An Experimental Research On Memory Strategy And Affective Strategy As Related To College English Vocabulary Teaching

Word is one fundamental component of language, and memory is the basic mean of vocabulary acquisition. This thesis chooses college students as subjects and focuses on the study of memory strategy and affective strategy, attempts to indicate that:First, what are the general conditions of both types of strategies in the process of vocabulary learning? And what are the interactive relationship and influence between memory strategy and affective strategy.Second, whether the relative memory strategy training can enhance the learning efficiency, and help learners to confront any negative emotional shift: attitude,anxiety and motivation. Will the strategy training program promote teachers to emphasis on the application of strategy training in classroom setting?Vocabulary learning strategies form a sub-category in the framework of language learning strategies. Most language learning strategies can be used for vocabulary tasks. Oxford divides language learning strategies into two categories: direct strategies and indirect strategies. According to the classification of Schmitt's vocabulary strategies, memory strategies are further subdivided into more specific item for the questionnaire.The methodology used in this research is a combination of qualitative and quantitative method. The subjects are non-English major college students with certain English proficiency. Experimental group and control group are set. A short term strategy training program is designed with duration of twelve weeks. Questionnaires, vocabulary tests, and interviews are used for the quantitative and qualitative research. The results of the investigation and experiment will be analysis and summarized by the software SPSS17.0.By data analysis and results, the author finds that the both groups get similar state of using strategies before the experiment; there is no significant difference on vocabulary knowledge. After the experiment, the experimental group products significant variation—higher academic record and more effective learning attitude, while the control group does not. It shows that strategy training in vocabulary learning and teaching is more efficient than traditional methods. Efficient vocabulary strategy training can help students accept more strategies and enhance their awareness of language learning.This paper indicates that the usage of memory strategies could help learners to achieve higher academic records; in this research, the finding shows that short-term strategy training can guide learners to master more useful and systemic strategies; and a positive emotion is helpful to the development of learners'personality, interest and potentiality. The implications of this research are essential for teachers and learner. Learners could make proper self-evaluation and planning in the process of learning when they choose strategies intentionally. Meanwhile, it is necessary for teachers to set up the strategy training program in classroom setting, design a type of strategy-based instruction in regular course extent.