An Application Of Mind Mapping To Teaching Junior High School English Grammar

English skills mainly include five aspects: listening、speaking、reading、writing and translating.Among these skills,English grammar plays a crucial role.If students have a good foundation of grammar,they will learn English more easily.Compared with the grammar that primary school students have learned,the scope and difficulty of grammar in junior high school have increased a lot.Students find it too difficult to learn English grammar and do not get satisfactory marks,they feel that learning English grammar is too difficult to get satisfactory marks.What’s worse,teachers also find it difficult to teach English grammar.In our traditional English grammar class,teachers usually adopt the translation teaching method,they only tell students to remember grammar,not how to comprehend grammar.Students are confused about what they have learned,they don’t know how to deal with more difficult problems.Obviously,this teaching method is not effective.Consequently,it is urgent to propose a proper teaching method in agreement with students’ cognition which can motivate students’ learning interest and improve their grammar learning efficiency.This paper takes mind mapping as the research direction,trying to empirically explore the effectiveness of mind mapping applied to English grammar learning for junior high school students.Through questionnaire survey and tests,SPSS statistical software was used to investigate whether grammar teaching based on mind mapping can improve students’ attitude,learning interest as well as the achievement of English grammar learning.This experiment was carried out in a junior high school in Gong Qingcheng,Jiangxi Province.All the students are from Grade Eight who are taught by the same teacher,they respectively come from Class Five and Class One,Class Five as the experimental object and Class One as the controlled object.On the premise of the same teaching progress,the traditional teaching method is adopted in the controlled class and the mind mapping teaching method is adopted in the experimental class.Taking the superlatives of adjective words as a case study.By comparing the statistical data of the two classes through the experiment in three months,the major findings are listed as follows:1.Compared with the traditional teaching method,English grammar teaching based on mind mapping can improve students’ attitude toward grammar learning.2.Compared with the traditional teaching method,English grammar teaching based on mind mapping can improve students’ interest in learning grammar.3.Compared with the traditional teaching method,English grammar teaching based on mind mapping can improve students’ achievement of grammar learning.In this experiment,both teachers and students hold a positive attitude toward the application of mind mapping.The mind mapping teaching method,as a tentative method,has achieved good results.However,there are still some limitations in this experiment,the author expects future researchers can conduct further experiments on this aspect.