The Application Of Mind Mapping To English Writing Teaching In Junior High School

Language skills,including listening,speaking,reading,writing and the integrated use of these skills,are important part of linguistic performance.One’s language accomplishment is truly reflected by one’s writing proficiency.However,it is students’ writing skill that has often been neglected in English class in high school in China.Worse still,writing class is always considered as the least favorite English class for high school students in reality.In order to change such a current situation of junior high school students’ English writing to some extent,this thesis intends to apply Mind Mapping to English writing teaching in junior high school.The whole study lasts for a semester.And the research subjects are 106 students from two classes in Grade 9 in Gongqingcheng High School in Jiujiang,Jiangxi province.In this study,Mind Mapping is used in English writing teaching in experimental class while the previous teaching method of reciting model essays is still used in English writing teaching in control class.To conduct this research,literature research method,questionnaire method and experimental teaching method are adopted.And two main research instruments,test and questionnaire,are employed in carrying out the present study.The results of the study show that the students who are taught under Mind Mapping obviously outperform those who are taught under the previous method of reciting model essays,which means the application of Mind Mapping to English writing teaching in junior high school is effective in improving the students’ English writing ability.Besides,it is also effective in changing the students’ negative attitudes toward English writing.Due to the lack of time and ability,there are some limitations.Therefore,some suggestions are added to the end of the research.In a word,there is still a long way to go for the further study of the application of Mind Mapping to English writing teaching in junior high school.