| This study was undertaken to study the effects of mind mapping-assisted text recitation on junior high school students’English grades.The theoretical bases of the research are input hypothesis,output hypothesis and schema theory.The significance of this study is to provide English learners with effective recitation method guidance,in order to better master the basic knowledge in the text and thus have a positive impact on their English learningThe specific research questions to be addressed in this study are as follows:(1)What are the effects of the mind mapping-assisted text recitation on junior high school students’English grades?(2)What are the effects of the mind mapping-assisted text recitation on English grades between high and low achievers?The participants in this study are 64 Grade 7 students from two parallel classes of Xinhuang junior high school in Jiangsu province.One class recite texts with the help of mind mapping while the other class recite texts without method guidance.The instruments of this study included English tests and interviews.Before and after the two-month-long experiment,English tests were given,which would serve as pre-test and post-test in this research.The data including scores in the two English tests were collected by their teacher.Data analysis involved scoring,calculation and comparison.The data was processed by SPSS 23.0.Then,twelve students from the Experient Class(EC)and the Control class(CC)were conducted interviews in Chinese before and after experiment The researchers recorded the whole process and transcribed it into English for careful study.This study has yielded the following major findings:Firstly,the mind mapping-assisted recitation can effectively improve students’ English grades.The post-test result of EC was 2.8 higher than that of CC,with a significance of 0.001,showing a significant difference.The reading comprehension and writing part have significant difference with sig.of 0.005 and 0.001 respectively.With the help of mind mapping-assisted recitation,students can remember words,phrases and sentences well and develop their ability of analyzing the passage,which is helpful to reading comprehension and writing part in the English test.Secondly,the mind mapping-assisted recitation has a positive impact on both high and low achievers in EC(p<.05 for high achievers,p<.05 for low achievers),among which the impact on low achievers is even greater.The mean difference of high achievers between pre-test and post-test is 2.55,while the mean difference of low achievers is 5.55.It shows that low achievers made greater progress in the post-test.This may be because both of two group students have mastered the basics in the text through recitation assisted by mind mapping and are willing to participate in the recitation activities.Furthermore,low achievers have more room for improvement than high achievers through mind mapping-assisted recitation.The study provides some implications.Firstly,both teachers and students should realize the effects of mind mapping assisted text recitation on English grades;secondly,teachers should select the appropriate recitation materials,consider how to guide students to master the skills of drawing mind mapping and conduct text recitation according to the mind mapping.Finally,teachers should do a good job of supervision and require students to review what they recited in time.This study has some limitations.First,the study sample is not large enough to generalize the results to more groups.Second,the experiment time is not long enough. |
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