A Survey On Effectiveness Of Mind-mapping Teaching On Middle School English Underachievers’ Vocabulary Learning

This thesis aims to use English word mind-mapping to improve the vocabulary learningability of Junior Middle School English underachievers. This thesis selects the Junior MiddleSchool English underachievers in Grade Two as the research objects, designing the wordmind-mapping with the cognitive habits of the Junior Middle School English underachieversin Grade Two so as to prove the effectiveness of improving the Junior Middle School Englishunderachievers’ vocabulary learning ability. As we all know, English vocabulary is the basisof learning English and the key to learning English well. However, most of the Junior MiddleSchool English underachievers realize that it is too difficult for them to memorize thevocabulary, which becomes the very first obstacle to learning English well. The use ofEnglish word mind-mapping discussed in this thesis will help make those scattered andforgettable vocabulary visualized and logical, and will help cultivate Junior Middle SchoolEnglish underachievers’ scientific learning habit and improve their vocabulary learningability.In order to discuss and analyze the effectiveness of using vocabulary mind-mapping inimproving Junior Middle School English underachievers’ vocabulary learning ability, thisthesis raises the following three research questions. Firstly, what is the range of Junior MiddleSchool English underachievers? What are the causes of their learning difficulty? Secondly,What is the current state of their English vocabulary learning? Thirdly, whether can it improvetheir vocabulary learning ability or not by using English vocabulary mind-mapping? Toanswer these three research questions, this thesis uses questionnaires and English vocabularytest paper to collect information for detailed analysis and discussion. And the research resultsshow that the amount of the Junior Middle School English underachievers accounts for nearly20%of all the enlisted students. The reasons for underachieving include internal causes andthe external causes. The internal causes refer to the lack of learning motivation and learninginterest, perseverance and the learning strategies. The external causes refer to the badrelationship between the teachers and the Junior Middle School English underachievers andthe bad relationship between parents and the Junior Middle School English underachievers.The current state of their English vocabulary learning is rather disappointing. The JuniorMiddle School English underachievers never use the vocabulary learning strategies toimprove their vocabulary learning. They never classify the words and phrases to enhance theirmemory of the vocabulary, instead, they just memorize them mechanically. After two months’experiment, this thesis collects the vocabulary testing scores of the Junior Middle SchoolEnglish underachievers in experimental class and process the data by using the SPSS for Window19.0and the Excel office software. The research result shows that using vocabularymind-mapping can effectively improve Junior Middle School English underachievers’vocabulary learning and improve their scores as well.Finally, this thesis may have some shortcomings in its research scope and depth, yet looksforward to the further research in this area.