A Study On Application Of The Mind Mapping In English Vocabulary Teaching In Senior High School

In senior high school,the students should be instructed to understand and use the vocabulary they have learned more deeply.The focus of vocabulary teaching is to further enlarge students' vocabulary size and improve their ability to apply vocabulary,understand correctly and express meaning exactly.The English Curriculum Standards for High Senior High Schools(2017)requires that the students should master more than 3,000 English words and more than 400 phrases.Faced with such a huge task,the students felt confused.Students usually learn English vocabulary by mechanical memory,so that their memory effect is not high and they fast forget.At present,most teachers only pay attention to the explanation of the meaning and specific usage of words,ignoring the relationship between words,and the teaching effect is not good.In order to solve the confusion of students and teachers in dealing with vocabulary,the author tried to combine mind mapping with the principles of vocabulary teaching to research vocabulary teaching in high school.Based on the theory of knowledge visualization and levels of processing,the author proposed to use mind mapping to teach English vocabulary.From October 8,2019 to December 31,2019,the author selected two parallel classes in the first grade of a High School in Haicheng for an experimental research.The author taught Class 5and Class 6 as the two parallel classes.The teaching progress of the two classes was the same,the textbooks used were the same,and the English level was similar.In Class 5 as the experiment class(EC),the author used mind mapping in vocabulary teaching.In Class 6 as the control class(CC),the author adopted the traditional method to teach vocabulary.This research mainly adopted the test,questionnaire and interview to collect and analyze data.This thesis mainly aims to discuss three questions:(1)What effects does the mind mapping have on the students' mastery of vocabulary knowledge?(2)What effects does the mind mapping have on the students' strategies of vocabulary learning?(3)What are the changes of the students' attitudes towards vocabulary learning after mind mapping?The research findings show that: firstly,applying mind mapping in the vocabulary teaching has a lot of effects on the depth and scope of vocabulary knowledge mastered by high school students.Secondly,the mind mapping in the vocabulary teaching enables high school students to use vocabulary learning strategies such as word formation,root and affix,association and theme.Thirdly,the mind mapping in the vocabulary teaching has changed greatly students' attitudes towards English vocabulary learning.Students begin to like to learn vocabulary.Meanwhile,students' self-study,cooperation and exploration are strengthened.There have been abundant empirical studies on mind mapping in vocabulary teaching in senior high schools,but there are rare researches on combining mind mapping with the principles of vocabulary teaching.Therefore,the author tried to combine mind mapping with the principles of vocabulary teaching to study vocabulary teaching in senior high school.The author hopes that the research of this thesis will contribute to the research of later scholars and teachers in English vocabulary teaching in senior high schools.