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An Empirical Study on the Application of Mind Mapping to English Vocabulary Teaching in Junior Three

Author: JinYing
Tutor: LiMingYing
School: Bohai University
Course: Subject Teaching
Keywords: Mind Mapping Junior middle school Application
CLC: G633.41
Type: Master's thesis
Year: 2014
Downloads: 6
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Abstract


English vocabulary is an important part of the English teaching in junior middle school. Improving students’English vocabulary is one of the objectives of English teaching. However, the present situation of English vocabulary is far from satisfactory in junior middle school, and how to help students improve their vocabulary has become a challenging task. Therefore, it is necessary for junior middle school English teachers to try new teaching method and then find efficient teaching methods in the teaching of English vocabulary.Mind Mapping is an effective graphic thinking tool in expressing radiant thinking. It is a thinking map which is widely used in memory, study, and thinking. Mind Map is considered as the golden key to unlocking the unlimited potential of the brain as a powerful graphic method. Mind Map is widely used throughout the world. However, the research of Mind Map in our country, especially on the application to junior English vocabulary teaching still remains at the primary stage, which needs further improvement badly. Therefore, this present thesis aims to improve junior three students’ vocabulary by the application of Mind Mapping.There are two research questions:First, can the Mind Mapping increase the number of the English vocabulary acquiring and recalling? Second, can the English word Mind Mapping improve students’learning habits and increase pupils’ interests in memorizing English vocabulary? In order to answer these questions, the author conducted a Mind Mapping experiment in two parallel classes from Jinzhou No.8Middle School, involving82junior three students. This thesis uses questionnaires and English vocabulary test paper to collect information for detailed analysis and discussion. Then class one served for the experimental class and class two for the control class. After that, the researcher makes a pre-test in the two classes. The result clearly shows that there are no significant differences between these two classes in memory ability. So, the researcher conducts a twelve-week Mind Mapping training process in the experimental class. A post-test is made in the two classes at the end of the experiment. Through data statistics and analysis by SPSS11.5of software, we reach the result that the students in the experimental class outperform greatly the students in the control class in their vocabulary.The research gets the conclusion that the application of Mind Mapping to English vocabulary teaching in junior three students complies with their cognitive and psychological development. It can improve the students’ memory of English words. What’s more, using Mind Mapping can not only enhances students’ learning habits, but also improve students’ interest in English vocabulary.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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