An Experimental Study Of Mind Mapping In English Vocabulary Learning In Primary Schools

Vocabulary is a must of English learning.An increase in vocabulary can significantly improve students’ reading comprehension and enhance their overall English language proficiency.In recent years,with the acceleration of the new curriculum reform process,it has been found that mind maps can be widely used in English education,especially in vocabulary learning,grammar learning and reading comprehension.To research the influence of mind mapping on English vocabulary learning ability,this thesis carries out an exploration of the application of it in teaching vocabulary and uses mind mapping around primary school vocabulary lessons involving lesson plans.What’s more,it analyses the result of mind mapping on vocabulary learning ability in upper primary school through surveys and tests on two types of classes.Questionnaire and experimental methods were the research tools.The research object of the study was a total of 102 students in two classes of Year 6 students in Primary School Y in Luzhou.The three questions studied in this thesis were(1)the influence of mind mapping on students’ interest in vocabulary learning in upper primary school(2)the influence of mind mapping learning vocabulary on students’ learning strategies in upper primary school(3)the influence of mind mapping learning vocabulary on students’ learning level in upper primary school.It was found that before the experiment,some students in both classes had little interest in vocabulary learning and did not have proper vocabulary learning strategies.In terms of learning level,most students in both classes had a solid foundation in English vocabulary with only a few students below the pass mark.On the other hand,the outstanding rate of students’ vocabulary test scores was low.Meanwhile,most students were at an intermediate level with much room for improvement.After the use in vocabulary teaching,to a certain extent,the vocabulary learning ability of the students in the experimental class has improved by using t-tests to analyse the questionnaire results and vocabulary scores of the students before and after the experiment.Last,it was found that the interest had increased about vocabulary learning.Meanwhile,there is a rise about the vocabulary post-test scores.It suggests that thinking maps can help students to develop scientific vocabulary learning strategies and have a beneficial impact.Therefore,students should be encouraged to actively use mind mapping in their vocabulary learning process.Through the research,the teaching suggestions are as follows: First,teachers need to use various forms to stimulate students’ interest in vocabulary learning.Teachers need to optimize evaluation methods and play a positive guiding role in evaluation.What’s more,the classroom should follow the principle of taking students as the main body and giving play to students’ subjective initiative.Teachers need to give psychological hints to students in a subtle way to reduce students’ fear of difficulties.Second,teachers need to cultivate students to develop scientific vocabulary learning strategies.For example,teachers can encourage students to use mind maps in various forms.Meanwhile,regularly check students’ classroom notes and cultivate their learning habits of taking notes using mind maps.Besides,students can draw mind maps in small groups as the main form.Third,teaching needs to be student centered and hierarchical guidance to improve students’ vocabulary learning.For students of the same age group,teachers should conduct hierarchical teaching based on their knowledge foundation.For students of different age groups,teachers should conduct differentiated teaching based on cognitive differences.Additionally,hierarchical guidance needs to be dynamically adjusted.