Application Of Mind Map To English Vocabulary Teaching In Vocational Schools

Vocabulary is the foundation of English learning, so the importance of vocabulary teaching is self-evident. As an expression of radiant thinking, the Mind Map is not only a photographical way to express knowledge, but also a useful study method. Through a detailed investigation of the current situations of vocabulary teaching in vocational schools, this thesis attempts to get to know the current conditions of both the teachers' teaching and the students' learning. On the basis of the investigation, it analyzes the four main issues and their causes. In order to settle down the less optimistic situation of vocabulary teaching in vocational schools, under the guidance of both the scaffolding teaching principle and the opening principle, and according to the four basic characteristics and the four basic rules of the Mind Map, this thesis, combined with the characteristics of both the students and the teaching material, has designed two basic structures of Mind Map in vocabulary teaching and learning, that is the freely associated structure, and the logically associated structure. Then these two kinds of structures are used in vocabulary teaching.The subjects of this research are senior-one students from the Changsha Automobile Technical School. During the whole study, the experimental class and the control class have had 7 times vocabulary tests, and the experimental class has two questionnaires which are carried out before and after the experiment. On the basis of the results of both the vocabulary tests and the questionnaires, the findings are listed as follows:Firstly, the students' learning of vocabulary in the vocational schools is far from being satisfactory; however, it has some room for improvement. According to the investigation, there are four main problems. As a matter of fact, both the teacher and the students need new ideas to improve this bad situation; however, it can be improved if we use the Mind map when teaching vocabulary.Secondly, the application of the Mind Map to English vocabulary teaching can effectively improve the students' learning interest vocational schools. According to the class observations, together with the questionnaire results, this thesis finds that the students are more keen on vocabulary learning; most of the students suggest they are interested in using the Mind Map in vocabulary teaching, expressing their hope that the teacher can continue to use the Mind Map in future vocabulary teaching.Thirdly, when the Mind Map is applied to vocabulary teaching, it can also help students improve their ability of extracting and spelling vocabulary and finally heighten the effect of learning vocabulary. In the process of vocabulary teaching, teachers need to guide students to draw a Mind Map at first, modify and improve the students' Mind Map, and finally review the Mind Map. The research finds that at the end of the semester, the number of the students who are willing to review the vocabulary after class has greatly increased. Comparing the results of the unit vocabulary test with those of the final dictation between the experimental class and the control class, the study finds that the experimental class has performed much better than the control class.In conclusion, this study holds that the combining of the Mind Map with the vocational English vocabulary teaching is applicable and feasible. It can improve not only the students' interest in vocabulary learning, but also the effect of learning vocabulary. Thus, the application of the Mind Map to the English vocabulary teaching in the vocational schools is worthy of being further promoted.