(SKKN HAY NHẤT) USING MIND MAP AND BRAINSTORM TECHNIQUES IN TEACHING ENGLISH VOCABULARY FOR STUDENTS

PART 1: INTRODUCTION

1.1. Reason for the study:

English vocabulary constitutes a challenge for English foreign language

teaching and learning. Most students spend a lot of time studying English vocabulary,

but the result is often frustrating and unsatisfactory when so many students learn

vocabulary by rote memorization, which is boring and dampens students’ enthusiasm

for learning.

Although a lot of efforts have been

put for successful implementation of

different techniques in teaching

English as a second language, there

are still many problems teachers and

students face in the language

classroom. We need

to make changes in the educational

process, otherwise there will be more

barriers students and teachers will be

unable to overcome in the future.

There is a demand to use

1

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powerful, creative and adaptable

techniques in teaching

and learning languages. Mind

mapping can be used to solve the

problems mentioned above. We

suggest that using mind maps in

teaching and learning English will be

useful for both teachers and students

as the amount of information is

increasing every second and our

brain, which doesn’t work in a linear

way can’t perceive even a small part

of it. Although a lot of efforts have

been put for successful

implementation of different

techniques in teaching English

as a second language, there are still

many problems teachers and

2

UAN VAN CHAT LUONG download : add [email protected]

students face in the language

classroom. We need

to make changes in the educational

process, otherwise there will be more

barriers students and teachers will be

unable to overcome in the future.

There is a demand to use powerful,

creative and adaptable techniques in

teaching

and learning languages. Mind

mapping can be used to solve the

problems mentioned above. We

suggest that using mind maps in

teaching and learning English will be

useful for both teachers and students

as the amount of information is

As we have already known that teaching and learning English at high schools

have made major changes both in content and in teaching methods to match the

objectives and requirements set out in the reform program. Although a lot

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