An Empirical Study Of The Application Of Mind Mapping To The Teaching Of English Writing In Five-year Vocational Education

Recently, English teachers in five-year vocational education haven’t attached enough importance to students’writing training over the years, which leads to low effectiveness of teaching of writing. Most students lose their enthusiasm for English writing due to the traditional teaching method and students’ poor writing groundwork. Students’ writings are pale in content. With such a dilemma, a new teaching mode of English writing based on the Mind Map is proposed in this paper in hope that the current situation can be changed to some extent and other English teachers who want to improve their teaching of writing can get reference. Moreover, useful implications in this paper are expected to help those who are determined to dip into the teaching research of English writing.Based on the analysis of current research situation of teaching of English writing at home and abroad as well as an overall study on the Mind Map, this paper combines the advantages of the Mind Map with characteristics of teaching of English writing in five-year vocational education and creates a new teaching model of English writing based on the Mind Map. It has proved to be feasible and efficient in both theory and teaching practice through a empirical research.This research selects two parallel classes (N=67) in Nanjing Technical Vocational College as participants, and it lasts two months. The experiment uses three research instruments including writing pre-test and post-test, questionnaires and interviews to collect data and analyze them in both quantitative and qualitative way. The results show that the new teaching model of writing based on the Mind Map is practicable in teaching of writing in five-year vocational education and proves to be more effective than the traditional way in improving students’ writing scores. Meanwhile, the new model also helps students grow interest and confidence in English writing and optimizes some students’learning styles. Due to the limitations of this research, some suggestions for future research are put forward.