A Study On The Application Of Mind Map To English Vocabulary Teaching In Junior High School

Vocabulary is the basic unit of constructing language.The mastery of vocabulary plays an important role in language learning.However,most of the teachers in the current vocabulary teaching in China pay attention to grammatical aspect of vocabulary.They also tend to use traditional teaching methods to teach vocabulary and do not pay enough attention to vocabulary teaching methods.Remembering words has become a major obstacle for students in English learning.With the reform of teaching,mind map has been widely used as a teaching method in a variety of subjects including English.The thesis aims to study the effectiveness of mind map on English vocabulary teaching in junior high school.79 students from Lanzhou 45 th middle school in Gansu Province were selected as the research subjects and conducted eight weeks teaching experiment by using the instruments of test and interview.It mainly studies the following three questions:(1)Can the application of mind map to English vocabulary teaching in junior high school improve the students’ memory of vocabulary?(2)Can the application of mind map to English vocabulary teaching in junior high school improve the students’ use of vocabulary?(3)What are the students’ emotional attitudes towards the application of mind map to English vocabulary teaching in junior high school? During the experiment,pre-test,post-test,and five diagnostic tests were conducted for the students of the two classes,and six students of the experimental class were interviewed after the experiment.Through the analysis and discussion of the collected data and information,the following conclusions are drawn:(1)The application of mind map to English vocabulary teaching in junior high school improved the students’ memory of vocabulary.(2)The application of mind map to English vocabulary teaching in junior high school improved the students’ use of vocabulary.(3)Students expressed that the use of mind maps to English vocabulary teaching promoted their vocabulary memory and increased their interest in vocabulary learning.Finally,the paper presents the major findings and implications,limitations of the study as well as suggestions for further research.