Using mind-Mapping as a transition from receptive to productive skills for second-degree learners
Abstract: Mindmapping, as a powerful brainstorming tool, is gaining popularity in all fields of science.
This article aims at suggesting various activities enclosed with explanations of how this useful utility can be
applied for a smooth transition from receptive skills to productive skills while teaching English. As mind maps
only date back to 1976, the article initially provides an overview into how to use them and how well they
suit the group of grown-up learners. The third part of the article introduces the researcher’s own organization
of twelve academic themes throughout the learners’ course. The most important part of the article involves
an analysis of various examples of classroom mind maps as they are combined with various activities in
classroom settings of various levels throughout the course, highlighting the shifting from one receptive skill
to the corresponding productive skill with groups of learners’ contributions to the maps. Last but not least, in
the conclusion part, both the summary of the work and some recommendations would be presented about the
challenges teachers may encounter and thus should expect during the implementation process.
evel B1 – Intermediate 170 T.T. Thu/ VNU Journal of Foreign Studies, Vol.35, No.1 (2019) 155-173 For instance, with a writing question with the test question: ‘What do you think of this statement: “People nowadays are more dependent on technology.”,’ the teacher asked learners to fi nd the key words and work together in small groups of 3 or 4 and discuss how they should develop ideas and add more vocabulary items on to the map. The following is a good example of a group who have done an excellent job. Figure 19. Board photo of activity in class (number 2): Writing skills: Group work for learners of Level B2 – Intermediate Figure 20. Board photo of a speaking activity in class (number 3): Writing skills: Group work for learners of Level B2 – Upper-intermediate In this activity, learners have an inquiry of matching their supporting ideas with the big themes the vocabulary items of which can be used in their speeches. The numbers 3, 4, 5, 6, 10, 12 can actually serve as suggestion for students of lower level: before they can come up with ideas, the teacher can suggest them think about the main themes they have learnt and try to connect the topics of the questions to the main themes. Figure 21. Board photo of a speaking activity in class (number 3): Writing skills: Group work for learners of Level B2 – Upper-intermediate 171VNU Journal of Foreign Studies, Vol.35, No.1 (2019) 155-173 Within the speaking lesson, this activity can actually be a good example of a test preparation one. The core mind maps are actually from a real speaking test, part 3, with the topic of “there are several reasons why people choose to live in a big cities”. This activity is a class activity with a student playing the role of the secretary. Anybody in the class can contribute, and the teacher would correct or make comment when necessary. Figure 22. Board photo of activity in class (number 3): Writing skills: Group work for learners of Level B2 – Intermediate This is an example of a mind map playing the role of the transition from Reading (a receptive skill) to Writing (the corresponding productive skill). Learners can make use of the language items they could remember from the previous activity and contribute to it using their own knowledge and experience. Relating to themselves was highly encouraging as can be observed in the classroom. With the kind of organization of comparing and contrast, it is benefi cial to note the students that they may have to face the same structures in all the four skills and it is safer to brainstorm a mind map so that they can organize their ideas better, as in VSTEP speaking test they also have one minute each to prepare for part 2 and part 3 of the test. As the ideas are so clear, the teacher here can play the role of a participants and allow the learners to have more freedom in deciding their ideas, suggestions and corrections may be provided afterwards as feedback. Figure 23. Board photo of activity in class (number 3): Writing skills: Group work for learners of Level B2 – Intermediate 172 T.T. Thu/ VNU Journal of Foreign Studies, Vol.35, No.1 (2019) 155-173 With the type of questions which require learners to compare two kinds of means of transport, the teacher may choose to suggest them focus on the nature of the subject (in this case ‘young people’). It can be seen from the picture that on the top they actually indicate clearly not only the key words but also the relationship among the items, using very good symbols. This table is also a form of mind map but its format was adjusted to fit the requirements of the lesson: choose the appropriate supporting idea for each main idea, indicating the appropriateness with arrows. 5. Conclusion This part of the article will demonstrate the summary and provide some suggestion for fellow teachers while applying this tool in their teaching. In applying the method to various groups of students of all the levels from A1 to C1, the question was not whether the teacher should make use of the useful tool; rather, it naturally shifted to the question of how should be applied in specific situations. The fourth part of this article was dedicated to achieve that. As beneficial as it is, when applying the tool to classroom setting, there are certain challenges for teachers throughout the process. First and foremost, they need to be prepared for all kinds of unexpected responses from their experienced learners and thus searching the internet in advance and constant build-up of background knowledge on various topics would be obligatory. Secondly, they may have to be ready for all kinds of questions, most of them concerning the reasons why they should put a supporting idea or an example into a branch of main idea. This requires high level of critical thinking and logic. Another challenge is the required flexibility and quick response from the side of the teachers. There are often more than 20 students in one group and the teacher has to elicit, analyze, select ideas, and organize them into the correct branches, while determining whether or not the learners could come up with proper main ideas, persuading them to use certain supporting details and not others. Though the tool can be rather challenging, applying them in real classroom setting can be very rewarding as it inspires both teachers and learners to be creative and thus stay motivated throughout the process. The reporter highly recommends the use of this useful tool in a large scale. References Amstrong, T. (2003). 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Handbook for Arabic Language Teaching Professionals in the 21st Century. London: Routledge. ỨNG DỤNG CÔNG CỤ SƠ ĐỒ TƯ DUY VÀO HỆ THỐNG HÓA CÁC YẾU TỐ TỪ VỰNG THEO CHỦ ĐỀ CHO HỌC VIÊN VĂN BẰNG HAI Trần Thanh Thư Khoa Đào tạo và Bồi dưỡng Ngoại ngữ, Trường Đại học Ngoại ngữ, ĐHQGHN, Phạm Văn Đồng, Cầu Giấy, Hà Nội, Việt Nam Tóm tắt: Sơ đồ tư duy, một công cụ hữu ích cho người học, đang ngày càng được ứng dụng rộng rãi trong nhiều ngành khoa học. Chính vì vậy, mục tiêu của bài viết này là chia sẻ các hoạt động áp dụng sơ đồ tư duy vào việc dạy từ vựng tiếng Anh. Trước tiên, bài báo sẽ có những giới thiệu tổng quan cách sử dụng sơ đồ tư duy cũng như cách áp dụng trong các hoạt động gắn với từ vựng. Bài báo sẽ trình bày cách chia nhóm đối với mười hai chủ đề lớn bao trùm nội dung trong chương trình học của học viên. Phần tiếp theo, cũng là phần quan trọng nhất, sẽ đưa ra những phân tích về các sơ đồ tư duy đã được sử dụng trong lớp học cũng như cách kết hợp chúng với các hoạt động cụ thể trong giờ học, qua đó, có những đề xuất để giải quyết các vấn đề mà người dạy có thể gặp phải trong quá trình áp dụng. Từ khóa: sơ đồ tư duy, từ vựng tiếng Anh, việc áp dụng trên lớp học, thách thức đối với giáo viên
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