| The reader analyzes the discourse to interpret and construct the meaning in the reading process.However,it is difficult for the students in vocational schools to achieve this,due to a lack of interest,effective reading strategies and motivation of autonomous learning.It is thus necessary to attempt a new and effective approach of English reading.Mind Map,as a graphical representation tool to visualize knowledge,not only stimulates students’ interest but also reflects the process of their personalized initiative to construct meaningLiterature review reveals much research on the use of mind maps in English reading.This study is conducted in a vocational school to verify the effect of mind maps on English reading for this category of English learners.The experiment,with 70 participants,was conducted in two parallel classes of Grade 2 in a vocational school,lasting twelve weeks.The researcher as the teacher adopts the mind map teaching in the Experiment Class(EC)but the traditional teaching in the Control Class(CC).In the experiment,the researcher guides the students in the EC to use different reading strategies to determine the core words of the mind maps and the central words of sub-branches.Mind maps are attempted in three stages:before-,while-and post-readingIn term of methodology,a mixed quantitative and qualitative method is applied in the form of pre-test,post-test,pre-questionnaire,post-questionnaire,and interview In order to analyze data from the tests and questionnaires,the SPSS 23.0 is employed for statistical analysis of the reliability,validity and t-test.The interview was recorded,transcribed and analyzed.Based on analysis of all collected data,it can be concluded that the application of Mind Maps in the teaching of English reading in vocational schools has achieved remarkable results.It not only stimulates students’ interest in reading,but also improves students’ reading ability,thus proving an effective teaching method. |
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