On The Application Of Mind Map In English Word Teaching In Junior Middle School

English words are the basis of learning English, and also the key to learning English well. However, the difficulty of understanding and memorizing the English words have already become the main obstacle on junior middle school students’English learning. Most of the teachers and linguists have learned from their language teaching practice and language research that word is often more important than grammar, because the words or vocabulary is the foundation of the language. But the truth is that only a small part of words which we may have a deep impression on them. These words are only a small part for those5,000vocabularies, for which we can communicate in a rather fluency condition. In communication, people always got distressed by their small number of English vocabulary storage and low memory efficiency. So, this thesis attempts to apply mind map to help students’words learning.Mind map is a visual tool for the knowledge representing; it is an effective thinking model and can visualize the process of thinking. This concept was put forward by Tony Buzan in1960s, which makes full use of people’s brains and helps people to improve their understanding and creative thinking; it is helpful to organize thoughts and information and find the connections between new information and former information to enhance memory and understanding, which is helpful to finish English word tasks and has influenced many areas profoundly. Therefore, the research applies mind map on English word teaching aiming to study its effectiveness as a teaching tool and learning method. In addition, the research will prove that mind map can arouse students’interests in learning English words and enhance interaction between teachers and students to improve teaching efficiency. By designing the English words map with cognitive habits of students, this thesis attempts to use mind map to promote students’interest in learning English words and the reproduction of English words.This research selects two parallel classes (N=98) and two experienced English teachers in No.1Junior Middle School of Wei Shi in Henan Province as participants, lasting nearly one semester. The experiment uses three research instruments including interviews, questionnaires, and tests to collect data and analyze them to prove the research hypotheses. The research questions of the thesis are:whether the mind map has positive effects on English word teaching and learning in junior middle school; in what way the effect of mind map relate to students’English word reproduction and extraction. The author use the software SPSS19.0to analyze the results of study, which prove that the application of mind map can improve the students’word recognition and word-spelling accuracy rate and words extraction and reproduction and can change students’learning habits and improve students’interests in learning English words. Meanwhile, considering the limitations of the research, some suggestions for future research are put forward at last.