Application Of Mind Map In English Vocabulary Teaching In Rural Primary School

Vocabulary is an inseparable part of a language,to which great importance has been attached.But researches show that in learning English,most of the Chinese students memorize words by rote,resulting in their poor performance in building vocabulary size.Therefore,it is necessary to explore effective ways in English vocabulary teaching,which prompts the present study.Based on Knowledge Visualization Theory,Constructivism Theory and Theory of Brain Science,in terms of tests and interviews,and with a normal class in Grade Five in a rural primary school as the subjects,this research explores the efficacy of mind map in English vocabulary teaching,attempting to answer the following questions:(1)To what extent does mind map improve students’ English vocabulary size?(2)To what extent does mind map promote students’ English vocabulary learning interest?(3)What problems exist in the process of mind map application?The study was combined with quantitative and qualitative method 46 students were tested before and after vocabulary test,and 6 students were randomly sampled in high,middle and low groups with SPSS22.0 for data analysis and statistics.Descriptive statistics were used to analyze the influence of mind map application on English vocabulary learning level and affects of senior students in rural primary school,and analyze whether there are significant differences among high,middle and low groups measured by paired sample T-test,and analyze the reasons for the significant differences.Six students were interviewed by random stratified sampling to further analyze the influence of mind map application on students’ English vocabulary learning level and emotional factors,and find out the specific problems.The following conclusions are drawn from the data of vocabulary pre-test and post-test and interview results:(1)Mind map,to a great extent,improves students’ English vocabulary level by helping students memorize words;(2)It is helpful to motivate students’ interest and students’ English vocabulary learning habits.(3)However,there are some problems in the application of mind map in English vocabulary teaching such as the significant difference between high group and low group is not obvious enough,and the students in low group can not insist on memorizing words with mind map,and the feedback of high group students is that memorizing words is still inefficient.Based on the discovery of research problems problems and findings,some implications are provided with the hope that it offers insights into English vocabulary teaching and vocabulary learning:(1)the design of kinds of activities in the process of using mind map can fully promote the participation of high group,middle group and low group in class in order to maximize the students’ English vocabulary level;(2)Combining mind map with modern multimedia technology to improve the efficiency of drawing mind map and motivate students’ interest in English vocabulary learning;(3)expanding the application scope of mind map in the field of language and improving it in teaching practice.