Методика преподавания языка | Филологический аспект: Методика преподавания языка и литературы Методика преподавания языка и литературы №04 (27) Июль 2024 - Август 2024

Enriching English business vocabulary using mind maps at the ESP classes

Micaela Taulean
PhD, Associate Professor, Balti State University Alecu Russo, R.Moldova, ORCID: 0000-0003-0622-3654, Email: mtaulean@yahoo.com

Аннотация: The primary aim of the current study is to elucidate a meaningful, powerful, and effective tool, specifically geared towards encouraging university students to employ mind mapping techniques in the language classroom. To achieve this goal, the study conducts a comprehensive review of both past and current research related to the issue and details the practical implementation of mind mapping techniques in the learning process. The findings of this study reveal that mind maps serve as valuable aids for students, assisting them in retaining new vocabulary.
Ключевые слова: mind mapping, problem-based learning curriculum, vocabulary acquisition, visual diagrams, teaching strategies

Introduction

Mastering vocabulary is a fundamental aspect of acquiring proficiency in a foreign language, playing a crucial role in facilitating active communication. Wilkins accurately highlighted that "without grammar very little can be conveyed, without vocabulary nothing can be conveyed" [1, p. 112]. Nevertheless, teaching vocabulary poses challenges for many educators due to the plethora of methods and approaches available. Moreover, instructors may encounter learners who lack motivation and grapple with memorizing the extensive vocabulary required for achieving fluency. Oxford succinctly captures the challenges of vocabulary, stating, "Vocabulary was by far the most sizable and unmanageable component in the learning of any language, whether a foreign or one's mother tongue, because of tens of thousands of different meanings" [2, p. 39].  The chosen article topic also reflects our personal interest, as we favor visually oriented learning. Due to the aforementioned reasons, this article focuses on the instruction of vocabulary through mind maps at B1 levels. The utilization of the mind mapping technique is seen as beneficial in helping learners overcome challenges associated with vocabulary acquisition. Employing vibrant mind maps featuring images as visual aids in vocabulary instruction can serve as an effective tool, stimulating learners' curiosity and motivation. Additionally, it is widely acknowledged that our brains respond positively to images and tend to rely on visual processing rather than textual information. This innate visual thinking tendency increases the likelihood of remembering images more effectively than words. Moreover, learners commonly miss out on context learning, and mind maps offer a valuable combination of visual and contextual learning.

Teachers' open-mindedness can encompass various aspects, including the adoption of diverse teaching methodologies. This article aims to elucidate the integration of mind mapping as a strategy to facilitate students' assimilation of vocabulary. The implementation of mind mapping serves the purpose of assisting students in organizing information effectively.

Literature review

It's important to acknowledge that mind-mapping is not a recent concept; its origins can be traced back to the late 1960s when it was initially introduced and popularized by Tony Buzan, a renowned British psychologist. Buzan drew a parallel between a mind map and a city map, considering both as convenient tools for understanding and memorization. He emphasized that the center of the mind map is akin to the center of a city, with its main thoroughfare representing the central idea in the thinking process. The peripheral roads, in turn, mirror secondary, tertiary, and so forth, thoughts. Buzan defined a mind map as "a thinking tool or a concept which illustrates how the human brain processes various thoughts and information that are related to each other” [3, p.45].

Mind maps serve as a visual tool for holistic thinking, supporting various brain functions, particularly memory, creativity, learning, and general thinking (Buzan & Buzan, 2012). They are visual diagrams that depict a graphical arrangement of words, concepts, and images. This visual representation allows individuals to define and identify connections and associations that may not be immediately perceptible.

Since the 1970s, mind-mapping has evolved into a powerful tool for learning, note-taking, visual thinking, brainstorming, and problem-solving across various research fields such as education, management, and writing. Wycoff highlights the exceptional utility of mind maps in activities like list-making, note-taking, decision-making meetings, collective discussions, presentations, self-improvement, and the development of organizational skills. Erdem regards the mind map as a noteworthy technique that aids in shaping individual and collective ideas, planning, and organizing events. In doing so, it transforms conventional note-taking into a strategic and analytical process. Scholars Novak & Gowin referred to the representation of ideas in diagrams with node-link assemblies as concept mapping or knowledge mapping. When incorporated into instruction, these mapping techniques have been shown to enhance students' achievement scores and knowledge retention. Mind mapping, as proposed by Buzan in 1993, differs slightly from concept mapping. The mind mapping process commences with a central topic or word at the graphic's center. Important concepts and phrases are then connected or branched out from the central topic, extending into other concepts. Additionally, the text may be accompanied by images, and color can be utilized to emphasize or facilitate organization.

Mind maps enable students to learn information, aiding them in organizing and enhancing it with images and color (an example mind map is presented without colour). These maps have been demonstrated to reduce cognitive load as students create a two-dimensional space to connect related ideas and concepts. Mind maps empower students to construct a visual representation to enhance their learning experience [4, p.45-46]. They can function as a metacognitive tool, enabling students to establish meaningful connections with the material. For instance, Farrand, Fearzana, and Hennessy (in 2002) discovered that mind maps not only assist medical students in their studies but also ensure a deeper level of learning, especially when integrated into a problem-based learning curriculum [4, p.50]. Mind maps serve as reflective tools, allowing for broad associations to be made with the material. Furthermore, employing mind maps helps teachers diversify their teaching methods, potentially reaching a broader range of learners.

Mind mapping, also referred to as "idea" mapping, is defined as "visual, non-linear representations of ideas and their relationships" by Wycoff. It involves creating a network of connected or related concepts, with the flexibility for any idea to be linked to any other. The process of developing mind maps requires free-form, spontaneous thinking, aiming to uncover creative associations between ideas. Essentially, mind maps serve as association maps. The formalization of mind mapping techniques is often attributed to Buzan, involving the use of line thicknesses, colour, pictures, and diagrams to enhance knowledge retention. According to Wycoff, "Mind Mapping is central thinking, and beyond the mind, it is by far the best book of its type in the world" [5, p.51]. He further describes Mind Mapping as "music to the eyes" and a way to remember a comprehensive picture of information that goes beyond mere facts.

Mind mapping games are considered a technique to make learning enjoyable for students. They aid in the development of students' minds, fostering skills such as problem-solving, communication, experimentation, and exploration of identities—all of which contribute to success in a rapidly changing, information-based culture. Participation in "serious games" has been demonstrated to influence attitudes and actions in the real world. Over the last decade, there has been a surge in research exploring the knowledge and socio-cultural aspects of gaming as people recognize the potential for game-based learning. Nevertheless, despite a substantial body of literature on the utilization of mind maps in the educational domain, there is limited knowledge regarding the application of mind mapping in the instruction of English to university students.

The concept of Mind Mapping

Mind mapping is a method that enhances access to knowledge and retrieval by structuring information in a visual format. Each mind map initiates with a singular concept positioned at the center, depicted by a word and/or an image. Branches extend outward from this central concept, symbolizing sub- or related concepts, themes, or ideas. Each branch can be visually presented in various ways and interconnected with other branches.

Mind maps can be manually drawn, but there are also numerous software products available for creating them, ranging from both paid to free options. Some of the most popular ones are the following:

Mind maps can be done in a programme or on paper. If you work on paper, write the words in block letters. This will make it easier for your brain to read the chart. Here are a few steps to make a mind map correctly.

• Place the sheet horizontally so that the branches extend out from the edges. This way it will be easier for the brain to perceive them.
• Write the main word that will describe the whole scheme in the centre of the sheet. For example, if you are creating a mind map about teamwork, the main word will be team.
• Choose a colour, think of a key block and draw a branch from the main word. Try to enclose such blocks in a visual frame. For example, in an intelligence map about teamwork, the key blocks would be people, rules, goals, and roles. This is the second level of the map.
• Write down the next key blocks in the hierarchy. Expand on each block separately. For example, you might write in rules: rules for meetings, working with the client, brainstorming, and Zoom planners.
• Continue drawing the next levels of the mind map. Eventually you will have a structure. Go back and flesh out the map if new associations emerge.
• Make the map more user-friendly. Add simple icons or small pictures for key blocks. Draw arrows between individual words, sign branches.
• Try mind mapping software. For example, MindMeister, XMind Zen, MindMup, Mind42, LOOPY.

In essence, a mind map consists of three elements: a central concept or keyword positioned in the middle, defining the main theme of the map; sub-concepts or keywords; and the branches connecting them. Typically, the most crucial ideas are centralized, while less important and detailed information is oriented towards the map's edges. Sub-concepts and keywords are invariably linked to the topic of the map, forming a radial structure where the keywords extend outward from the central topic (see Figure 1). The practice of mind mapping is not restricted to a specific number of keywords and branches; it is contingent on the author's level of creativity and imagination [8, p.15].

Figure 1. The structure of a mind map

When constructing mind maps, it's crucial to consider that the human brain can effectively grasp a maximum of seven first-level associations simultaneously. Additionally, the brain processes curved lines more rapidly. Using diverse colors, shapes, and incorporating images wherever possible is also important. This facilitates easier association of individual elements and enhances understanding of structural and hierarchical relationships. Importantly, this technique should be distinguished from other similar ones such as concept maps, concept diagrams, metaphors, etc. What sets mind mapping apart is its emphasis on representing the semantic components of the keyword or idea, rather than solely focusing on the relationships between them.

Mind Mapping in Teaching English as a Foreign Language

Vocabulary is a fundamental element in English language learning, recognized as essential and engaging in the study and acquisition of vocabulary not only directs students in their studies but also serves as a motivating factor in their academic pursuits, contributing to mastery of other language components. The comprehension and expression of ideas are significantly influenced by the presence or absence of a robust vocabulary. The interest and motivation of students in learning vocabulary depend on the teachers' ability to create diverse teaching strategies and the effectiveness of the employed teaching methods, requiring constant adjustment and refinement.

Learning vocabulary is the foremost step in acquiring language competence, whether it is the primary or a foreign language. Although vocabulary hasn't always been prioritized in language teaching, there has been a growing interest in its role in second language learning in recent years. This interest underscores the need for a systematic and principled approach to vocabulary by both teachers and learners. Vocabulary knowledge is widely recognized as a crucial tool for second language learners, as a limited vocabulary can hinder successful communication in a second language. Given the reasons outlined earlier, it is crucial for teachers to ensure that the information conveyed in their instruction becomes a permanent part of students' long-term memory. Incorporating classroom activities that facilitate the revisiting of introduced words can be effective in retaining vocabulary. However, successful recycling of language items requires a systematic approach, involving carefully spaced practice and appropriate organization within the course structure [10].

Students may employ memorization techniques during the learning process to assist them in retaining English vocabulary.

One of these techniques leverages the principles of imagery. Our memory tends to respond more effectively to visual input than to words, and incorporating visual images in the classroom to illustrate meaning can enhance memorization. It's observable that forming a mental picture of a concrete word is generally easier than for an abstract one. The specific technique that learners employ for creating a visual image is known as the keyword technique. In this method, the target word is associated with a mental image of a word with a similar pronunciation or spelling in the learner's first language, even if the meaning does not necessarily correspond [10].

Another memorization technique is rote learning, which involves the repetition of words either aloud or silently and may also include the repeated writing of language items. Learners typically utilize lists containing words along with their translations, definitions, paired items, and irregular verbs. Mechanical learning of words can be beneficial in the initial stages of language acquisition as it allows learners to orally and in written form engage with the items. Moreover, this type of activity may enhance learners' motivation as they perceive faster progress in their learning [10]. Memorization techniques can be linked to the systems that learners employ for the written storage of vocabulary. A commonly known technique involves listing vocabulary as it is learned in chronological order with translations; however, this method lacks contextualization. Learners tend to retain and retrieve words more effectively when the items are presented in different contexts [10].

Another approach involves utilizing personal category sheets to create categories and systematically recording new words along with additional information such as meaning, translation, pronunciation, and example sentences. Alternatively, vocabulary categorization and storage can be achieved through the construction of diagrams and word trees (or alternatively, word webs or mind maps). This method can also serve as a valuable tool for memorization as it emphasizes the semantic relationships between different items.

Mind maps can be introduced to learners in the classroom by a teacher, but it proves more effective to allow students to create their own word webs since it encourages them to contemplate associations among words. Similar to these word trees are topic webs, where a central topic is written, and associated sub-headings are added. As Scrivener [9, p. 245) notes, "this way of recording lexical items may reflect more accurately the way we store lexical items networks in our brains." In other words, these mind maps and topic maps are valuable because they mirror the similar processes our mental lexicon employs to store words in our minds.

Using Mind Mapping in Teaching-Learning ESP

One way in which mind maps can be utilized in language learning is for the activation and enrichment of English business vocabulary. This involves linking new and existing words with visuals that help convey meaning in a specific context.

Teaching vocabulary encompasses various facets, including pronunciation and spelling, collocations, aspects of meaning such as denotation and connotation, appropriateness, semantic relationships such as synonyms, antonyms, hyponyms, and more, as well as word formation. The article's emphasis is on three specific aspects: learning new vocabulary, understanding the different derivatives of a word, and constructing a semantic field. Typically, new vocabulary is introduced and studied with one or two of its meanings. A mind map can aid in comprehending and assimilating a lexical item in its full richness.

Figure 2. A mind map of the topic “Jobs, people, organisations” (using Mindmeister.com)

An effective method for enriching students' English vocabulary in teaching practice involves utilizing derivation. Derivation, a morphological knowledge approach, involves understanding a word from its etymology to its extended form. Derivation encompasses words, affixes, and parts of speech, along with implied context, allowing for the creation of new words from existing ones. In this context, mind mapping can be employed to analyze the morphemic composition of words and expand vocabulary from one morpheme to other words or with the derivatives of a root morpheme.

Figure 3. Derivatives of the word "recruit” (using Mindmeister.com)

Given that the human brain doesn't store words randomly or in alphabetical order but groups them by meaning, mind maps prove to be an exceptionally effective tool for teaching vocabulary within a specific semantic field. Within a semantic field, words can be related in various ways, including hierarchical subordination, being part of a whole, co-subordination, and stylistic correlation.

Figure 4. A mind map of the synonyms of the noun “entrepreneur” (using Mindmeister.com)

Conclusions

Mind maps serve as an alternative to traditional learning and teaching methods, offering support for creativity and motivation while fostering the development of meta-cognitive skills in the process of learning and retaining English vocabulary. Incorporating mind mapping into vocabulary learning aids in constructing a memory network based on logical thinking, enabling students to master vocabulary in a more comprehensive manner. This technique is versatile and can be applied in various settings, including both traditional and online classrooms. Its seamless integration into English classes can yield significant benefits for both students and instructors. The findings presented in this article can serve as a foundation for further exploration. Future research could extend beyond the three aspects considered in teaching Business English vocabulary, delving into other aspects such as meaning, collocations, etc. Additionally, it may investigate the effectiveness of mind mapping for vocabulary teaching in academic settings and provide detailed lesson plans to illustrate its applications.

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