Khiat, AmelMezzereg, Sara2018-07-022018-07-022017http://hdl.handle.net/123456789/3843Teaching english vocabulary could be achieved via different methods. This study attempts to explore the effects of mind mapping technique on vocabulary learning. To fulfill this Purpose, thirty students of second year middle school "Berkani Messaoud" in Oum El Bouaghi city are selected from two intact classes. For that, a quazi experimental method of inquiry is adopted in this study for a period of five weeks. All participants are pre-tested to ensure that they are equivalent and homogeneous in their levels and the target words are unknown. The students in class are of mixed ages, gender, abilities and cultural background. We have chosen to work with second year students since they are still at the beginning stages of learning the target language. They also have a lack of a good building repertoire of words. For the experimental group, vocabulary is taught by using mind mapping technique such as : colors, keywords, images, shapes…....etc. While, The control group is taught through traditional technique such as translation into L1 and provision of synonyms and antonyms. At the end of the treatment ,the same test is given to both groups to check their vocabulary achievement. The results indicate that there are significant differences between the experimental and the control group in favor of the experimental group because this latter received mind mapping technique ,while the other did not. At the end, the researcher concludes that learning english vocabulary through the use of mind mapping technique helps students learn new English vocabulary.enEnglish vocabularyMind mapping techniqueOther