Using mindmaps as a tool to teach English vocabulary to 11th graders

PART 1: INTRODUCTION
	1.1. Rationale for the study
Vocabulary is an important element in second language (L2) acquisition. By learning new words, learners can enhance their listening, speaking, reading and writing as well as improve comprehension and production in L2.
When a person’s vocabulary is limited, he may find himself incompetent in learning English as he cannot make full sense of what he hears or reads. Dellar and Hocking (cited in Thornbury, 2002: 13) states, “If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words.” Thornbury (2002: 23) also maintains that learners need not only to learn a lot of words, but also to remember them.
The prominent role of vocabulary in second or foreign language learning has been recently recognized by theorists and researchers in the field. Accordingly, numerous approaches, techniques, exercises and practice have been introduced into the field of vocabulary teaching (Hatch & Brown, 1995). It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with necessary strategies to expand their vocabulary knowledge (Hulstjin, 1993, cited in Morin & Goebel, 2001).
Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies (Nation, 2001). One of the strategies in learning vocabulary is how to learn and remember vocabulary effectively. Learning new vocabulary involves storing them first in short-term memory, and then in long-term memory. There are some factors affecting the process of remembering new vocabulary items. They may be the ways to present the words, how frequently they appear or how words are recycled.
Rivers (cited in Thornbury, 2002: 144) states that “vocabulary cannot be taught, it can be presented, explained, included in all kind of activities and experienced in all manner of associationsbut it is ultimately learned by the individual.” Moreover, one of the strategies to teach vocabulary is to apply images and review well in a structured way. Mind mapping is believed to be one of the techniques or activities which can be used in teaching and learning vocabulary effectively. 
For all the reasons mentioned above, I have decided to choose “Using mindmaps as a tool to teach English vocabulary to 11th graders” as the topic of my initiative titled.
	1.2. Purpose of the study and research questions
 The study is aimed at finding the ways to use MM to teach vocabulary to 11th graders at Trieu Son 3 high school effectively with the coursebook Tieng Anh 11. 
In an attempt to achieve the above-presented aims, the study should to answer the following research questions:
1. How does mindmapping affect students’ motivation in learning English vocabulary?
2. Does mindmapping facilitate students’ retention of new words? 
	1.3. Scope of the study
The research is focuses on using mind-map to teach English vocabulary to 11th graders at Trieu Son 3 high school.
	1.4. Methods of the study
This study involves 40 students at Trieu Son 3 high school. The study employs vocabulary test (pre-test and post-test) (see appendix 1&2) as the principal method of data collection. Data are analyzed statistically, resulting in percentage of items. 
PART 2: DEVELOPMENT
	2.1. Literature Review
	2.1.1. What is vocabulary?
So far there have been a lot of definitions of vocabulary. Vocabulary is defined as words in a specific language or freestanding items of language that have meaning (McCarthy, 1990). Ur (1996) defined vocabulary roughly as “the words we teach in the foreign language”. Besides, vocabulary is broadly defined as knowledge of words and word meanings (Lehr et al., 2004). According to Lehr et al., vocabulary is more complicated than this definition suggests. Words not only come in oral forms which include the words that can be recognized and used in listening and speaking, but also in print forms of reading and writing. In addition, word knowledge also comes in two forms: receptive and productive. Receptive vocabulary refers to words that can be recognized in reading and listening. Productive vocabulary indicates words that can be used in speaking and writing (Lehr et. al., 2004). Therefore, vocabulary is understood as knowledge of word spelling, pronunciation, collocations and appropriateness (Nation, 1990). Pyles (1970), from another perspective, confirmed that vocabulary is the focus of language with its sounds and meaning, which interlock to allow us to communicate with one another.
As discussed above, vocabulary can be seen in many different ways. Vocabulary refers to words or a set of words in a language or knowledge of words regarding its forms, meanings and how to use it accurately in the context. In other words, vocabulary refers to the words, compounds and idioms in a language that can be used to convey and receive information in oral and written communication.
	2.2. Vocabulary teaching
	In general, language learning and teaching are based on theories or beliefs about language. As far as vocabulary teaching is concerned, it is necessary to focus on the implementation of communicative and lexical approaches (Hasbún, 2005).
	The Lexical Approach introduced by Michael Lewis in 1993 puts a greater emphasis on the meaning and use of different language items with a set of principles based on a new understanding of language. Lewis (1997, cited in Hasbún, 2005) claims that most of the activities used in the Communicative Approach are compatible with the Lexical Approach, then what teachers need to do is adapt activities so that the tasks have a clear lexical focus. Basing on lexical principles, the following tasks are proposed (Hasbún, 2005):
In de-contextualized gapped sentences, the gap should not occur in the topic element.
Since the quantity and quality of the input influences progress the most, exercises must be based on highly probable, useful examples.
If exercises are to teach rather than test, learners must recognize some answers and deduce others by a process of elimination, using linguistic clues, the group's shared knowledge, and a small element of plain guesswork.
When working with collocations, words should be presented in descending order of information content. This would make the first examples the strongest collocations.
Collocations should be presented in context. It is not a good idea to have learners match de-contextualized words.
	Here is a list of the basic exercise types (from Hasbún, 2005):
Identifying chunks: This is a fundamental skill which aids language acquisition
Matching: Parts of collocations, expressions, lines of stereotypic dialogue
Completing: Blank spaces correspond to partner words from fixed collocations
Categorizing: Use categories learners perceive or follow some guideline suggested by the teacher.
Sequencing: Learners are given expressions or verbs and are asked to put them in the most likely order.
Deleting: Learners circle the word that does not belong.
	In the present study, in light of the lexical approach, communicative approach will be employed with some adaptation.
	2.3. Mind maps
	2.3.1. What is a mind map?
Mind mapping is a way of linking key concepts using images, lines and links. A central concept is linked via lines to other concepts which in turn are linked with other associated ideas. It is similar as a technique to concept mapping and spider diagrams, the difference being that true mind mapping involves constructing a hierarchy of ideas instead of pure random association. Mind mapping uses the concept of "radiant thinking" – that is, thoughts radiate out from a single idea, often expressed as an image. Branches flow backwards and forwards from and to the central idea.
Mind mapping is not a particularly new concept; the idea of using a visual “web” of sorts to help organize thoughts, ideas, and actions has been risen for quite a while. The “radial tree” mind map as we know it was commonly used in semantics exercises long before the wide awareness of it in the 20th century. It was Tony Buzan, however, that popularized the term “mind map” and introduced it to the mainstream. According to him, a “Mind Map” is an associative network of images and words which “harnesses the full range of cortical skills: word, image, number, logic, rhythm, colour and spatial awareness in a single, uniquely powerful technique”.(Buzan & Buzan 1996, p.81). He claims that a “Mind Map” can unleash the mind’s potential because it mirrors the associative functioning of the brain which is radiant and holistic On his 1974 BBC show Use Your Head, he often used mind mapping examples to illustrate how the practice could be used for problem solving and self-improvement. He then developed mind mapping software, iMindMap which has been considered as a great way to improve recall and increase the ability to speed read. Now, many people use mind mapping to enhance their productivity, think outside of the box, and reduce procrastination
	2.3.2. Mind mapping in teaching vocabulary
Casco (2009) states that MM (MMs) was first applied to foreign language teaching in the 1990s as an aid to activate prior knowledge on a certain topic and help learners to organize and recall items of vocabulary. When being used to activate prior knowledge, the teacher asks learners what they know about a certain topic and the learners brainstorm associations which the teacher writes on the board creating a collective map. When being used for vocabulary acquisition, teachers first ask learners to brainstorm items of vocabulary associated with a certain topic and then learners are asked to create their own maps instead of the more traditional approach of creating glossaries with new vocabulary.
A mind map consists of picture, symbol and color that will not only help the students to understand the vocabulary knowledge but also makes the students feel good, enjoyable and attract their brain which at last leads them to have interest in mastery vocabulary knowledge.
	2.3.3. Activities in teaching with mind maps
Activity 1: Students make mind map (in group or individuals)
With the help of teacher learners study documents and discuss and then create mind map about a topic or a certain content of the lesson. In this activity students are encouraged to self-study and achieve the knowledge or information of the lesson, then use mind map to summary. 
Activity 2: Students report and present in group and then preventatives of groups report and present their work in front of class. With the mind map they have made, student will be more self-confident to present the topic. 
Activity 3: Students discuss to edit the mind map and then complete it. (in this activity teacher may give some feedback, or correction to students if necessary.)
Activity 4: Students consolidate knowledge using the completed one. 
Mind map can be applied in teaching and learning many different subjects. Students learn more actively and creatively with mind map. In learning vocabulary, mind map help students to organize their thinking into right and clear categories in order to express their idea logically. Mind map also helps presenters to have both holistic and detailed look on their topic as Tran Dinh Chau (2012, p.22) points out that mind map is both an overview and detailed picture about the topic. As it communicated a great deal of information very quickly and very visually, Mind map not only always supplies the information to the speakers in a logical order and help presenters show all the ideas they have intended but also helps them to feel more self-confident as they are presenting without or less anxiety and the fear of forgetting information and the order of the opinions to present. 
There is now software to create mind map as it is applied in many fields, so mind map can be drawn by hand or with a computer. 
Whether they draw them by hand, or create them on a computer, learners generally grasp the concept of mapping very quickly. They can make the maps colorful and bright almost like works of art. The structure of the maps helps them think in terms of concepts and associations, to build hierarchies of information. Since the entire subject can be captured in one map, they learn to think holistically. And the combination of words, colors, images or drawings, and spatial orientation really gets the brains humming. 
	2.4. Research context
	2.4.1. Setting and Participants
The participants involved in the research were forty students in grade 11 in Trieu Son 3 high school in the 2016-2017 academic year. The high school is in the suburbs of Thanh Hoa city, Thanh Hoa province. English lessons are given to students with only three periods a week. Most students rarely have a chance to practice their English; therefore, their English level was supposed to be pre-intermediate. There were 20 students in each group and the students’ average age is seventeen.
Table 2.1: The Numbers of the Students in the Two Groups
Group
Female
Male
Total
Control group
8
12
20
Experimental group
9
11
20
Total
17
23
40
	2.5. Materials
In the research, the used material was the textbook “Tieng Anh 11”. In the textbook, each unit is clustered into five lessons: reading, speaking, listening, writing and language focus, respectively. Each lesson is taught in one period of forty-five minutes. Grammar is taught in language focus whereas vocabulary is not a particular lesson, but is taught within lessons of four skills (i.e., reading, speaking, listening and writing). Additionally, the teacher researcher took responsibility for teaching the two groups and collecting as well as analyzing data. However, to make the research more objective, another teacher helped score the vocabulary tests.
	2.5.1. How to use MM to teach vocabulary in the coursebook “Tieng Anh 11”
	Three chosen vocabulary parts in the coursebook “Tieng Anh 11”
In this section, I will describe in some detail three chosen vocabulary parts in the coursebook “Tieng Anh” where vocabulary is taught, using MM model. Each part is taught in 20’ at the beginning of the lessons. After teaching vocabulary, other teaching parts such as language focus, reading, listening, speaking and writing will be taught as usual. The three chosen vocabulary parts are as follows.
	2.5.1.1. Vocabulary part 1: Unit 3: A party (Part A: Reading – Page 32)
Vocabulary Part 1 is extracted from “Unit 3: A party – Part A: Reading – page 32” (See Appendix 3). The topic of the lesson is about party. Therefore, the main purpose of the lesson is to help students get to know words which are related to the concept “party”. Besides, students can learn and remember words indicating different types of party.
	Class procedures
	- Teacher use some suggestions to ask stusents to guess the topic of the lesson and lead in the lesson.
	- Draw a map on the board.
Figure 2.1: Mind mapping on “party”
	- Divide the class into 4 groups and ask students complete the map with their knowledge of the topic.
	- Call 4 students from 4 groups to draw their maps on the board
	- Ask students to compare the map
	- Give the suggested completed the map by delivering the map prepared to students. (see the appendix 3)
	- Check whether students know the meaning of these words, give them their Vietnamese meaning if they do not know.
	- Help students to pronoun the words correctly.
	2.5.1.2. Vocabulary part 2: Unit 8: Celebrations (Part A: Reading – Page 90)
	Vocabulary part 2 is extracted from “Unit 8: Celebrations - Part A: Reading – Page 90)” (See appendix 4). This topic is quite common to students. Therefore, it seems that students will be eager to learn this vocabulary part. However, the final purpose of the lesson is to help students learn and remember words indicating Tet holiday.
	Class procedures
	- Ask students to elicit some names of celebration (teacher’s day, valentine’s day, tet holiday, mid-autumn festival ....).
	- Ask students to look at the picture given in page 90 and tell what celebration it is.
	- Ask students to work in pair to find vocabularies related to Tet in the picture given and complete the following map.
Figure 2.2: Mind mapping on “Tet”
	- Check with the whole class, add more some words, give them Vietnamese meaning if necessary and help students pronoun the words correctly.
	- Drill word by word with students.
	2.5.1.3 .Vocabulary Part 3: Unit 11: Sources of energy (Part A: Reading – Page 124)	
	Vocabulary Part 3 is extracted from “Unit 11: Sources of energy (Part A: Reading – Page 124)” (See appendix 5). In this vocabulary lesson, students will learn about alternative sources of energy. Therefore, students need to know the names of alternative sources of energy and the adjectives that can be used to describe these alternative sources of energy.
Class procedure
	- Introduced the topic of the new lesson to students.
	- Draw a map on the board and remind students that during the lesson, they had to complete the map with their own ways. They could add, remove or change branches if they wanted. (See figure 2.3)
Figure 2.3: Mind mapping on “Sources of energy”
	- Check students’ understanding about the meaning of the given words.
	- Practice pronouncing the types of source of energy with students.
	- Give Ss 3’ to fill the types of source of energy in the map
	- Elicit more words relating types of source of energy and give the meanings of the given words.
	- Asked to work in pairs to choose the words that are suitable to describe the each source of energy.
	- Remind students to complete the map with the new information.
	- Help students practice speaking with some new vocabulary that they have just learnt by working in pairs (one says the name of the source of ennergy; one speaks out the word to describe this film). 
	- Asked students to compare their maps with their friends before calling 2 students to draw their maps on the board. Students were elicited to add more ideas 
	- Give the suggested answer if necessary. (See appendix 5)
	PART3: CONCLUSION
	3.1. Discussion of the mainfindings
The data needed in this study were collected by administering pre-test, post test to the eleventh grade students at Trieu Son 3 high school. The quantitative findings were shown by the students’ score of pre-test and post test. The result of tests. The quantitative data was presented the effectiveness of mind map in teaching vocabulary to the eleventh grade students at Trieu Son 3 high school.
	3.1.1. The Result of pretest.
The forty students participating in this study were given a vocabulary knowledge pre-test in order to gather base line data scores for the start of the research to quantify their vocabulary knowledge levels. The students were all tested on the same day, one day before the interventions began. The results of the initial assessment are shown in Table 3.1.
	Table 3.1: Numbers of students in score levels according to pretest results of the control and experimental group
Score of level
Control group
Experimental group
Number of students
Percentage
Number of students
Percentage
Weak (<10)
11
55%
13
65%
Average (<13)
8
40%
6
30%
Fair (<16.0)
1
5%
1
5%
Exellent (>=16.0)
0
0%
0
0%
Total
20
100%
20
100%
Figure 3. 1: Numbers of students in score levels according to the pretest results of the control group
The figure 3.1 illustrated the score levels of the students in both groups . As we can see, the level of the two groups are nearly the same with the CG scores were abit higher than EG with average scores 40% for the former and 30% for the latter. The experimental group scores were a bit slower than the control one with weak scores of 55% for the former and 65% for the latter.