Chapter One Introduction1.1 Backgro

Chapter One Introduction1.1 Background of the StudyVocabulary learning lays a foundation in language learning. Zeller (2011) pointed out that for themajority of English learners, vocabulary learning had a crucial role in promoting English language learning.The language would be meaningless and inexpressible without it. D.A.Wlikins (1972) considered thatwithout grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed. Therefore, it’sthe premise for students to master certain vocabulary, vocabulary learning is effective in students’ languagelearning.The linguistic foundations that students should learn and master in the compulsory education stageinclude pronunciation, vocabulary, grammar and the linguistic forms used to express common functionsand topics. While the requirements for vocabulary include: learning 600-700 words and 50 idioms about therange of topics at this level according to sounds, shapes and meanings; initially grasping the use of 400words to express the corresponding topics (New Curriculum Standard, 2017). While there are still manydifficult problems in daily English vocabulary teaching.Vocabulary is the weak point for the majority of students in junior high school. Firstly, most studentsuse inappropriate vocabulary memory strategies. Students mainly adopt the method of rote memorization torecite words. While the result of this method often leads to the inefficiency of students to recite words, itconsumes a longer time and more energy as well. Secondly, the vocabulary in textbooks is arranged inalphabetical or teaching order, the isolated and illogical order between words and words leads to the factthat students can’t use them due to the isolated memory of the words. Moreover, the teachers’ teachingmethods are boring and they mainly pay attention to the grammatical aspects of words, which ignore theinstruction of vocabulary memory strategies. What’s more, since students encounter many difficulties invocabulary memory, so their vocabulary level has not been improved, which can’t raise their greatenthusiasm for English learning. Gradually, students are not interested in English learning. Based onseveral problems we mentioned above, it is imperative to apply a new method to English vocabularyteaching in junior high school. Many scholars found that it is an effective way to combine mind map withvocabulary teaching.