Applying semantic mapping to teach vocabulary for non-English major freshmen at Quy Nhon University
Abstract
The article presents research results on the effectiveness of applying semantic mapping to teach vocabulary for non-English major freshmen at Quy Nhon University and their opinions on the application of semantic maps to the teaching and learning of vocabulary . The implementation of the semantic maps in teaching vocabulary was conducted in 15 weeks with the participation of 200 students divided into two groups, the c ontrol group and the e xperiment al group. The c ontrol group learns English vocabulary by the traditional method, while the e xperiment al group learn vocabulary using semantic map s . Both groups performed 2 tests (pre-test and post-test) . The results indicated the similarly low score of vocabulary of both groups before the experiment. However, the results of the post-test evaluation revealed that the e xperiment al group performed significantly better than the c ontrol group. In addition, the students of the experimental group reacted positively for learning vocabulary using semantic maps, which showed promise in the application of semantic maps to teach English vocabulary. Semantic maps also increase students' interest in learning vocabulary.