The use of mind maps for teaching vocabulary and developing oral speech at a military university
- Authors: Varushkina A.V.1, Potaluy V.V.1, Shirshikova E.A.1
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Affiliations:
- Military Educational and Scientific Centre of the Air Force N.E. Zhukovsky and Y.A. Gagarin Air Force Academy (Voronezh) the Ministry of Defence of the Russian Federation
- Issue: Vol 28, No 5 (2023)
- Pages: 1206-1217
- Section: THEORY AND METHODS OF FOREIGN LANGUAGE TEACHING
- URL: https://journals.rcsi.science/1810-0201/article/view/297926
- DOI: https://doi.org/10.20310/1810-0201-2023-28-5-1206-1217
- ID: 297926
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Abstract
Importance. The current situation requires new approaches to help students acquire the necessary skills of professional communication. The development of visual, cognitive means of training military specialists, which includes the technology of mind maps, seems to be relevant.Materials and Methods. The theoretical and methodological basis of the research includes the studies of V.F. Shatalov, E.V. Budaev, Т. Buzan, H. Muller, A.R. Kamaleeva, O.A. Kondratenko and others.Results and Discussion. The current paper has analyzed the distinctive features of mind maps: the presentation of information using non-linear schemes based on the principle of associative thinking. The advantages of using mind maps in the process of teaching oral communication are revealed: increased learners' attention and cognitive interest; ensuring a deeper understanding of the educational material; rationalization of the educational process; development of self-control skills; development of intellectual and creative potential. The types and variants of using mind maps for the study of terminological vocabulary, which seems to be the basis for the production of both dialogic and monologue professionally oriented speech, are considered. The stages of dealing with mental cards for teaching vocabulary and developing oral speech in a military university are formulated.Conclusion. The results of the study have shown that the use of the technology of mind maps makes it possible to gain lexical material as efficiently as possible, extract key information from the text and present it in the form of a speech. It seems that the considered cognitive-visual approach makes it possible to effectively solve the problems of foreign language teaching at a military university.
About the authors
A. V. Varushkina
Military Educational and Scientific Centre of the Air Force N.E. Zhukovsky and Y.A. Gagarin Air Force Academy (Voronezh) the Ministry of Defence of the Russian Federation
Email: varushkinaan@yandex.ru
PhD (Philology), Associate Professor, Associate Professor of Foreign Languages Department
54a Starykh Bol’shevikov St., Voronezh, 394064, Russian FederationV. V. Potaluy
Military Educational and Scientific Centre of the Air Force N.E. Zhukovsky and Y.A. Gagarin Air Force Academy (Voronezh) the Ministry of Defence of the Russian Federation
Email: vpotaluy@mail.ru
ORCID iD: 0000-0002-2076-3967
PhD (Philology), Associate Professor, Associate Professor of Foreign Languages Department
54a Starykh Bol’shevikov St., Voronezh, 394064, Russian FederationE. A. Shirshikova
Military Educational and Scientific Centre of the Air Force N.E. Zhukovsky and Y.A. Gagarin Air Force Academy (Voronezh) the Ministry of Defence of the Russian Federation
Author for correspondence.
Email: ekaterinaaleksandr@rambler.ru
ORCID iD: 0000-0003-0542-1464
PhD (Philology), Associate Professor, Associate Professor of Foreign Languages Department
54a Starykh Bol’shevikov St., Voronezh, 394064, Russian FederationReferences
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