Luận văn thạc sĩ: Cải thiện khả năng lưu giữ từ vựng tiếng Anh bằng chiến lược ghi nhớ

2013

136
0
0

Phí lưu trữ

35 Point

Mục lục chi tiết

Candidate‘s statement

Acknowledgement

List of tables and figures

PART A. INTRODUCTION

A.1. Statement of the problem and rationale for the study

A.2. Aims of the study and research questions

A.3. Significance of the study

A.4. Scope of the study

A.5. Methods of the study

A.5.1. Data collection methods

A.5.2. Data analysis methods

PART B. DEVELOPMENT

1. CHAPTER 1: LITERATURE REVIEW

1.1. Language Learning Strategies

1.1.1. Definition of Language Learning Strategies

1.1.2. The importance of Language Learning Strategies in Language Learning and Teaching

1.1.3. Features of Language Learning Strategies

1.1.4. LLS – a sufficient condition for successful learning?

1.2. Vocabulary and Vocabulary Learning Strategies

1.2.1. The importance of vocabulary in second language learning

1.2.2. Vocabulary retention and memory systems‘ process of working

1.2.3. Vocabulary learning strategies (VLS)

1.2.3.1. Classification of VLS
1.2.3.2. Definition of memory strategies
1.2.3.3. Why memory strategies?
1.2.3.4. Classification of Oxford‘s Memory strategies
1.2.3.5. Placing a new word into a context

1.3. The background of the study

1.4. The study setting

1.5. TOEIC and TOEIC vocabulary

2. CHAPTER 2: IMPLEMENTATION OF THE ACTION RESEARCH

2.1. Data collection instruments

2.2. Vocabulary Knowledge Scale. Pre-test and post-tests

2.3. Data collection procedure

2.4. Methods and data analysis procedures

3. CHAPTER 3: FINDINGS AND DISCUSSION

3.1. Results from VKS

3.2. Result from the interview

3.3. Results from the immediate post-test

3.4. Results from the delayed post-test

3.5. Results from learners‘ diaries

3.6. Results from the self-report column in the immediate post-test

3.7. Students‘ attitudes towards the strategy training scheme

3.8. The students‘ attitudes towards four sub-memory strategies

3.9. Students‘ suggestions for future program

3.10. Suggested activities for introducing and practicing memory strategies

3.11. Other recommendations for teachers

3.12. Major findings of the study

3.13. Limitations of the study

3.14. Suggestions for further study

APPENDICES

I. Appendix 1: Vocabulary teaching schedule

II. Appendix 2: Schmitt‘s taxonomy of VLS

IV. Appendix 3: Oxford‘ taxonomy of LLS

VI. Appendix 4: VKS test

VIII. Appendix 5: Pre-test/post-test 1/post-test 2

X. Appendix 6: Questionnaire

XVI. Appendix 7: Sample of in-class & at-home handouts

XVIII. Appendix 8: Sample of learners‘ diaries

XXVIII. Appendix 9: Suggested activities employing memory strategies

Luận văn thạc sĩ vnu ulis improving english vocabulary retention by using memory strategies an action research