Sử dụng giáo cụ trực quan và động tác hình thể trong việc dạy từ vựng tiếng Anh cho học sinh ...

2016

76
0
0

Phí lưu trữ

30 Point

Mục lục chi tiết

DECLARATION

ACKNOWLEDGEMENTS

ABSTRACTS

TABLE OF CONTENTS

ABBREVIATIONS AND CONVENTIONS

LISTS OF TABLES AND CHARTS

1. PART A: INTRODUCTION

1.1. Rationale and significance of the study

1.2. The purpose of the study

1.3. Scope of the study

1.4. Methods of the study

1.5. The design of the study

2. PART B: DEVELOPMENT

2.1. CHAPTER I: LITERATURE REVIEW

2.1.1. The importance of vocabulary in second language teaching and learning

2.1.1.1. Definition of vocabulary
2.1.1.2. Definition of vocabulary teaching
2.1.1.3. The changing trends of vocabulary importance in second language teaching and learning

2.1.2. Principles of vocabulary teaching to elementary learners

2.1.3. Different teaching techniques and their effects on vocabulary teaching and learning

2.1.3.1. Using synonyms and antonyms
2.1.3.2. Teaching words using contexts
2.1.3.3. Using morphological analysis in vocabulary teaching
2.1.3.4. Using collocation in vocabulary instruction
2.1.3.5. Topic-based vocabulary instruction

2.1.4. Visual aids and physical actions (mime) as a motivator for second language vocabulary learning

2.1.4.1. Definition of visual aids
2.1.4.2. Types of visual techniques
2.1.4.3. The existing views on using visual aids and physical actions (mime) in teaching a foreign language vocabulary

2.2. CHAPTER TWO: METHODOLOGY

2.2.1. A brief description of the course book

2.2.2. Research method- Classroom action research

2.2.3. General description of individual action research

2.2.4. Action research model

2.2.5. Identifying the problem

2.2.6. Identifying research questions

2.2.7. The reason of choosing observation in data collection

2.2.8. The criteria of observation

2.2.9. The reason of choosing questionnaire in data collection

2.2.10. Description of the questionnaire

2.2.11. Data analysis of classroom observation

2.2.12. Data analysis of the questionnaire

2.2.13. Students’ demographic information

2.2.14. Data analysis of students’ questionnaire

2.2.15. The students' views toward the use of visual aids and physical actions in vocabulary teaching and the effectiveness of visual-based lexical instruction

2.2.16. The amount of vocabulary remembered by the learners after the course with visually-supported lexical instruction

2.2.17. The learners‟ views on the purpose of visual techniques employed in vocabulary instruction

2.2.18. The students‟ views toward the effects of visual techniques on their vocabulary learning

2.2.19. The students‟ views toward the difficulties in learning vocabulary through visual techniques

2.2.20. Data analysis of mid-term tests

2.2.21. The description of lessons to illustrate the changes that were made

2.2.22. Data analysis of the questionnaire and post-tests

2.2.23. The difference in the students' attitude toward the use of visual aids and physical actions in vocabulary teaching before and after the lessons being modified

2.2.24. The difference in the amount of vocabulary remembered by the learners before and after the lessons being modified

2.2.25. The difference in the test results of the participants before and after the lessons being modified

2.2.26. The difference in the students‟ views toward their problems in vocabulary learning with visual-based techniques before and after lessons being modified

2.3. CHAPTER THREE: FINDINGS AND DISCUSSION

2.3.1. Research question 1: What are the learners’ attitudes towards learning vocabulary through visual aids and physical movements?

2.3.2. Research question 2: To what extend do visual techniques affect the students’ vocabulary learning? How have students improved after the experience of visual techniques?

2.3.3. Research question 3: What difficulties do students have in learning vocabulary with visual-based instruction?

2.3.4. Summary of the study

2.3.5. Suggestions and recommendations

2.3.6. Limitations and suggestions for further studies

APPENDIX III

APPENDIX IV

APPENDIX V

APPENDIX VI

Luận văn thạc sĩ vnu ulis using visual aids and physical actions in teaching english vocabulary for the students at the elementary level at enci english center