2.2 Vocabulary

2.2.1 Definition

Vocabulary is the basic element of a language. British linguist Michael Lewis put forward the lexical approach. He states that vocabulary learning includes not only the word itself but also the language trunk which is an important part including phrases, idioms, collocation and fixed sentence pattern.

Therefore, vocabulary teaching includes three levels: 1. Acquisition of the combination of meaning, pronunciation, form of a new word. 2. Learning of many features such as change of speech, connotative meaning, and imaginative meaning and so on. 3. The environment and method of words learning. The mind mapping aims to study the connection between words and facilitate vocabulary teaching.    

2.2.2 Previous researches on vocabulary teaching

In domestic study, Liu Xiaoshuang mainly studies the effect of phonics on vocabulary teaching. And she provides suggestions for phonics teaching such as analogy, imagination, posture conclusion, association and audio card.（2014） Lu Shuyun searches the influence of TPR method in vocabulary teaching and she finds that TPR obviously improve students’ interest and enhance their vocabulary test. （2016）Moreover, students of lower English level have much more influences and verbs teaching benefits more from TPR method.

In overseas study, Hilal İnal, and Abdulkadir Cakir investigate the effects of stories as contexts on vocabulary recognition and retention. It turns out that the story-based vocabulary teaching is more effective. （2014：675-679）Sezen Tosun’s experiment focuses on the effectiveness of blended learning on vocabulary enhancement and his interview aims to find out students’ perceptions of the advantages and disadvantages of blended learning and their suggestions on improving environment.(2015：641-647)

In summary, researchers are trying out many methods to explore vocabulary teaching.

2.3 Researches on Mind map applied to vocabulary teaching

In domestic study, Zeng Yanyan first applies the mind map to vocabulary teaching to promote the remembering of English words effectively. He designs a series of maps of each semester and module which improve the effectiveness of vocabulary retention. (2008) Wang Sijia makes an experiment to the effectiveness of the mind map on primary school vocabulary teaching and the results show that it can enhance the accuracy of spelling, change their learning habit and arouse their interest in learning English.（2016）Li Binna aims to testify whether mind map teaching mode can improve students’ vocabulary mastery. Finally, both learners’ test scores and their ability of learning vocabulary are improved.(2016)

In overseas study, Rabeka testified a relationship between drawing mind map and students’ vocabulary mastery. And he concludes that mind mapping, a diagram for visual presentation of ideas is a pedagogical technique. The diagram contains a main idea in the center and then certain ideas, words or even phrases related to main concept can be connected. (2014) Yeşim Dilek and Nurcihan Yürük investigate the effects of using Semantic Mapping Technique in comparison to traditional technique in vocabulary learning and find out that semantic mapping is more effective than the other technique. What is more, students’ attitude and preferences were related.(2013：1531-1544)

To sum up, the previous studies investigate similar topics from different perspectives. The present study stands on what others have achieved and makes some deeper research such as what influences mind mapping exerting on students’ attitude and behavior and gender differences.