A Research On The Application Of Mind Map In English Vocabulary Teaching In Senior High School

Vocabulary is not only the basis for learners to learn languages,but also plays an important role in promoting the development of learners’ other language skills.However,the current situation of vocabulary teaching shows that teachers prefer to regard the knowledge as the main part of teaching,but ignore the development of students’ vocabulary abilities and vocabulary learning attitudes.Therefore,this study applies the mind map into senior high school in English vocabulary teaching to explore its influence on the vocabulary ability and English vocabulary learning attitude of students.The aim is to provide relevant case and reference for senior high school English vocabulary teaching,and to improve the effectiveness of vocabulary teaching.Based on constructivism theory,knowledge visualization theory and cognitive neuroscience theory,this study uses educational experiment method,test survey method,questionnaire survey method and interview method as the research methods.SPSS 26.0,WPS 3.6.0 and RANGE 32 as the tools for statistical analysis of data.This study includes the number of 108 students from Class B and Class C of Grade one in senior high school which located in K City,Xinjiang as the research objects and the duration of this study is three months.This research includes the following two questions: Question 1: What is the impact of using mind map on the subjects’ vocabulary ability? This question includes three sub-questions which contains the exploration of the subjects’ receptive vocabulary ability,controlled productive vocabulary ability and free productive vocabulary ability.Question 2: What is the impact of mind map on the subjects’ attitude of English vocabulary learning? It includes three contents: affection,behavior and cognition.In order to investigate the changes in the subjects’ vocabulary ability and English vocabulary learning attitude,the researcher uses the Updated Vocabulary Levels Test A and B as the receptive vocabulary test papers of this study.For controlled productive vocabulary ability,the researcher uses the Productive Vocabulary Levels Test.The vocabulary questions in Volume II(non-multiple choice questions)of the middle school English test of Xinjiang and the grammar blank filling items in the academic level test of senior high schools in Xinjiang as bases to adapt the test papers for controlled productive vocabulary ability in this study.The free productive vocabulary ability test papers are selected from the writing part of the first and third monthly examination paper of this senior high school.The questionnaire of English vocabulary learning attitude and the outline of semi-structured interview are used to investigate the changes of subjects’ English vocabulary learning attitude in this study.The results are as follows: First,compared with the results of the control class,the results of the post experiment test of vocabulary ability in the experimental class are higher.It means that the use of mind map in senior high school English vocabulary teaching can improve the vocabulary ability of students in the experimental class,including the improvement of subjects’ receptive vocabulary ability,controlled productive vocabulary ability and free productive vocabulary ability.Secondly,through the analysis of the questionnaire and the interview results,it can be seen that the use of mind map in senior high school English vocabulary teaching can also improve the subjects’ English vocabulary learning attitude in the experimental class.The results show that the subjects have improved in the contents of affection,behavior and cognition.The improvement of cognitive level is slightly weaker than others.According to the research results,the following two teaching implications are put forward.First,teachers need to understand how to use the mind map and improve the efficiency of vocabulary teaching.Teachers need to understand different types of mind maps.Then teachers choose the appropriate mind maps in teaching according to the teaching content,teaching purpose and the level of students,so as to improve the efficiency of vocabulary teaching.Secondly,teachers are able to skillfully use mind map to enhance students’ participation.After choosing the appropriate mind map,teachers should also design corresponding teaching activities in vocabulary teaching.Teaching activities can be students cooperating with each other to draw the mind maps,or the cooperation between teachers and students.No matter what kind of activities,the purpose is to enhance the involvment of students in vocabulary teaching process.