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Vocabulary plays an essential role in learning any language and it is the basic unit of a language. To master a language, we must master enough vocabulary, which is the premise of learning languages. D. A. Wilkins (1972), once stated: 'Without grammar, there is a limit to what one can express. But without words, nothing can be expressed.' Thus, it can be said that vocabulary plays an unshakable role in language teaching and learning. Chinese English grammarian Hang (1993) also stated: ' Language is composed of three elements, including vocabulary. Human thinking is facilitated by words, and the communication of human thoughts is also realized by composing sentences from words. Without vocabulary, any language is inconceivable.' Ding (2020) in his research on college English vocabulary teaching, pointed out that vocabulary learning is a life-long learning process, and it is also a kind of skill training for strong memory.

The study of English vocabulary can embody the memory principle 'not to advance is to fall back'. There has never been a break in the teaching of English vocabulary in domestic classroom instruction, but there are still some problems in vocabulary learning. Lou (2017) mentioned there are several aspects of English vocabulary teaching to consider. To start with, in traditional teaching model, teachers usually only emphasize the inculcation of vocabulary, while neglecting the cultivation of students' thinking ability. Secondly, the teaching of English vocabulary is too dogmatic, which simply uses western theories and neglects the reality of English vocabulary teaching in China. Thirdly, teachers often ignore the explanation of vocabulary acquisition strategies. Fourthly, teachers typically teach the meaning and usage of words mechanically but ignore the relationship between words and discourse. The fifth problem is that students tend to understand sentences with the meaning of familiar words. However, they often overlook the specific context of the sentence to mechanically separate words from sentences. The problems mentioned above make the learning effect of English vocabulary unsatisfactory, which has become the biggest factor hindering English learners in China. English teachers are also suggested to deal with this problem urgently.

1.2 Research Purpose and Questions

Considering the traditional teacher-centered teaching model of English vocabulary teaching in senior high school and some problems in vocabulary teaching, this study adopts the method of mind mapping, this paper attempts to combine mind mapping with domestic English teaching to find a more efficient method of vocabulary teaching, and analyzes the results of the pre-test and post-test of the experimental class(EC) and the control class(CC) utilizing a comparative teaching experiment, to verify the feasibility of mind mapping using in vocabulary teaching and whether it can expand students’ vocabulary. In addition, this study also analyzed problems of students’ vocabulary learning by utilizing a questionnaire survey, as well as the attitudes and interests of memorizing words after using mind mapping. This article hopes that the above-mentioned experimental methods can im本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。