THE METHODOLOGY OF USING A MIND MAP IN THE FORMATION OF FOREIGN-LANGUAGE INTERCULTURAL COMPETENCE OF STUDENTS IN GRADES 5-9

Zulavdunova Feruza Bakhitzhankyzy
4^th year bachelor student,
specialty “5B011900 — Foreign Language:
Two Foreign Languages”,
Kazakh Ablai Khan University of International
Relations and World Languages, Almaty, Kazakhstan

Abstract:  There has been a significant shift in the teaching of foreign languages as a result of globalization. If conventional language education made no reference to the language’s cultural and social basis, the growth of intercultural dialogue around the world compelled the incorporation of socio-cultural elements of native speakers of the language being studied. The final outcome of modern foreign language teaching is defined as the development of an ‘intermediator of intercultural communication’, and it has been the focus of the researchers’ attention. However, the use of Mind map technology for the formation of foreign-language intercultural competence of students has been poorly investigated. This paper shows some possible methods of using a Mind map in the formation of foreign-language intercultural competence of students in grades 5-9.

Key words: mind map, intercultural competence, foreign-language intercultural competence, culture.

Introduction: Culture encompasses a wide range of concepts, such as traditions, habits, beliefs, arts, values, and attitudes. These aspects of culture differ from one culture to another because, in most cases, a particular culture belongs to a certain group of people. Language is also linked to a specific group of people as a culture. In general, we can say that language and culture are inextricably tied, because, for example, when communicating in a foreign language, we also interact with the culture of native speakers of this language. According to S.S. Kunanbayeva, it is difficult to use language of another culture in communication, when there are huge differences between one’s own culture and foreign one. [1] Thus, the formation of foreign-language intercultural competence of students is essential so that they can communicate in a foreign language without cultural obstacles in their future professional or personal life.

Students today face a huge flow of information in their daily lives, as well as in foreign language lessons when studying the culture of the language being studied, which cannot be fully remembered and processed in a short time. Information coming from various sources (television, radio, newspapers, magazines, banners and the Internet) entangles the child’s brain and he is unable to cope with it. Few people can choose the most necessary things from this stream. The question arises: how to systematize all this information, not to forget anything, not to miss the main thing?

The problem of students’ inability to work with information, analyse, generalize, and build a logical sequence of their speech activity leads to the search for such methods that would help students learn how to process information, compress, interpret it, and present it in a form convenient for memorization.

A mind map is a visual representation of ideas and concepts. It’s a visual thinking tool that helps you better evaluate, interpret, synthesize, recall, and produce new ideas by helping you structure information. [2] The aim of this article is to search for some possible methods of using a Mind map in the formation of foreign-language intercultural competence of students in grades 5-9.

Literature review: Intercultural competences are defined in more clear sense as:  

Intercultural competences refer to having adequate relevant knowledge  about  particular  cultures,  as  well  as  general  knowledge  about  the  sorts  of  issues  arising  when  members  of  different  cultures  interact,  holding  receptive  attitudes  that  encourage  establishing  and  maintaining contact with diverse others, as well as having  the  skills  required  to  draw  upon  both  knowledge  and  attitudes  when  interacting  with  others  from  different  cultures. One way to divide intercultural competences into separate skills is to distinguish between: savoirs (knowledge of the culture), savoir comprendre (skills of interpreting/relating),  savoir  apprendre  (skills  of discovery/interaction), savoir etre (attitudes of curiosity/openness),  and  savoirs’engager  (critical  cultural  awareness), as Byram (1997, 2008) has done (see discussion in Holmes, 2009).[3]

In order to develop these aforementioned skills in foreign language lessons, it is necessary to use more effective methods, such as Mind map.

Mind mapping technique is first developed by Tony Buzan and according to Buzan and Buzan (1994), Mind Mapping is a powerful graphic technique that offers a universal key to unlocking the brain’s potential. The Mind map can be used in any situation where better learning and clarity of thought will improve human performance. The Mind Map is distinguished by four key features, which are in Figure 1 [4]:

Figure 1. “Key features of the Mind Map”

There are certain rules for creating mental maps, which are described in detail by Tony Buzan in the book “How to Mind Map”, namely:

Horizontally we have a blank sheet of paper (preferably A4). The main idea, problem or word is located in the centre.

To depict the central idea, you can use drawings, pictures, words. In the center of the sheet we draw a central image that will symbolize the theme from which the work begins. You don’t have to be able to draw. You can present the idea schematically, use clippings from old magazines, other people’s drawings. The main thing is to show imagination. Moreover, drawings are remembered better than words. Drawings can be colourful or schematic, coloured or black and white. It all depends on the creator of the Mind map.

Next, thick branches are drawn, the optimal is 5,6, but not less than 3. Each main branch has its own colour. Then we work in turn with each branch. We write down keywords, images. When the work with one branch is finished, we move on to the next one and so on with each one in turn. If, while working with any branch, ideas arise about another, then they need to be recorded.

We draw several branches from the main branch, depending on the images and associations that arise, which can be supplemented and expanded as we study the topic.

Only coloured pencils, markers, etc. are used to create maps.

The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.

The branches should be curved, not straight (like the branches of a tree).

Only one keyword (thought, concept) is written above each branch line.

For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word. [5]

Methods of research: theoretical: theoretical analysis of literary sources, study and generalization, abstraction.

Results: So, it was found in this article, that in most ways Mind Maps are used classically. Classic Mind maps are created in this way:

1. Horizontally place a blank sheet of paper (preferably A4). We use multi-colored pens, markers, pencils. It is not recommended to use an eraser. Special attention should be paid to the possibility of using several colors. Tony Buzan advises at least three.
2. In the center of the sheet, draw a central image that will symbolize the theme from which the work begins, both on the map and in thoughts. You don’t have to be able to draw. You can present the idea schematically, use clippings from old magazines, other people’s drawings. The main thing is to show imagination. We carefully draw the essential details. IMAGINATION will help to create drawings, and we know that thousands of words can be expressed in one drawing, thus saving time and effort that would be required to write down these words. Moreover, drawings are remembered better than words. Drawings can be colorful or schematic, colored or black and white. It all depends on the creator of the intelligence card.
3. We remove branches from the central image, on which we write the most important keywords and thoughts related to this topic. Each branch should contain one word or thought. To emphasize the importance of these branches (because they are in direct contact with this topic!) we make them thicker. We write in block letters.
4. From thick branches, similarly, we draw thinner branches that clarify the main thoughts. Arrange associations to keywords. The number of thin twigs is not limited — there can be as many as there are ideas. [5] The more ramifications, the smaller the font! Thus, an «octopus» or «tree» is obtained.

For students who are more advanced in computer technology, we can recommend creating intelligence maps using Mind Manager Pro 6, Concept Draw Mind Map Pro 4.5, Edraw Mind map programs. These are great programs with lots of symbols and drawings.

Discussion: Intelligence cards can be modified and adapted depending on the goals and objectives set for students.

A hand-drawn and hand-colored map, in addition to vision, involves a muscular sense, which contributes to better memorization, which is very important for working with new vocabulary. It is more convenient to retell the text using the map, which is the support and visual logic for retelling.

The work on making maps can be used at any stage of the lesson, as well as at home. Mental maps can be used for brainstorming, learning new vocabulary, summarizing, retelling, summarizing all the topics that need to be repeated or are currently being studied, planning, i.e. to activate speech-thinking activity.

When teaching foreign language speech in English lessons, a possible option is to draw up an intelligence map by the teacher himself. To do this, it is important for the teacher to:

1) Initially think over the logic of the map (which branches will depart, in what color everything should be decorated, etc.);

2) Give the students a ready-made map without pictures (but already with thoughtful signatures);

3) Explain the topic based on the map, and the pictures that illustrate the concepts should be drawn by students, since self-drawing improves the process of memorizing information.

For example, in the textbook of the 7^th grade “Excel for Kazakhstan” there is a text on page 25 about guest etiquette of different countries. After reading the text, teacher can give ready-made Mind map, as shown in Figure 2. Students can be asked to write notes or draw pictures on subbranches. Completing this task helps students to systematize information, compare and contrast the rules of etiquette of different countries, retell the text using Mind map and, of course, develops foreign-language intercultural competence of students. The teacher, in turn, can check the students’ understanding of the information.

Figure 2. “Mind Map exercise: Guest etiquette” 

Based on all of the above, we can conclude that intelligence cards are diverse and can be used in the process of teaching a foreign language, in particular English, depending on the objectives of the lesson. They are a universal tool for the formation of foreign language communicative competence of students, as well as the skills of independent work of the student. In the process of learning English, students themselves learn to select, structure and fix the main information, and in addition they will be able to recreate it over time. Thanks to intelligence cards, the process of further education becomes the most productive and at the same time very interesting.

Conclusion: As a result of the use of Mind maps, the child not only learns to assimilate information, but also to work with it promptly. Constant use of the technique will make thinking more organized, clear, logical. The multivariance   of using intelligence cards allows us to apply this method in different areas of pedagogical activity.

References

1. Kunanbayeva S. The modernization of foreign language education: The linguocultural-communicative approach. –London: Hertforfshire Press,2013. – 294 p.
2. What is Mind Mapping? (and How to Get Started Immediately). Текст : электронный // Litemind : [сайт]. – URL: https://litemind.com/what-is-mind-mapping/ [Date of access: 12.12.2021]
3. Wendy L. Intercultural competences. Conceptional and operational framework. [Electronic resource] // UNESCO. UNESCODOC Цифровая библиотека. – URL: https://unesdoc.unesco.org/ark:/48223/pf0000219768 [Date of access: 12.12.2021]
4. Buzan T. and Buzan B. The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. –New York: Dutton, A division of Penguin USA, 1994. – 320 p.
5. Buzan T. How to Mind Map (The ultimate thinking tool that will change your life) – London “Thorsons”, 2002.