On The Application Of Mind Maps To Senior English Vocabulary Teaching

Mind Map is an effective graphic thinking tool expressing Radiant Thinking. Actually, it is a thinking map applied to memory, study, and thinking. As a powerful graphic technique, Mind Map is regarded as the skeleton key to unlocking the potential of the brain. Mind Map may be enhanced and enriched with color, pictures, codes and multi-dimension so as to add interest, beauty and individuality. These in turn aid creativity, memory and specifically the recall of information. Nowadays, Mind Map is widely used all over the world. However, the research of Mind Map in China, especially that on the application to senior English vocabulary teaching still remains at the primary stage, which needs further study. Besides, the target of mastering 3,500 words in senior school required by National English Standards for Senior High School raises great challenges for vocabulary teaching. Thus, based on the theories of Levels of Processing (LP) and Spreading Activation (SA), the present study attempts to explore how to apply mind maps to assisting students'vocabulary memory, improving their memory skills and vocabulary learning efficiency. This research aims to probe into an efficient approach to senior vocabulary teaching.Learning is a process in which information is transmitted, processed and stored in the brain. LP believes that the more deeply you process information, the better it is retained. As a learner moves from the surface-level activity based on the sound and visual image of a word to a deeper level of meaning, and at the same time relates the word to existing language, then memory becomes more permanent. The main themes of the subject radiate from the central image as branches. The branches form a connected nodal structure. SA works as a current. Once a concept or word is activated, the current will spread to every code in the network. Therefore, more words in a Mind Map can be activated and these words can be memorized longer and retrieved more quickly.The author conducted an experiment from March 21st to May 20 in 2011 in two parallel classes from Weifang No. 1 Middle School, involving 100 Senior Three students. The study has tested the application of mind maps to senior English vocabulary teaching. Several research methods are applied, including questionnaires, tests and the interviews after the experiment. This study aims to testify whether mind maps can improve vocabulary memory efficiency so as to make complicated, and forgettable English words visualized, systematic, and easy to memorize. In addition, this research aims to explore how to train students in scientific learning and memory strategies for English vocabulary learning so as to improve their vocabulary memory skills. The data was analyzed by SPSS 17.0 for Windows.Through analysis and discussion, the following findings can be drawn: 1. The application of mind maps to senior English vocabulary teaching can increase students'vocabulary size. 2. Mind maps can significantly evoke students'English learning interest as well as improving their vocabulary memory skills. 3. The use of vocabulary categories can well structure Mind Map and benefit vocabulary learning. Based on the findings, this study puts forward some pedagogical suggestions concerning senior English vocabulary teaching and learning. The author believes that the application of mind maps should be given enough stress in English vocabulary teaching. Besides, teachers should be aware that teaching plans can be simplified and beautified by applying Mind Map. Further, students should enhance the understanding and the application of mind maps and consciously learn to use memory skills in vocabulary learning.In this study, the unique innovation is evident. According to students'cognitive habits and learning task, the author combed the 3,500 target words and invented five patterns for English vocabulary mind map, such as mind maps of topic words, functional-notional words, spelling and pronunciation, text words and affixes. These five mind maps patterns contributed greatly to improving students'efficient words acquisition and at the same time they can explore the potential of word association and deep processing of vocabulary. What is more significant is that Mind Map adjusts students to learning actively through discovery and association rather than receiving passively. It is believed that the findings of this study will have a positive and instructive role in improving students'academic performances and self-directed learning, enhancing their radiant and creative thinking and activating their intellectual potential in English learning.Key words:Mind Map, vocabulary teaching, senior English, memory skill...