Luận văn
420 NG-L
Using semantic mapping in teaching vocabulary to first-year non - English majors at a University in Ha Nam /
DDC 420
Tác giả CN Nguyễn, Thị Thu Loan
Nhan đề Using semantic mapping in teaching vocabulary to first-year non - English majors at a University in Ha Nam / Nguyễn Thị Thu Loan; Supervisor: Dr. Le Phuong Thao
Nhan đề khác Ứng dụng sơ đồ ngữ nghĩa trong giảng dạy từ vựng cho sinh viên năm thứ nhất không chuyên Tiếng Anh tại một trường Đại học ở Hà Nam
Thông tin xuất bản H. : Trường Đại học Mở Hà Nội, 2024
Mô tả vật lý 82 p. ; A4
Tùng thư Ministry of Education and training; Hanoi Open University
Tóm tắt Vocabulary acquisition plays a crucial role in effective communication; however, first-year non-English majors in Vietnam often struggle with vocabulary retention due to linguistic differences. While semantic mapping has been recognized as a valuable strategy for vocabulary learning in English as a Foreign Language (EFL) contexts, limited research has examined its application in Vietnamese higher education, particularly among non-English majors. Moreover, existing studies predominantly focus on quantitative outcomes, overlooking learners' perspectives. This study seeks to bridge this gap by investigating the effectiveness of semantic mapping in enhancing vocabulary acquisition and retention while exploring students' perceptions of its use. Employing a quasi-experimental design, the research involved 118 first-year students, divided into an experimental group using semantic mapping and a control group following conventional vocabulary learning methods. The findings revealed a significant improvement in vocabulary retention among the experimental group, with a mean post-test score of 5.98 compared to 5.17 in the control group. Additionally, students perceived semantic mapping as a beneficial tool for vocabulary recall and long-term retention, though challenges such as cognitive overload and time constraints were noted. These findings underscore the pedagogical value of semantic mapping in EFL instruction and offer insights into its integration within higher education curricula. Further research is recommended to explore its broader applicability across diverse learning environments.
Nguồn bổ sung Tài liệu nội sinh
Từ khóa tự do Teaching vocabulary
Từ khóa tự do first-year non - English majors
Từ khóa tự do Semantic mapping
Từ khóa tự do University in Ha Nam
Khoa Tiếng Anh
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082 |a420|bNG-L
100 |aNguyễn, Thị Thu Loan
245 |aUsing semantic mapping in teaching vocabulary to first-year non - English majors at a University in Ha Nam / |cNguyễn Thị Thu Loan; Supervisor: Dr. Le Phuong Thao
246 |aỨng dụng sơ đồ ngữ nghĩa trong giảng dạy từ vựng cho sinh viên năm thứ nhất không chuyên Tiếng Anh tại một trường Đại học ở Hà Nam
260 |aH. : |bTrường Đại học Mở Hà Nội, |c2024
300 |a82 p. ; |cA4
490 |aMinistry of Education and training; Hanoi Open University
520 |aVocabulary acquisition plays a crucial role in effective communication; however, first-year non-English majors in Vietnam often struggle with vocabulary retention due to linguistic differences. While semantic mapping has been recognized as a valuable strategy for vocabulary learning in English as a Foreign Language (EFL) contexts, limited research has examined its application in Vietnamese higher education, particularly among non-English majors. Moreover, existing studies predominantly focus on quantitative outcomes, overlooking learners' perspectives. This study seeks to bridge this gap by investigating the effectiveness of semantic mapping in enhancing vocabulary acquisition and retention while exploring students' perceptions of its use. Employing a quasi-experimental design, the research involved 118 first-year students, divided into an experimental group using semantic mapping and a control group following conventional vocabulary learning methods. The findings revealed a significant improvement in vocabulary retention among the experimental group, with a mean post-test score of 5.98 compared to 5.17 in the control group. Additionally, students perceived semantic mapping as a beneficial tool for vocabulary recall and long-term retention, though challenges such as cognitive overload and time constraints were noted. These findings underscore the pedagogical value of semantic mapping in EFL instruction and offer insights into its integration within higher education curricula. Further research is recommended to explore its broader applicability across diverse learning environments.
541 |aTài liệu nội sinh
653 |aTeaching vocabulary
653 |afirst-year non - English majors
653 |aSemantic mapping
653 |aUniversity in Ha Nam
690 |aTiếng Anh
852|a01|bKho Luận văn|j(1): 01503431
890|a1
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