The Applied Research On The Teaching Of English Vocabulary Associative Memory For The Freshmen Of Junior High School

As one of the three elements of language,vocabulary is an essential part of language and plays an important role in language and language teaching(Li Hongmei,Zhang Luan,2016).At present,for the students in grade one at junior high school who have just entered junior high school,they need to master more words,while some traditional vocabulary teaching models are backward,and most students lack effective memory strategies,which make some students lose their interest in vocabulary learning and struggle to memorize vocabulary,so it is necessary to teach students an effective vocabulary memory strategy.After consulting a large number of relevant literatures,the author applies associative memory strategy to the English vocabulary teaching of the students in grade one at junior high school based on schema theory,processing level theory and contextual theory,and studies the following questions through empirical research,questionnaire method and interview method:(1)What effect does the application of associative memory strategy have on the vocabulary achievement of the students in grade one at junior high school at different levels?(2)What effect does the application of associative memory strategy have on the attitude of the students in grade one at junior high school towards vocabulary learning?(3)What effect does the application of associative memory strategy have on the current situations of remembering words of the students in grade one at junior high school?This experiment lasts for one semester,and the author takes the students of two classes in grade one at junior high school in Weifang City as the research object,according to the results of the junior high school entrance test,divides the students into three different levels,namely,top students,middle level students and underachievers,after the experiment,analyzes test scores,questionnaire data and interview results through the Excel and SPSS23.0,The results show that: first,the application of associative memory strategy can improve the vocabulary scores,and the influence for the achievement of underachievers is greater and the influence for the achievement of top students is less;What's more,students' attitude of learning vocabulary is also obviously changed,including the aspects of cognition,emotion and behavior;finally,after the experience,students change their original vocabulary memory situations and can use various associative memory strategies flexibly to memorize vocabulary.This experiment has great significance,but still has some deficiencies: the experiment is limited by the time and the region,the data is very difficult to represent the whole students in grade one at junior high school' condition,and is also hard to represent the long-term application effect.