基于思维导图对职业技术学院的英语词汇教学影响实验分析

1、基于思维导图对职业技术学院的英语词汇教学影响实验分析Chapter One Introduction1.1Background of the StudyLanguage is the bridge of communication while vocabulary is one of the three basic components of anylanguage; besides, it is also the foundation of any language. So the vocabulary teaching is very importantpart in language t

2、eaching and learning. D.A.Wilkins (1987) once stated the important status of vocabularyin his Linguistics in Language Teaching without grammar, very little can be conveyed; without vocabulary,nothing can be conveyed;. That is to say, without vocabulary, the functions and five skills of language will

3、be made impossible and we can’t communicate with others and do anything. In short, as an essentialelement of language, vocabulary is the cornerstone that supports the large system of language, Englishvocabulary included. As a result, it has been aroused many people about how to teach English v

4、ocabularyin an effective way in the language field in recent years.As we all know, pronunciation, grammar and vocabulary are the basic components of language. In theEnglish learning process, learners spend different times in learning these three critical components, learningpronunciation may be just

5、 spending a few weeks; maybe it just costs about few months or years aboutlearning grammar, but the accumulation of vocabulary is a lifelong process, it’s also the bottleneck of themost English learners in learning English process. For English teacher how to effectively improve the rateof the

6、learning English vocabulary has become a serous problem. While a study shows that vocabularies arenot isolated in the brain, they are interrelated regarding a key word as the center. The hierarchical networkmodel, semantic relation theory, spreading activation model and the prototype theory also pro

7、ved that thereis a connection between vocabularies. In this study, the mind map-aid method is an effective way forEnglish teachers to teach English vocabulary. There are different ways to teach English vocabulary, whilethe mind map-aided method is a new one. The mind mapping is a scientific method a

8、nd tool which has thecharacteristics and meets the needs of the times of trimming, processing and knowledge managementinformation. It can help English teachers to teach learners with vocabulary, graphic, figure, logic, color andspatial awareness. In the mind map-aided method, the interrelations of t

9、he vocabularies are very simple andobvious, so it’s helpful for English learners to remember. In this way, it also improves the efficiency oflearners’study ability, at the same time; their language learning quality can also be enhanced.….1.2Significance and purpose of the StudyAcc

10、ording to the basic concept requirements of the new English curriculum standard for vocational and technical college, the education should arouse and cultivate the students’ interests and motivation,help students establish self-confidence and master the effective learning methods, enhance thes

11、elf-directed learning and improve learners comprehensive cultural qualities. What’s more, the Englishclass is the main place to realize quality-oriented education, students is the central in the English teaching,if you want to improve the teaching results; the important thing is to play the su

12、bjectivity of the students learning. However, the first step of leaning English is English vocabulary study which decides thestudents’ skills level in listening, speaking, reading and writing, but for the most students, especially forthe vocational and technical college students, the English v

13、ocabulary learning is their first difficulty tolearn English well. About that, if the English teacher can teach vocational and technical college studentsvocabulary in good method to cultivate their learn vocabulary ability, their learning interests andmotivation can be enhanced and the ability of le

14、arning vocabulary also can be improved.….Chapter Two Literature Review2.1 DefinitionThe concept of mind mapping was proposed by British Tony Buzan in 1960s. At first, he like us alsoexperienced the difficulties in information absorption, sorting out the knowledge and rememberingsomething, and

15、 then he also tried his best to find some related materials, but he was told that there weren’trelated materials at that time; therefore, he realized that there was a field which was not discovered andstudied, hence, he began to do the best he can to study and find ways to solve these problems

16、 in this field.At last, Tony Buzan found that if we combined the functions of the left brain and the right brain, therewould be higher work efficiency. In the beginning, the mind mapping was used to teach people withlearning disabilities and who loss of reading ability; as a result, these people bec

17、ame the outstanding person.So Tony Buzan was called the father of the memory. /…2.2 The Difference between Mind Mapping and Concept MapAbout the difference between the definition of mind mapping and the definition of concept map, thereare three different opinions at present. The first is abou

18、t equivalent point. Professor Li Jiahou once statedthat The human use all of the illustrations used to express their own thoughts that is called ‘concept map’,while ‘mind mapping’ directly reflects that this is the map to guide people to think. The method is shownclearly, I t

19、hink this view is also very good; (2003(9): 34-36). The second is about no distinction. Qi Wei who is a teacher with abundant experience in front-line teaching thinks that adopting what concepts are notimportant for the using of the front-line teachers, there is no need to make a distinction between

20、 the twoconceptions of mind mapping and concept map. The third is about the distinction between mind mappingand concept map. According to the Zhao Guoqing’s opinion that there is the distinction between mindmapping and concept map, the author summarizes the distinction of them in historical or

21、igin, definition,creation method and application fields and so on. Please see the table below: (Zhang Dan, Liao NingNormal University)….Chapter Three Theoretical Framework.163.1 Knowledge Visualization Theory. 163.2 Cognitive Processing Hierarchy Theory.173.3 Spreading Activation Model.18Chap

22、ter Four Research Design.204.1 Research Questions.204.2 Subjects.204.3 Experimental Methods.2144.4 Experimental Procedures.234.5 Sample Teaching.264.6 Data Collection. 30Chapter Five Date Analysis and Results.325.1 Pre-testAnalysis.325.2 The Data Analysis of Dictation.325.3 Post-testAnalysis.355.4 T

23、he Data Analysis of Questionnaires. 35Chapter Five Date Analysis and Results5.1 Pre-testAnalysisThe table shows that the results of data analysis in the pre-test of class one and class two. We can seefrom the table that F= 2.24, sig. = 0.14, and the Standard Deviation has the homogeneity of variance

24、. Itdoesn’t need to be corrected. The Mean of the class one is 59.54, and that of class two is 57.66, and P= 0.38 0.05, that is to say, there is no significant difference between class one and class two in English level.Therefore, the author can randomly be divided these two classes into exper

25、imental class and control class,and then the author regards class one as experimental class, and class two as the control class. Through the three months’ research and experiment, the students in experimental class insisted onusing mind mapping to help them learn English vocabulary, and had im

26、mediate dictation test after learningthat unit to test the results of their short memory; from the second unit, every vocabulary test added towords which they have learned before in other units to test whether their long memory improved, and at thesame time, it could supervise and urge students to a

27、ccumulate the English vocabulary. There were theresults of 6 vocabulary tests in the experimental class and control class. The first, third and fifth tests wereabout the short memory tests which just dictated the words of they learned in that unit; the second, thefourth and the sixth tests were abou

28、t long memory tests, we also called them delay tests. See the table 5-2.Before these six tests, students weren’t told the dictation scope in order to test whether students have mastered the English words they have learned.….ConclusionThe author finds the mind mapping has positive effect on promoting students’ learn English vocabularythrough the experiment and application of mind mapping used i