An Experimental Research On The Combination Of The Mind Map And The Concept-Based Instruction In Junior High School English Grammar Teaching

Grammar has always been an essential part of foreign language learning.In order to explore the teaching methods that can significantly improve the English grammar level of junior high school students,this study is guided by Mind Map theory and Concept-based Instruction.Starting from the Concept-based instruction proposed by Lantolf’s(2011)team and the Mind Map proposed by Buzan,this study tries to apply the combination of Mind Map and Concept-based Instruction to junior high school English grammar teaching,so as to explore the following two questions:(1)In junior high school English grammar class,can the combination of Mind Map and Concept-based Instruction significantly improve students’ grammar level on the whole?(2)Regarding improving grammar level,does the combination of Mind Map and Concept-based Instruction have different effects on students in different groups?In this study,A total of 110 students from two classes of Grade 8 in a middle school in Shuangfeng County,Hunan Province were selected as subjects in this 4-month experiment.The two classes are divided into experimental class and control class.At the same time,the students in the two classes respectively use the teaching method of Mind Map and Conceptbased Instruction and the 3P model that the school has been conducting grammar teaching.In this study,the author verified the hypothesis that the combination of Mind Map and Conceptbased Instruction can significantly improve the English grammar level of junior high school students through the data analysis of the pre-test and post-test scores of the experimental group and the control group before and after the experiment.The research methods mainly include experiment method,test method and interview method.The results show that the experimental class has a more significant improvement in grammar scores than the control class.The grammar level of students with low scores is improved more significantly than that of students with middle scores and high scores.This study has practical significance for promoting the improvement of junior high school students’ English grammar level and achievement.However,this study also has some limitations,such as the small sample size and the short experiment time.In the future teaching,teachers can present grammar concepts in the form of diagrams so as to facilitate students’ understanding and improve their learning enthusiasm.