ABSTRACT ...................................................................................................................1 PART ONE .....................................................................................................................2 INTRODUCTION .........................................................................................................2 1. Rationale ............................................................................................................................ 2 2. Aims of the study .............................................................................................................. 3 3. Scope of the Study ............................................................................................................ 3 4. Overview of the study ....................................................................................................... 4 PART TWO: DEVELOPMENT ..................................................................................5 CHAPTER I: LITERATURE REVIEW ....................................................................5 1. An overview of the teaching and learning of vocabulary ............................................. 5 1.1. Theoretical background to the teaching of vocabulary ......................................... 5 1.2 How vocabulary enhances language abilities .......................................................... 7 2. Background in using Mind Mapping in learning vocabulary ...................................... 8 2.1. Mind Mapping in Learning vocabulary ................................................................ 10 2.2. Different facets of Mind Mapping.......................................................................... 10 2.3. Vocabulary enhancement using Mind Mapping .................................................. 11 Chapter II: METHODOLOGY .................................................................................12 1. Participants ..................................................................................................................... 12 1.1. Students .................................................................................................................... 12 1.2. Teachers .................................................................................................................... 12 2. Data collection instruments ........................................................................................... 12 2.1 Questionnaires .......................................................................................................... 12 2.1.1. Rationale for using Questionnaires ................................................................. 12 2.1.2. Description of survey questionnaires .............................................................. 13 2.2. Interviews ................................................................................................................. 13 2.2.1. Rationale for using interviews ......................................................................... 13 2.2.2. Description of interviews.................................................................................. 14 2.3. Pre/Post Tests ........................................................................................................... 14 2.3.1. Rationale of using Pre/Post tests ..................................................................... 14 2.3.2. Pre and Post test ............................................................................................... 14 3. Planning ........................................................................................................................... 15 4. Procedures of data collection ........................................................................................ 16 Chapter III: ANALYSIS OF DATA ..........................................................................18 1. Survey Questionnaires ................................................................................................... 18 1.1. Demographic information....................................................................................... 18 1.2. Survey questions ...................................................................................................... 18 2. Tests ................................................................................................................................. 29 2.1 Analysis of Pre-test ................................................................................................... 29 2.2. Analysis of Post-Test ............................................................................................... 31 3. Teacher interviews.......................................................................................................... 33 3.1. Interview with teacher A......................................................................................... 33 3.2. Interview with Teacher B........................................................................................ 34 3.3. Interview with Teacher C ....................................................................................... 34 PART THREE .............................................................................................................35 CONCLUSION ............................................................................................................35 1. Conclusion ....................................................................................................................... 35 2. Theoretical implications ................................................................................................. 35 3. Pedagogical Implications ............................................................................................... 36 4. Limitations of the study ................................................................................................. 37 5. Suggestions for future research ..................................................................................... 38 REFERENCES ............................................................................................................40 APPENDIX...................................................................................................................42 Tables Table 1: Procedures of Pre and Post tests ......................................................................15 Table 2: When students learn vocabulary .....................................................................20 Table 3: How students know about Mind Mapping ......................................................25 Table 4: Students‟ awareness about learning Vocabulary using Mind Mapping ..........26 Table 5: Student‟s frequency of using Mind Mapping..................................................26 Table 6: Student‟s opinion on the advantages of Using Mind Mapping to...................28 learn Vocabulary............................................................................................................28 Table 7: The most important factor when students use Mind Mapping........................29 Figures Figure 1: A typical example of Mind Mapping ............................................................... 9 Figure 2: The students‟ awareness about the importance of learning vocabulary ........ 19 Figure 3: Rating English Vocabulary skills of Students ............................................... 21 Figure 4: The methods that students often use to learn English Vocabulary ................ 22 Figure 5: The percentage of vocabulary that students can remember from teacher‟s lesson .................................................................................................... 24 Figure 6: Experimental Group Pre-test scores .............................................................. 30 Figure 7: Control Group Pre-test Scores ....................................................................... 31 Figure 8: Experimental Group Post-test scores ............................................................. 32 Figure 9: Control group Post-test scores ....................................................................... 32 ABSTRACT Vocabulary is perhaps the most challenging part of 2nd language acquisition for non-native teachers and their students (Allen, 1983). Therefore, techniques for teaching and learning vocabulary are of major concern in many high schools and universities. This research had two focus: one, the researcher investigated the current situation of teaching and learning vocabulary; and the other was to study the use of Mind Mapping in the teaching and learning vocabulary at Tam Duong High School in Vinh Phuc Providence. The participants for this study were 78 students from two classes: 10A3 and 10A9. The majority of these students have learnt English for at least five years and are believed to be at the Pre-intermediate level in English proficiency. A survey was given to determine how students learn vocabulary in and outside of the classrooms, their attitude toward the study of vocabulary and their knowledge of Mind Mapping. This study also interviewed three teachers concerning their views on the teaching of vocabulary and the use of Mind Mapping. Moreover, Pre and Posts tests were given to the students, which were used to check the English vocabulary knowledge of both classes. The Control group-10A3 used traditional techniques: translating from English to Vietnamese, using dictionary, and repetition; and the Experimental group-10A9 use Mind Mapping to learn vocabulary). The results showed that students had a lot of difficulty in learning vocabulary. Teachers and students often used traditional techniques to teach and learn vocabulary, but do not Mind Mapping to learn vocabulary; even thought some of them (13 out of 78 students; and three teachers) were aware of the advantages of Mind Mapping. The group that used Mind Mapping, the Experimental group, had better performance in the Post tests than the Control group. Key words: Teaching Vocabulary, Mind Mapping, Teaching Techniques 1 PART ONE INTRODUCTION 1. Rationale In our globalize world, we can not deny the importance of English, as it is one of the most spoken languages in the world. Thanks to English, people can communicate as well as interact in many sectors: economics, politics, culture, finance, education, diplomacy, tourism, and education. Developing countries, like Vietnam, need to make use of this world-wide spoken language in order to improve its place in the international economy. Vocabulary learning is considered as one of the most important skills in learning a foreign language because it helps learners developing L2 competency skills in speaking, reading, writing, and listening. Acquiring a wide vocabulary is important for both teachers and students. Based on the reason above, the focus should be on the vocabulary development, as the key for students to master English. However, as cited by Zhang (2009), he asserts that learning a second language (2L), is a difficult process for both teacher and student. It requires preparation on behalf of the teacher and determination on part of the learner (Zimmerman, 1997). Therefore, both teachers and students have a difficult time in developing and learning interesting techniques to teach and learn English vocabulary. As a fourth year student in the foreign language faculty, at Hanoi Pedagogical University 2 (HPU2), who has studied English for several years, this researcher understands the importance of learning vocabulary. Learning vocabulary is the basis for each of the four English component skills: listening, speaking, writing and reading. Learning vocabulary is a long process, it requires that teachers present as many different techniques to learn vocabulary; and it requires students to persevere in learning vocabulary in the manner that fits their learning style (Carter & McCarthy, 1998). As a future teacher, this researcher is aware of the vital role an English teacher plays to motivate students to learn vocabulary in an effective and interesting way. One of the techniques is to teach vocabulary through Mind Mapping. This technique can boost memorizing vocabulary. Many researchers believe that using Mind Mapping seems to provide a different and more interesting way for students to learn vocabulary (Azman, et al, 2014). Therefore, this researcher has decided to conduct a study on the topic: A 2 Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School. 2. Aims of the study The aims of study are as follows: First, to find out the students‟ attitudes in learning English vocabulary. Second, to find out how students learn vocabulary in and outside of classroom. Third, to find out the students‟ knowledge and attitude toward Mind Mapping. Fourth, to find out teachers‟ views of using Mind Mapping in the teaching of English vocabulary. Fifth, to find out the effectiveness of using Mind Mapping to teach vocabulary. And last, and most importantly, this study aims to contributed to a new methodology of both teaching and learning vocabulary at Tam Duong High School. To fulfill the purposes mentioned above, this researcher asked the following questions: Question 1: What are students‟ attitudes toward the study of English vocabulary? Question 2: How do students learn English vocabulary in and outside of the classroom? Question 3: What are students‟ knowledge and attitudes in using Mind Mapping to learn English vocabulary? Question 4: What are the teachers‟ views regarding the use of Mind Mapping to teach English vocabulary? Question 5: How effective is using Mind Mapping in the teaching and learning English vocabulary? 3. Scope of the Study This research project has two main parts. One, is to study the teaching of learning English vocabulary; and the other is to investigate if the use of Mind Mapping to teach and learn vocabulary is an effective tool for high school students and teachers. This researcher wants to investigate if Mind Mapping can supplement to the traditional way of teaching vocabulary (dictionary use, translating, and repetition) that teachers currently use to teach vocabulary. Specifically, this project focused on 78 tenth grade stu3 dents from these classes: 10A3 and 10A9; and three teachers who have experience in teaching high school English. 4. Overview of the study This thesis is divided into three parts as follows: PART ONE: Introduction - offers an overview of rationale, aims of the study, research questions and the scope of the study. PART TWO: Development- includes three chapters Chapter I: Literature review - presents an overview of the teaching and learning of vocabulary and provides a theoretical basis for using Mind Mapping in learning vocabulary. Chapter II: Methodology - describes in detail the participants, research instrument employed and the procedures for collecting and analyzing the data. Chapter III: Findings and discussion - analyzes the data by research instrument, and presents the findings. PART THREE: Conclusion - reviews the research outcomes, outlines the implications and provides recommendations indicated by the findings and discusses the limitations and provides suggestions for further study. 4 PART TWO: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1. An overview of the teaching and learning of vocabulary 1.1. Theoretical background to the teaching of vocabulary Research on the teaching and learning of vocabulary has received a lot of attention over the years. The attention on vocabulary has taken many points of view. Many researchers believe that vocabulary should be taught for specific purposes, like science, business, information technology. This is especially true for developing countries like Vietnam, where developing competent English speakers is very important (Douglas, 2000). This attention (and criticism) has been negative as researchers have not been able to agree on what are the best methods, or techniques in the teaching and learning of vocabulary to 2L learners. Many new and experienced teachers rely on the repetition of vocabulary, rote memorization, and drill and practice.(Mckeown, 2002) According to Carter & McCarthy (1988), vocabulary was considered a “neglected aspect” in the process of language instruction. There are some writers who try to explain the reasons for neglecting the study of vocabulary and vocabulary teaching techniques. For example, Allen (1983) argues that for many years, vocabulary instruction was not given the recognition and the attention that it deserves in the foreign language classroom. She suggests that in methodology courses, so little is taught about how to teach words and their meanings. Some methodology specialists, seemed to believe that the meaning of words could not be adequately taught, so it was better not to try to teach them. In reality, many teachers find that vocabulary instruction is not a simple matter. It requires teachers to not only understand the meaning of the words, but also need to find equivalent words to make sure that his/her students completely comprehend in their first language (Carter & McCarthy, 1988 ). Additionally, Nation (1988), states that teachers used to argue that it was difficult for teachers to predict what vocabulary students would need to communicate effectively. Teachers are aware the different between English classroom vocabulary needs versus vocabulary needs in, “real world” situations. Therefore, teachers left the matter of vocabulary teaching to the textbook (Carter & McCarthy, 1988). 5 Moreover, Zimmerman (1997) defends teachers by stating, that teachers used to think that if they devoted their attention to teaching only vocabulary, learners would have the impression that learning a language was just the accumulation of words. So, teachers tended not to teach vocabulary, other than what was required by the textbook lesson. Also, the specialists in methodology, like Carter & McCarthy, fear that students would make mistakes in sentence construction if too many words were learned before basic grammar (Carter & McCarthy, 1988). The idea above is partially true because knowing a large number of meaning words is not enough to construct a meaningful sentence. This is to say that students without a basic knowledge of grammar can make mistakes when creating sentences, and thus effecting their ability to communicate. However, Wilkins (1972) as cited in Carter & McCarthy, (1988) states that, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” This means that without establishing a having good vocabulary knowledge, students cannot communicate successfully, and without a good knowledge of grammar students can communicate, but, not effectively. A good example is students who have just studied English for a short time like - for a month. They will have vocabulary for things, but will not be able to make sentences. A solid knowledge of vocabulary can help them to feel more confident to communicate in their daily life; by combining the words that they have already learned. For instance, in the following situation a students may say, “ I doing homework” or, “she go to a place where they read book," It is certain that the English native speaker can guess exactly what they mean although the grammar is not correct. So, in this case, a good vocabulary helps students convey information successfully. Despite the neglected aspect of vocabulary instruction in the past, its instruction and learning have been given much attention in the classroom in the last two decades (Douglas, 2000). And, according to Douglas (2000), instead of giving students long list of words without any context as teachers used to do in the past, some teachers are more and more concerned about effective ways to transmit knowledge of vocabulary to students. Nowadays, vocabulary instruction is seen as a meaningful tool to be taught and learnt in meaningful contexts (Scrivener, 1994). 6 In addition, Carter & McCarthy (1988) states that teachers are becoming more aware of the relevance and importance of vocabulary instruction, and they are also conscientious of their role as facilitators and guides. Teachers have taken important steps to call students‟ attention to the importance of focusing on lexical formation of words; and teachers have paid attention to successful strategies to teach vocabulary as well (Carter & McCarthy, 1988). Thus, the instruction of vocabulary has come a long way in recent years and it is becoming more important in how teachers and students approach learning vocabulary. 1.2 How vocabulary enhances language abilities The knowledge of word meanings and the ability to access that knowledge efficiently are important factors in not only reading, listening comprehension, but also in speaking and writing fluency (McKeown, 2002). Many researchers now are concentrating on studying how vocabulary can help learners improve their language abilities. Thus, It is necessary for students to have a good vocabulary knowledge because it helps them understand the meaning of language. Widdowson (1989), McKeown (2002), say that vocabulary knowledge is the heart of language comprehension and use. Additionally, Barra (2005) suggests that to comprehend a text successfully students need to have sufficient word knowledge. This is to say that: “The comprehension of a language depends on the amount of words that are known in that language. Also, students need to have sufficient word knowledge to understand what they read. Students can understand a writer‟s message only if they know the meaning of most of the words used in a text." Barra, (2005), and, Nation (2001) state that readers need to know at least 97% of the vocabulary in a text for an adequate understanding of the text. Without knowledge of key vocabulary in a text, a learner may have serious trouble in understanding the message, that is, word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read. So, having students with a large amount of vocabulary knowledge is essential to language comprehension. In addition, vocabulary helps students with language production. Hubbard (1983), states that the more words a student knows the more precisely that student can express the exact meaning he/she wants to. Based on this view, to communicate effectively students need to know a large number of word meanings. 7 Likewise, Cardenas (2001) states that vocabulary is used to determine the proficiency a student has in an oral context. That is in spoken speech. So, in effect, that vocabulary is an essential component to determine how much a student is able to communicate successfully. Therefore, language teachers should focus on effective instruction to teach vocabulary so that students can develop their vocabulary knowledge to speak effectively. Effective vocabulary then becomes a way for students to expand their understanding of language. Within the study of language a student, for example, is introduced to and develops the need to incorporate synonyms, antonyms and sentence examples on how they are used not only in speaking but also in writing, listening and reading. 2. Background in using Mind Mapping in learning vocabulary Mind Mapping is not a new teaching technique. This researcher was introduced to Mind Mapping in high school as teachers used it in different classes: chemistry, biology, history; and the study of grammar. In the four years this researcher has studied at HPU2, instructors have not used Mind Mapping. This research has used Mind Mapping as a review technique and to take notes; mostly in reading for the main idea, and summarizing important details. Teachers didn‟t use Mind Mapping to teach vocabulary. Mind Mapping has a long history. It‟s origins go back to the time of the early philosophers like Socrates and artists like Da Vinci (Buzan, 1976). Tony Buzan, in the 1970s took the idea of teaching the basic concept of outlining using tree-like diagrams and patented the words Mind Mapping. Buzan first introduced Mind Mapping as an outlining technique in teaching and learning; to help students understand material that they had read. He states, “A Mind Map is a powerful graphic technique…to unlock the potential of the brain.” He says that Mind Mapping uses both hemispheres of the brain and thus the learner uses both the logical and creative parts of thinking. That is to say, they are doubly effective in learning as students use a full range of combined, “cortex skills word images, number, logic, rhythm, color and spacial awareness.” (Buzan, 1976). Similarly, Tee, et al (2014), write that Mind Mapping is an important and very useful technique for students to understand the learning process. In a simple way a 8 mind map format has a central theme, with ideas that radiate (branch out) to key images and words, forming a cell-like whole structure on a paper or poster. They write, “That as a note-taking technique it is invaluable tool to help students determine what they know and what they don‟t understand” (Tee, et al, 2014). Mind Mapping allows student to “organize facts and thoughts” in their writing, reading and speaking. Today, Mind Mapping has expanded from its original use of outlining to the fields of business, science, technology and personal development. Mind Mapping has expanded from the use of color pencils and markers to sophisticated software to conduct brainstorming, project planning, decision making - and document drafting. In the field of education Mind Mapping has expanded to be used in creative thinking, report writing and decision making (Pua, et al, (2010). The diagram below represents a typical example of Mind Mapping (https://www.google.com.vn/search?q=mind+maping) Figure 1: A typical example of Mind Mapping 9 2.1. Mind Mapping in Learning vocabulary Students still use repetition for learning vocabulary. And though teachers mostly agree that it is a “painful and ineffective” way to learn vocabulary, this method still persists (Ellis & Beaton, 1993). There are numerous reasons for this: One, is that teachers have limited time in preparing lessons; the other is that though repetition is ineffective, it is the „easiest‟ technique. And lastly many schools lack the technology for teachers to use, for example multi-media, software to enhance the teaching of vocabulary. And Smart Boards that will help teachers put Mind Mapping diagrams on the board, for students to see and copy. Pua, et al, (2010) state, that to increase the efficiency of recalling definitions, as well as understanding the meaning of words, teachers and learners need to use other ways to learn vocabulary. Memory techniques such as those suggested by Lawson & Hogben (1998), where students use a mnemonic process with Mind Mapping can increase vocabulary learning effectively and more efficiently. Sozler (2012) also states that to easily learn, understand and remember vocabulary, students (and teachers) to use acronyms, one-words and images. This way they can learn vocabulary in the classroom setting. They also emphasize that those who have been trained, can use these strategies in their everyday learning settings: reading, writing, listening, and speaking. 2.2. Different facets of Mind Mapping Beginning teachers must keep in mind the purpose of educational methodologies, techniques, and realize that the classroom is where students practice the speaking skills they will use in “real-world” settings, that is to say to communicate with anyone who speaks English. Mind Mapping is a vital tool to teach students to develop self-learning abilities. Wen (2006), writes that using Mind Mapping as a graphic organizer, helps elementary students improve reading and writing skills. More importantly, elementary students are taught to make “personalized” maps with pictures, and colorful designs that stimulate their interest and creativity. Likewise as stated by Pua, et al, (2010), mind-mapping is an important tool for the building of knowledge and understanding; and for developing ideas and vocabulary building. Mind Mapping, has been studied in areas such as: 10 spelling, categorizing, learning synonyms and developing free association - brainstorming ideas (Buzan, 1976). 2.3. Vocabulary enhancement using Mind Mapping Research studies show and discussion with classroom teachers confirm, that regular practice is needed to master of Mind Mapping techniques. Once teachers have learned and mastered the technique, they can teach their students how to use Mind Mapping, in a smooth and enjoyable manner; as they will memorize and organize their ideas quite easily. Mind Mapping is a basic skill and does not require sophisticated technology, as used by the technical and business community. Each individual teacher will have to determine which Mind Mapping strategy is the most beneficial for their students; for their particular lesson, or class (Beel, Gipp & Stiller, 2009). For higher level students (high school and college), Mind Mapping increases creativity, it can be used individually or with groups. As students‟ knowledge increases in other areas (philosophy, the sciences, geography, history) Mind Mapping becomes an important tool to talk about what they understand and know. Beel, Gipp & Stiller (2009), talk about the individual student benefits of Mind Mapping, as a study aid technique that promotes retaining and recalling information, because Mind Mapping provides meaningful learning instead of memorization. . 11 Chapter II: METHODOLOGY This chapter provides a detailed description of the methodology, which is divided into three sections. Section I begins with a description of the participants, including the teachers and students. Section II follows with the description of research instruments employed to collect the data of the study. Section III presents the data collection procedure of the study. 1. Participants 1.1. Students 78 students from grade 10A3 and 10A9 chosen to participants of this study. The majority of these students have learnt English for at least five years and are believed to be at the Pre-intermediate level in English proficiency. The reason the researcher choose these students is for two reasons: One, because of they have a certain background knowledge of learning English, as well as having experience in learning vocabulary. And the second reason is this researcher did her student teaching internship there. Furthermore, these students have spent a quite long period of time studying new vocabulary and learning English, at Tam Duong High School, that is different from those at their secondary school. The High School setting English environment requires them to study more. 1.2. Teachers In addition, three English teachers out of eight total English teachers from Tam Duong High School were invited to take part in the interview portion of this research. They have at least five years experience in teaching. These teachers are believed to give this researcher reliable responses. 2. Data collection instruments Questionnaires, interviews and tests (pre-test and post-test) are consider as an effective tools for the researcher to find out the answer for the research questions. Using questionnaires, interviews and tests provide quantitative and qualitative information for this research study. 2.1 Questionnaires 2.1.1. Rationale for using Questionnaires The researcher used questionnaire is the main tool for collecting da- ta. Questions were short and focused; it is an effective and quick way to obtain 12