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mind mapping on English reading

mind mapping on English reading
mind mapping on English reading

Empirical Study of Effectiveness of Mind Mapping

on College English Reading

Abstract

Mind Mapping as an effective thinking model and a method which can visualize the process of thinking, is originated by Tony Buzan in 1970s. It makes full use of left and right brains, through images, colors and symbols to enhance people‘s understanding and memory, improve spatial intelligence and creative thinking. This study tries to apply Mind Mapping into English reading, aiming at testing its effectiveness as a teaching means and learning way and revealing that whether it can stimulate students‘ learning interests, improve the interaction between the teacher and students, develop students‘ creative thinking,and increase the efficiency of college English reading.

Key Words: Mind Mapping; effectiveness; college English reading

1 Introduction

1.1 Research background

In the foreign language teaching, reading occupies a very important position in the five skills of listening, speaking, reading, writing and translating. Pang et al (2003:6) states that ―learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables them to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps and so on.‖ What‘s more, reading ability has often been taken as an important criterion for evaluating the language proficiency. College English Band 4 or 6 Test (CET-4/6) highlights the importance of reading ability. In the whole test, the part of Reading Comprehension scores 249 points; while the part of Cloze, which can be seen as another type of reading comprehension, scores 70 points, which accounts together for nearly 45% of the whole test, not to speak of Translation, which is also based on reading ability. Actually reading is the foundation of mastering language knowledge, accessing to information, and improving language competence. It is very important and valuable for students to be an independent and efficient English reader which may increase their language curiosity and sense, and their communicative competence, so as to be a more qualified and competent graduate to overcome the challenges in the future.

However, today‘s education of college English reading has not achieved the desired goal. The traditional reading class commonly goes like this: background knowledge, language points, and then paraphrasing. Working on structural analysis of the word usage in sentence and explaining sentences one by one makes the lively and interesting text boring so that finally students lose their curiosity in English learning. Studen ts‘ affection, interests and feelings were neglected. Reading became a mechanical and regular process. T he students‘ performance in the classroom were passive, because they were always silent during the class and lack of face-to-face interaction with the teacher.

The current situation mentioned above shows us the importance and urgency of

reforming of the English reading teaching. It needs urgent change to solve these problems, to enhance students‘ interests in English learning, and to reach the goal that students will learn English voluntarily and consciously in their future study. Actually Mind Mapping is not only an effective means for students to improve their English reading ability, but also an effective tool for teachers to enhance the educational effects.

Mind Mapping originated by Tony Buzan in 1970s is believed that it can use all of our brains to absorb and present information in a visual way, and has been applied for many years in different areas such as education, engineering, psychology in note taking, learning, brainstorming individually or in groups, planning, memorization, visual thinking, problem solving, presenting information, gaining insight on complex subjects. Based on these previous studies, Mind Mapping is regarded as a visual thinking tool which can use a graphical way to represent people‘s ideas and concepts, and help better analyze, comprehend, synthesize, recall, generate new ideas and develop creativity.

1.2 Significance of the research

This research tries to provide a new, efficient tool for both the students and the teachers in English reading. From the students‘ aspect, the study will take on great significance in providing a new reading model which can enhance students‘ initiative and motivation in English reading and cultivate their creative capacity and divergent thinking. Their initiative and interest can be aroused in joining in drawing activities, which is helpful in cultivating their reading motivation. From the teacher‘s aspect, this research tries to provide the teachers an effective teaching means and help to build a dynamic and interactive classroom environment by using Mind Mapping in English teaching.

Furthermore, this research enriches Mind Mapping theory in the application of college English reading in China. Mind Mapping has been used by many people in many areas. But the studies in China are still at the primary stage. Considering the insufficiency of the researches on Mind Mapping in English teaching in our country,

this research tries to do some basic work for the extension and promotion of Mind Mapping theory, so as to enrich the studies of Mind Mapping and provide reference for the future research, thus made this research has theoretical significance.

1.3 Purpose of the research

The objective of this research is to study the effectiveness of Mind Mapping in college English reading. Through exploration of Mind Mapping in literature, presentation of its application to college English reading, report of the research methodology in detail, and analysis and discussion the results of the experiment, the researcher intends to answer the following research questions:

Could Mind Mapping in English reading stimulate students‘ learning interests and improve the interaction between the teacher and students?

Could Mind Mapping in English reading develop creative thinking, and make students to communicate effectively?

Is there any significant difference in students‘ reading efficiency between the experimental group who use Mind Mapping in English reading and the control group who are taught by traditional method?

2 Literature Review

2.1 Previous researches on Mind Mapping both at home and abroad

2.1.1 Previous foreign researches on Mind Mapping

Mind Mapping has been widely used by many researchers in many fields, but when it comes to the researches of Mind Mapping on language learning, a Japanese scholar has got the conclusion that ―this mind map based teaching might be put into practice, but it has been rarely reported.‖ (Shiina et al, 2008:158). Meanwh ile, according to the researcher‘s knowledge, we should truly admit that the directly relevant previous foreign researches are few, while most of the previous foreign researches the researcher had actually could be summarized and listed chronologically as follows.

Mento et al (1999:1-25) combined Mind Mapping and storyboarding into the

teaching of EMBA program, and concluded that it significantly enhanced learning, memory, and creativity. Farrand et al (2002:426–431) through an experiment examined the effectiveness of using Mind Mapping to improve factual recall from written information. Mueller et al (2002:24-27) found it was very effective to marry Mind Mapping with care planning in nursing care. Brinkmann (2003:35-48) compared the differences of background, rules for making maps, uses in mathematics education and limitations between Concept Mapping and Mind Mapping in details. Budd (2004:35-46) examined Concept Mapping and Mind Mapping as approaches in classroom exercises; found that they can help incorporate activities for diverse learning styles into economics courses. Swamy&Kulkarni (2006:493-498) explained Mind Mapping from a new aspect—helping make decision. Tucker et al (2009:8) stated Mind Mapping from the aspect that the advantages and disadvantages of creating maps manually versus using Mind Mapping software, and compared several software applications in details. Murley (2007:175-183) introduced the definition, history and software of Mind Mapping and its application to librarians. Dhindsa&Kasim (2007:357-372) through an experiment compared the effects of a constructivist-visual mind map approach and a traditional teaching approach on science-majored students‘ achievement, and found out that the mind mapping approach was more effective than the traditional teaching approach in improving student achievement, also got the result of that this method minimized gender differences in science academic achievement. Shiina et al (2008:155-164) focused on Mind Mapping as a method in Japanese students‘ vocab ulary learning, and found it was an effective tool for improving intentional vocabulary learning. Also, from that study, we could know that Mind Mapping-based classes had been conducted in English and national language classes as ?collaborative classes‘ in Yokohama International Girls Institute Suiryo High school in Japan. Howitt (2009:42-46) explained Mind Mapping in children‘s education that it was better to use real objects to make three-dimensional mind maps to promote children‘s sharing of knowledge and the creation of connections.

We should notice that there are many countries like South Korea, Japan,

Germany and the USA trying to apply Mind Mapping to the practical teaching reform of primary education, secondary education, and even special education. There have been a lot of researches about Mind Mapping produced in Singapore. England has already put it as a required course in the phase of the compulsory education. In the business world, Mind Mapping is popular with many best-known multinational corporations, such as IBM, BP, British Telecom, Boeing Company and so on. They mainly use Mind Mapping to train staff, manage products, and make plans for their corporations.

2.1.2 Previous domestic researches on Mind Mapping

Although Mind Mapping is a hot issue in many countries, it is rarely studied in China. According to the researcher‘s rough statistics, In China, from 1999 to 2014, the study of Mind Map is booming and has the tendency of increasing. There are altogether 786 theses in magazines and 233theses of master or doctor degree; In 1999, there were two research results, while 231 results in 2009 and 301 in 2010 and in 2011 the study of Mind Map is the most prosperous in terms of the number of the publishing of the theses. From the papers published from 2005 to 2014, the author finds that these papers can be categorized into ontology research, pedagogical application and software study.

Researches on the pedagogical application occupy the most which mainly involve the fields of teaching design, pedagogical exploration and knowledge administration. In 2005, Mind Map was used in English class. Through doing experiments, Zhang Dan (2005) held the idea that Mind Map is useful for students to have a deep and evaluative understanding of the English reading passage and it is also helpful for students to memorize the reading contents and thus use them to communicate with others. Besides, the usage of Mind Map in other subjects, such as physics and biology became studied and discussed. Zhao Yingfang also explored the usage of Mind Map in managing knowledge. From 2006, the application of Mind Map in teaching all kinds of subjects appeared. Li Jingwen (2006) studied the application of Mind Map in teaching chemistry in middle schools and Luo Jialiang

wrote a passage about the application of Mind Map in teaching English vocabulary. From then on, the study of application of Mind Map in teaching flowered.

Besides journals and theses, there are also several researchers as pioneers studying about Mind Mapping and its applications. They are Professor Song Shang (Tsinghua University), who is studying Mind Mapping in business area; Dr Li Jiahou (Shanghai Normal University), whose main direction is Mind Mapping in the education system and applications; Yang Dayu,the teacher from a high school of Jilin province; Qi Wei (Hebei province), Zhang Guozheng and Liu Shouyi (Shanghai); Zhao Guoqing (Beijing Normal University), and so on. There are several companies doing Mind Mapping software, making development and localization work, several training institutions and companies are also trying to take Mind Mapping as atraining course.

2.2 Theoretical basis of Mind Mapping

2.2.1Radiant thinking

Radiant thinking is the natural way of human brain‘s thinking. Each of the data, such as feeling, memory or ideas which including language, numbers, symbols, food, fragrance, line, color, imagery and rhythm, coming into the brain will become a thinking center which can send out thousands of hooks. Each hook is a representative of a link with the central theme, and each link can also be another central theme and sends out another thousand of hooks. These links can be viewed as our memory, our personal database. Human begin to accumulate these large and complex databases from when they were born. The amazing storage capacity of our brain helps us accumulate so large amount of information, furthermore, through radiant thinking which not only speeds up the accumulation of information, but also classifies these data according to their relevance. Because of the more systematic data storage, management and application, the operation of our brain becomes more efficient.

Mind Mapping is the external expression of radiant thinking. ―A Mind Map always radiates from a central image. Every word an image becomes in itself a sub centre of association, the whole proceeding in a potentially infinite chain of branching patterns away from or towards the common centre. Although the Mind Map is drawn

on a two-dimensional page it represents a multi-dimensional reality, encompassing space, time and color.‖ (Buzan, 1993:57)

2.2.2Theory about Left/Right-brain

In the 1960s Dr Sperry announced the major findings about his survey on cortex of the brain that functions of the two halves of the upper cortex tended to be apart from each other. It seemed that the right brain was responsible for rhythm, spatial awareness, gestalt, imagination, day dreaming, color and dimension. And the left brain’s function was different from the right one’s, which was responsible for words, logic, numbers, sequence, linearity, analysis and lists. While based on the theory of life and right brain, Mind Mapping makes people take advantage of every half of the brain fully. For instant, students could use the left brain to memorize words and at the same time use the right brain to imagine to help they keep words in mind effectively.

2.2.3 Schema Theory

Schema was first put forward by psychologist Frederic Charles Bartlett. Bartlett (1932) maintains that schema could organize the previous experience and reflection actively, and have impact on people’s cogitation. He states that schema, actually, is some events and concepts which are connected with each other, and is a network which is stored in peopl‘s long term memory.

The primary principle of schema theory is that if the new information could be absorbed by the existing schema properly, this information could be understood, learnt and kept better than the information which cannot be absorbed. In other words, if a learner used his or her existing knowledge and previous experience to integrate the new knowledge, such new knowledge could be learnt better, and easy to be integrated into his or her existing schema. On the contrary, if a learner was short of proper schema, or, he or she couldn’t grasp the schema firmly, then the new knowledge wouldn’t be integrated and his or her study would be blocked.

With a clear structure, Mind Mapping, as a graphic expressing tool of knowledge, is helpful to both broaden and deepen learners‘thinking and make the inner-relationship among knowledge clearer so that to help learners to digest and integrate knowledge well.

3 Mind Mapping and Mind Mapping in English reading

3.1 Definition of Mind Mapping

Mind Mapping is originated in 1970s by the world-famous brain-power expert Tony Buzan, who is a British educator and psychologist as well as the Chairman of the Brain Foundation.

Mind Mapping is ―an expression of Radiant Thinking and is therefore a natural function of the human mind. Mind Mapping is a powerful graphic technique which provides a universal key to unlocking the potential of the brain. The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance.‖ (Buzan, 1993:59-60) Buzan (1993:59-60) suggests its four essential characteristics: ―The subject of attention is crystallized in a central image; The main themes of the subject radiate from the central image as branches; Branches comprise a key image or key word printed on an associated line, topics of lesser importance are also represented as branches attached to higher level branches; The branches form a connected nodal structure.‖ Therefore, a radiant diagram where the associations and hierarchies flow out from its central theme in a coherent manner forms the mind map.

Mind mapping presents the individual‘s thinking process with the purpose to visualize knowledge structure. People utilize elements like key word, number, color, symbol, and picture to express their own or lecturer‘s information and ideas vividly uniquely. In this process, logic, vocabulary, number, analysis, order in the left brain and imagination, rhyme, color, spaciousness, dimensionality and completion in the right brain together will be mobilized to participate in translating a long sequence of boring message into a highly-organized colorful graph in multi-dimensional radiant thinking mode. Simultaneously the brain will present a radiant network accordingly. Therefore, mind map exactly gives the real expression to human mind. However, readers mainly use the left brain to handle the linear text. Some studies indicate that the utilization of the brain occupies only four to six percent of its whole mechanism. Mind map integrates the functions of the right and left brain and lets them complementarily cooperate with each other.

3.2 Mind Mapping in English reading

The most amazing characteristic of Mind Mapping is that it makes full functions of our brain, such as word, number, logic, image, color and spatial awareness work simultaneously, which helps learners think more clearly, stimulates the best performance of our brain, enables learners to develop their creativity, see relationship between various knowledge visually and grasp the key words. Therefore, Mind Mapping can play a significant role in English reading.

Firstly, Mind Mapping can stimulate learners‘ motivation and imagination for reading. It is known that the learners‘ motivation is the key to the success of study; Harmer (2001) also said that ―The learner‘s motiva tion is a kind of indication to keep learning, and teachers should give students various kinds of interesting and exciting activities in the classroom.‖ But it is not easy to stimulate learners‘ motivation and imagination when they read long and ―boring‖ p assages. Mind Mapping can help to solve this problem. According to Buzan, Mind Mapping is based on the logic of association, which ―reaches out in any direction and catches any thought from any angle….Once the human brain realizes that it can associate any thing with anything else, it will almost instantaneously find associations, especially when given the trigger of an additional stimulus.‖(Buzan, 1993:87) Mind Mapping uses a visual map to outline the main clues of the reading materials, which can help learners to form a better understanding of the reading materials. When they make mind maps while reading, they can use their boundless imagination as much as possible, which makes their motivation work best as well. For instance, story seems easier for readers because it is full of interests and fun, but when it comes to the other materials, it will be not so easy for readers, where Mind Mapping can do a better job. If the reading material is complicated and relatively logical, learners can draw many lines to express their internal logical relationship or list the logical diagram in accordance to the inner logic, which prompts students to grasp the main points of reading materials accurately. If the reading material is more abstract, learners can discard the nonessential properties from a variety of things, and constitute a mind map with letters, words, data, arrows and other marks, which makes them grasp the content better. Therefore, Mind

Mapping makes students do not only follow teachers‘ directions all the ti me, but try their best to utilize their own imagination to process, analyze and summarize the passages all by themselves and even talk about the details with their teachers actively, which shows high motivation for learning.

Secondly, Mind Mapping can make learners understand and memorize the reading materials better as well as improve reading efficiency. We all have this experience: reading always relies on the understanding of the word symbols, and actually the original reading materials always consist of long sentences, which makes learners fail to understand clearly and perform worse. The reason is that most of the learners pay the whole attention to reading the long sentences and fail to grasp and memorize the key words of it. If they use Mind Mapping, it will be different. Through the hierarchical structure and colors of mind map, it is easier to find and remember the key words instead of thinking about the whole sentences all the time. The hierarchical structure conforms to the general assumption that the cognitive representation of knowledge is hierarchically structured. (Astrid Brinkman, 2003:39) According to this theory, the information which has been linked together by others or themselves may be memorized and recalled faster. Actually each mind map is a unique picture which has a strong visual appeal, which makes the learning process speeded up and information last longer. That is reason why Mind Mapping is said to be ―an effective study technique when used to improve factual recall from written material.‖ (Farrand, P. et al. 2002: 426-431)

Thirdly, Mind Mapping can foster learners‘ creativity and divergent thinking ability. Different people may develop a personal style for Mind Mapping, which may have different forms, shapes, colors, symbols or images and even artistic arrangements. Brinkmann (2003:40) pointed out that this leads to a gain in creativity and moreover gives great pleasure. Meanwhile, Mind Mapping help people describe in multi-angle, analyze systematically on their issues, think profoundly and creatively on their studies, so as to help to find the key point to the solution. Swamy&Kulkarni (2006:496) said that ―The mind-map does not make the choice. However it dramatically increases our ability to make the choice by highlighting the key

trade-offs.‖ Let‘s take Figure 3.1 as an example. Figure 3.1 below illustrates a real example vividly that how Vanda North (an instructor of Mind Mapping) used a mind map to decide whether to move her business headquarters or remain where she was, through this we can easily find out how the divergent thinking ability is fostered.

Fourthly, Mind Mapping can develop learners‘ organizing ability in the course of using the given mind maps or making their own mind maps. Actually the reading process is a process to organize various knowledge or information together and the learning results depend on whether it is well organized or not. A given mind map presents information in an organized and easy to follow format, on one page, which is simple for others to read and add their own ideas. Meanwhile, as mind maps have an open structure, learners can add their own mind maps into the given ones so that a new mind map is born. Buzan also said that ―Any Mind Map is potentially infinite. In view of its radiant nature, every key word or image added to a Mind Map itself adds the possibility of a new and greater range of associations, which themselves add the possibilities of new and greater ranges, and so on ad infinitum. This demonstrates yet again the infinite associative and creative nature of every normal human brain.‖(Buzan, 1993:86) Therefore, during this process of using the given mind maps or making their own mind maps, learners‘ organizing skills have gradually been developed, which makes their reading ability improved as well.

4 Research Methodology

4. 1 Research hypotheses

There are three research hypotheses:

The use of Mind Mapping in English reading could stimulate students‘ learning interests and improve their interaction with both the teacher and peers.

The use of Mind Mapping in English reading could develop creative thinking and divergent thinking, and make students to communicate effectively.

There is significant difference in students‘ reading efficiency between the experimental group who use Mind Mapping in English reading and the control group who are taught in traditional way.

4.2 Methods

(1) The preparation phase

Before the experiment, an interview for college English teachers will be designed to be conducted in the preparation phase. The researcher will interview six English teacher who teach college English from English Department of Shanxi Normal University. The aim is to know the current situation which include methods and problems of college English reading instruction, and teachers‘acceptance to new teaching method. The pre-test of English reading comprehension will be conducted between the experimental group and control group under the experimental teachers‘observation. Aiming to know whether there is no obvious difference in the reading proficiency of the experimental class and control class.

(2)The implementation phase

The experiment will be carried out in two parallel classes at Shanxi Normal University and last for four months from March 2015 to the end of the semester in June 2015. In the experimental group, the teacher will teach English reading with Mind Mapping, while the teacher still use her former teaching method—the traditional teaching method to teach English reading in the control group. The teaching material of parallel classes learnt will be the same. All the lessons will be carried out according to the original teaching curricula, the teaching content are the same. Both the experimental group and the control group will have English class twice a week. B efore the teacher‘s lecture, an introduction of Mind Mapping to the subjects in the experimental group will be give. The aim is making the participants to understand Mind Mapping, and could use it into their English learning. The participants will be introduced to the basic guidelines for creating mind maps, and then they were guided to create mind maps several times.

(3)Post-implementation phase

At the end of the semester, a post-test will be carried out to compare the change of their reading competence after applying the Mind Mapping. An questionnaire for the experimental students will be conducted after the experiment in order to explore students‘ perceptions to Mind Mapping in English reading.

Reference

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(16):35-48.

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Brain‘s Untapped Potential. Penguin Books USA Inc.

[5] Dhindsa, H. S., Kasim, M. 2007. Constructivist-visual Mind Mapping teaching approach and science

students achievement. METSMaC. 357-372.

[6] Mento, A. J., Martinelli, P., Jones, R. M. 1999. Mind Mapping in executive education: applications and outcomes. The Journal of Management Development. 18(4):1-25.

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“一个支持、反对??的运动” a argument for / against ? “一个支持、反对??的论点” behave oneself 守规矩,举止得体 behave badly/ well to sb. 对待某人好、不好move off 离开,启程,出发 observe sb. do sth. 观察某人做了某事 (sb. be observed to do sth.) observe sb. doing sth. 观察某人正在做某事 (sb. be observed doing sth.) in the shade 在阴凉处 work out 弄明白,解决,制定,锻炼,进展respect sb. for (doing) sth. 因为?而尊敬某人

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