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Study on the Application of Mind Mapping to English Vocabulary Teaching in Junior High School
ZHANG Mei-qi, JIN Ming-hao
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DOI:10.17265/2159-5836/2025.03.013
Department of English, Yanbian University, Yanji, Jilin Province, China
Through a survey-based approach including questionnaire surveys and teaching experiments, this paper studies the effects of mind mapping on students’ vocabulary mastery, learning strategies and learning interest in junior high school English vocabulary teaching. The study conducted over three months with two parallel classes, one as the experimental group and the other as the control group. The results show that integrating mind maps can improve students’ vocabulary and spelling accuracy, promote autonomous learning, and increase interest in vocabulary acquisition. Finally, this paper puts forward some suggestions on cultivating diversified thinking, student-centered teaching and applying interdisciplinary mind mapping to help teachers improve students’ vocabulary ability in junior high school English teaching.
mind mapping, junior high school, English vocabulary teaching
Journal of Literature and Art Studies, March 2025, Vol. 15, No. 3, 216-223
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