Abstract
English is a major subject in junior middle school and reading plays an important part in English learning. Regrettably, there are some problems in reading teaching and learning in junior middle school. For instance, English teachers pay most attention to explaining sentences and phrases but rather the ideas behind the material, which are just what the author wants to express. So there is a great need to improve this teaching methodology and enhance students’ reading ability in practical. Mind mapping, which makes full use of color, images and symbols, is a highly effective way of getting information in and out of your mind, which has been used in various fields including language teaching. This thesis attempts to use Mind Mapping to enhance reading ability. By designing relative maps, this thesis aims to explore whether Mind Mapping serves to promote junior middle students’ reading abilities and the differences between the experimental class and the control class. This research fulfills the following tasks:
Firstly, this thesis gives an introduction of the research, in which the significance of reading, the problems exiting in English reading teaching in China, the significance and purposes of this thesis will be clarified.
Secondly, this thesis reviews the current studies of Mind Mapping at home and abroad.
Thirdly, this thesis attempts to find out how Mind Mapping can enhance reading ability of students.
Fourthly, this thesis designs an experiment in Ciji Middle School in Ningbo and collects abundant data of the using Mind Mapping in class to enhance reading ability.
Key words: Mind Mapping; English Reading Teaching; Reading Ability
Contents
Abstract
摘 要
1. Introduction-1
1.1 Researches Background-1
1.2 Significance of the Research-2
1.3 Purpose of the Research-2
2. Literature Review-2
2.1 Previous Foreign Researches on Mind Mapping-2
2.2 Previous Domestic Researches on Mind Mapping-3
3. Mind Mapping and Mind Mapping in English Reading-4
3.1 Definition of Mind Mapping-4
3.2 Reading-4
3.3 Mind Mapping in English Reading-5
4. Research Design-7
4.1 Research Hypotheses-7
4.2 Approaches-8
4.2.1 Questionnaire-8
4.2.2 Test-8
4.2.3 Interview-8
4.3 Procedure-9
4.3.1 Before the Class-9
4.3.2 During the Class-9
4.3.2 After the Class-9
5. Conclusion-10
5.1 Results and Analysis-10
5.1.1 Results and Analysis of the Interview for Students-10
5.1.2 Results and Analysis of the Questionnaire-10
5.1.3 Results and Analysis of the Pretest and Posttest Reading Comprehension-11
5.2 Major Findings-11
5.3 Limitations of the Research-11
5.4 Suggestions for Future Research-11
References-12
