VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
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LƯU VĂN HẬU USING MIND MAPPING TO HELP STUDENTS AT THANH HOA
COLLEGE OF AGRICULTURE AND FORESTRY RECYCLE
VOCABULARY

(SỬ DỤNG SƠ ĐỒ TƯ DUY ĐỂ GIÚP SINH VIÊN Ở TRƯỜNG TRUNG CẤP
NÔNG LÂM THANH HÓA TÁI SỬ DỤNG TỪ VỰNG)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60 14 10

HANOI – 2013


TABLE OF CONTENTS
Declaration.……………………………………………………………………
Acknowledgements ……………………………………………………………
Abstract…………………………………………………………………………
Table of contents………………………….……………………………………
Abbriviations…………………………………………………………………
List of table and charts…………………………………………………… …
Part A: INTRODUCTION …………………………………………….….
1. Rationale of the study …………………………………………….…………
2. Aims and objectives of the study…………………………………………….
3. Research questions…………………………………………………………
4. Scope of the study……………………………………………………………
5. Methods of the study ……………………………… ………………………
6. Design of the study…………………………….……………………………
Part B: DEVELOPMENT………………….………………………………
Chapter 1: LITERATURE REVIEW ………………….…… …………
1.1. Mind mapping……………….………………… …………………….…
1.1.1. Definition of mind mapping……………….………… ………….……
1.1.2. Characteristics of mind mapping…………….……………………….…
1.2. The Birth of mind mapping………………………….…….……………
1.3. How to create mind mapping……………….…………….….….………
1.3.1. Steps to create mind mapping……………….…………………… ……
1.3.2. The three A‟s of mind mapping………………………….…… ….……
1.3.3. Mind map laws……………….………………….………………………
1.3.3.1. The laws of technique……………….………………….… …………
1.3.3.2. The laws of layout ……………….………………….…… …………
1.4. The application of mind mapping in some aspects…………….………
1.4.1. The application of mind mapping in teaching foreign language…… …

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1.4.2. The application of mind mapping in teaching English vocabulary ……
1.4.3. The application of mind mapping in self-analysis…………….…… …
1.5. Summary………… ………………………………….………………….
CHAPTER 2: THE STUDY ………….………………….…………… ……
2.1. A brief introduction to THCAF and the teaching and learning of
English ………………………………………………………………………
2.1.1. The college……………….…………………….………………….…….
2.1.2. The teachers of English……………….………………….……….……
2.1.3. The students……………….…………………….………………….……
2.1.4. The course-book “Lifelines - Elementary” …………….……….……….
2.2. Methods of the Study………………………………………… …………
2.2.1. Piloting the application of MM strategies in helping students at THCAF
recycle vocabulary – Using “Lifelines-Elementary”……………… ………….
2.2.1.1. Three chosen parts in the course-book “Lifelines - Elementary” ……
2.2.1.2 Class procedures………………………………….…………… ……
2.2.1.3. Participants………….……………………………………….… ……
2.2.1.4. Data collection instruments………….….………………….………….
2.2.1.4.1. Questionnaires……………… ………………….…………………
2.2.1.4.2. Interviews……………….……………… …………………….……
2.2.1.5. Data analysis procedures……….…….………………….…………….
2.3. Summary……………………………………………………….…………
CHAPTER 3: DATA ANALYSIS AND FINDINGS ……… …………
3.1. Student Questionnaire………… …….………………….………………
3.1.1. The students‟ opinions about applying MM to recycle vocabulary…
3.1.2. Students‟ feedbacks on the use of MM in recycling vocabulary…… ….
3.1.3. Would you like to recycle vocabulary with MM any longer?
3.1.4. Students‟ opinions about advantages, difficulties when using MM to
recycle vocabulary and their suggestions ….………….…………….…………
3.2. Interviews ….…………….…………….…………….…….….……….…

3.3. Summary …………………………………………………………………
Part C: CONCLUSION……………….………………….…………………
1. Conclusions……………….…………………….………….……….……….
2. Limitations of the study……………….………………….….………………
3. Suggestions for further study………………………………….……………
3.1. To the teachers of English….…………………….….…………………….
3.2. To the students ….…………………….….………………….….…………
References….…………………….….…………………….……….…………
Appendices….…………………….….………………….….…………… …
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LIST OF TABLE AND CHARTS
Page
Table
Table 1: Question 1 and 2 in questionnaires and students‟ answers… ………… 31
Charts
Chart 1: Students‟ interests with the application of MM……………………… 32
Chart 2: Would you like to recycle vocabulary with MM any longer? ………. 33 viii
Part A: INTRODUCTION


mind mapping (MM) to help students at Thanh Hoa college of Agriculture and
Forestry (THCAF) recycle vocabulary as my topic of my MA thesis.
2. Aims and objectives of the study
The first purpose of this study is to involve a review on the notion of MM
and its applications to teaching a foreign language in teaching English vocabulary.
The second purpose is to involve a mini-experiment in which I exploit the
insights of MM to help students at THCAF recycle vocabulary effectively, using the
course-book the college is currently using; then in order to get to know how
effective MM is to recycle vocabulary, a small research is conducted to obtain the
opinions from the students at THCAF.
3. Research questions
In order to address the aims of the study, the following research questions are
raised for exploration:
1. What are the applications of MM to teach English vocabulary?
2. How is MM used to help students at THCAF recycle vocabulary effectively?
4. Scope of the study
Given in the aims set in 2 and the research questions raised above for
exploration in 3, the study cannot cover all aspects of vocabulary learning
vocabulary. Through this study, I would like to apply for students at THCAF in the
framework of the thesis, I would focus on the way to apply Mind Mapping in
recycling English vocabulary.
5. Methods of the study
In order to achieve the aims mentioned above, the study was limited to only the first
year non-major students of THCAF. These 60 students belong to two classes
(CN52A1 and TT52A1). First, MM was applied in the existing classes, and then
students were given questionnaires that they can write down their ideas about this
new teaching method. Interviews with the students were conducted to get more
information to support the study. The data were recorded both formally and
informally.

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Part B: DEVELOPMENT
Chapter 1: LITERATURE REVIEW
In this chapter, four theoretical backgrounds about mind mapping will be
introduced, they are mind mapping, the birth of mind mapping, how to create mind
mapping and the application of mind mapping in some aspects.
1.1. Mind Mapping
1.1.1. The Definition of Mind Mapping
Your brain is a super bi-o computer that dwarfs any machine on the market.
If you understand how it works and how to work with it, you can employ and enjoy
astonishing powers of learning, memory, concentration, and creativity in planning
and structuring thought on at levels. This chapter would provide a comprehensive
operating manual for all who want to use their brains to their fullest potential. That
is called Mind Mapping, so what is it?
Different scholars have different definitions. From encyclopedia website,
wikipedia.org, a Mind Map is a diagram used to represent words, ideas, tasks or
other items linked to and arranged radically around a central key word or idea. Mind
Maps are used to generate, visualize, structure, and classify ideas and as an aid in
study, organization, problem-solving, decision making and writing.
This is a simple explanation which does not cover the detail of word.
Therefore, to understand more about the meaning of this word, we should see the
explanation of Mind Mapping‟s Buzan, the memory expert.
According to Buzan (2000) in “The mind map book”, Mind Mapping is
defined that The Mind Map is an expression of Radiant Thinking and is, therefore, a

engineers, psychologists, and others. Some of the earliest examples of mind maps
were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he
graphically visualized the concept categories of Aristotle. Philosopher Lull (1235 -
1315) also used mind maps.
The semantic network was developed in the late 1950s as a theory to
understand human learning and developed into mind maps by Collins and Ross
Quillian during the early 1960s. Due to his commitment and published research, and
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his work with learning, creativity, and graphical thinking, Collins can be considered
the father of the modern mind map.
British popular psychology author Buzan claims to have invented modern
mind mapping. How did Buzan invent Mind Mapping?
In Buzan‟s second year at university, he strode purposefully into library, and
asked the librarian where he could find a book on his brain and how to use it. She
immediately directed him to the medical section of the library. He left the library in
astonishment.
When he explained that he did not wish to operate on his brain, but to use it,
he was politely informed that there were no such books.
As he walked away from the library that day, he realized that the „problem‟
of not being able to find the books he needs was actually a blessing in disguise. For
if such books were not available, and then he had happened upon virgin territory of
the most staggering importance.
He began to study area of knowledge he felt would help shed light on the
basic questions:
 How does he learn how to learn?
 What is the nature of his thinking?
 What are the best techniques of memorizing?

In the early stages of its development, he envisaged Mind Mapping being
used primarily for memory. However, over months of debate, his brother Barry
convinced him that creative thinking was equally important of this technique.
Barry has been working on the theory of Mind Mapping from a very different
perspective, and his contribution enormously accelerated Buzan‟s development of
the Mind Mapping Process.
Mind mapping was first introduced all over the world in spring, 1974.
Nowadays, more and more people use Radiant thinking and Mind Mapping.
1.3. How to Create Mind Mapping
1.3.1. Steps to Create Mind Mapping
There are many ways to create Mind Mapping. The steps below are based on
Buzan‟s structure.
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 Step one: the subject of attention
The subject of attention is central to the Mind Map.
Use an all-encompassing term, area of work or concept rather than one that is too
narrow or specific.
It is best to use some kind of picture to help do recall of information.
For example:

 Step two: Basic ordering ideas (main branches)
Surrounding the subject of attention are the basic ordering ideas (main
braches). They are the key concepts or terms within which a host of other concepts
can be organized.
Do not use phrases: use single descriptive words (where possible).
The basic ordering ideas should extend far enough from your central image
to avoid over-crowding the page and confusing information.

 Inclusive of interrelationships between topics. 9
For example: 1.3.2. The Three A’s of Mind Mapping
In many ancient Eastern cultures, master teacher traditionally gave new
students only three basic instructions: “obey”, “cooperate”, and “diverge”. Each of
these instructions characterized a specific learning stage.
The Mind Mapping equivalents of these three instructions are the three „A‟s:
„ACCEPT‟, „APPLY‟, „ADAPT‟.
 Accept: means that, in the first stage, you should set aside any pre-
conceptions you may have about your mental limitations, and follow the Mind
Mapping laws exactly, imitating the models given as precisely as you can.
 Apply: is the second stage, when you have completed the basic training.
At this point, you create a minimum of 100 Mind Maps to develop your personal
Mind Mapping style. Mind maps should be used for all aspects of your note-taking
and note-making until you feel them to be an entirely natural way of organizing
your thoughts.
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 Use variations of size of printing, line and image: Variation in size is the
best way of indicating the relative importance of items hierarchy. Expanded size
adds emphasis, thereby increasing the probability of recall.

 Use organized spacing: Organized spacing increases the clarity of the
image.

 Use appropriate spacing: Leaving the right amount of space around each
item gives your Mind Mapping order and structure.
Use association
Association is the other major factor in improving memory and creativity.
Having established your central image and your Basic Ordering Ideas, the power of
association can take your brain into the depths of any subject.
 Use arrows when you want to make connections within and across the
branch pattern: Arrows guide your eyes to connect one part of a Mind Map with
another. They can be straight, curved, single or many- headed. They also give
spatial direction to your thoughts.

 Use colours: Choosing specific colours for coding purposes or for
specific areas of your Mind Map will give you faster access to the information, will
improve your memory of the information and will increase the number and range of
your creative ideas.

 Use codes: Colour codes and symbols can be used to help the brain
access information more quickly and clearly, by making connections between
various parts of the map. Codes could include circles, dots, crosses, underlinings or

it is easy to read.

 Make your image as clear as possible: This encourages clarity of
thought. 13
1.3.3.2. The Technique of Layout
This technique is based on Buzan‟s attitude:
 Use hierarchy: Use the hierarchy and categorization in the form of Basic
Ordering Idea enormously enhances the power of your brain.
 Use numerical order: If your Mind Map is the basis for a specific task,
such as a speech, an essay or an examination answer, you will want to communicate
your thoughts in a specific order, whether chronological or in order of importance.
To do this, you can simply number the branches in the desired order, even allotting
the appropriate time or emphasis to each branch if necessary. Letters of alphabet
can be used rather than numbers if you prefer. Another way, the use of order will
result in more logical, thought.
1.4. The Application of Mind Mapping in Some Aspects
1.4.1. The Application of Mind Mapping in Teaching
Teaching is arguably one of the most important professions in our society
because teachers are responsible for that most treasured of all resources. Using
Mind Mapping in the lesson is very useful. The teacher can use Mind Maps in a
number of practical ways to make teaching and learning easier and more enjoyable.
The teacher can apply Mind Mapping in his (or her) teaching through many ways.
 Preparing lecture notes
The most useful way to use Mind Maps is as lecture notes. Preparing a Example 1 (Source: )
For example 2: This Mind Map is a language lesson for a group of non-native
English-speakers by the teacher, Charles La Fond.
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Example 2 (Source: )
1.4.2. The Application of Mind Mapping in teaching English
vocabulary
Casco (2009) states that MM 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
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