Sử dụng sơ đồ ngữ nghĩa để dạy từ vựng tiếng Anh chuyên ngành cho sinh viên năm cuối, chuyên ngành tài chính và kế toán, trường Cao đẳng Du lịch Hà Nội

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Luận văn tiếng Anh:	Using semantic mapping to teach ESP vocabulary to final-year students of finance and accounting at Hanoi tourism college = Sử dụng sơ đồ ngữ nghĩa để dạy từ vựng tiếng Anh chuyên ngành cho sinh viên năm cuối, chuyên ngành tài chính và kế toán, trường Cao đẳng Du lịch Hà Nội. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản:	University of Languages and International Studies
Ngày:	2012
Chủ đề:	Tiếng Anh Từ vựng Sơ đồ ngữ nghĩa Phương pháp giảng dạy
Miêu tả:	45 p. + CD-ROM M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012 Vocabulary learning is a great challenge to English language students. This challenge seems to be greater to students learning ESP vocabulary. There have been several solutions suggested in the literature to the challenges of vocabulary learning. One of those suggestions is the use of semantic mapping. Although this technique has been promoted and researched by many researchers, little has been done about using this technique to teach ESP vocabulary learning. The action research reported in this thesis is an attempt to explore this issue. The study is aimed at exploring the possibility of teaching ESP vocabulary through semantic mapping with reference to the students’ attitudes to, and opinions of, this instructional strategy as well as their retention of ESP vocabulary. It was conducted with 38 final-year students of finance and accounting at Hanoi Tourism College. Although the results from students’ test scores and students’ responses to questionnaire revealed that semantic mapping fosters vocabulary retention to some extent and students seemed to value this teaching technique. However, it is necessary to note that the findings of this study, which is an action research study, has many limitations regarding the research design, the methods of data collection and the duration of the treatment, can by no means by generalized. Despite those limitations, the significance of the study is that it encourages the researcher-teacher of this study to further implement semantic mapping to teach ESP vocabulary as this question has been little researched by other researchers Electronic Resources
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