A Study Of English Vocabulary Memorizing Methods Applied In Senior High School English Vocabulary Teaching

Vocabulary is one of the key elements of language.The depth and width of vocabulary has an important effect on communicative ability of language learners as well as their listening,speaking,reading and writing.In China,vocabulary still puzzles lots of English learners.Although a variety of vocabulary memorizing methods are tried,the students can’t get what they really want.Meanwhile,plentiful researches about vocabulary learning methods at home and abroad are conducted and multiple learning methods are proposed in an effort to solve the issue that puzzled English learners.Many study results demonstrate that effective learning method is an important factor for success of second language acquisition.The purpose of this thesis is to investigate the status quo of students’ vocabulary learning and the application of teachers’ vocabulary strategies,and to learn the effects of several commonly used vocabulary memorizing methods through teaching practice.Theoretically,this thesis made a comprehensive description about learning strategies and vocabulary learning strategies based on theories and results of previous researches in China and abroad.With the theoretical foundations of vocabulary teaching which are second language acquisition theory,constructivist theory and cognitive psychology theory,this thesis studies the relationship between vocabulary memorizing methods and vocabulary teaching through questionnaire,interview and teaching practice.ivThis study which is a five-month investigation and experimental research takes students from Jiangnan Middle School,Guigang,Guangxi as the research subjects and mainly aims to answer the following questions:1)What are the problems existing in senior high school students’ vocabulary learning? 2)What are the effects of English vocabulary memorizing methods applied in senior high school English vocabulary teaching?First of all,to master students’ vocabulary learning status quo,questionnaires are handed out to 373 students,and the data is collected and analyzed.Then,the current situation of vocabulary teaching in high school is grasped,through the interview and discussion with 20 English teachers in the school.Finally,Class 13 and Class 14 of Senior Two are selected as the experimental class and the control class respectively,and in the next four months,the application of intuitive method,contextual method,word-formation method,associative method and a special training are employed in the teaching practice process in the experimental class,while in the control class,traditional teaching mode still goes on.And the efficiency of the methods is measured through the results of the pre-test and the post-test.And it obtains students’ real views on the four memorizing methods through the interview with 7 students from the experimental class after the teaching practice.Research results indicate that students mostly use shallow memorizing methods to learn English vocabulary,but not deep memorizing methods.And students get poor learning effect for lack of interest in their vocabulary learning and systematic induction to vocabulary.It is also found that some teachers pay attention to grammar teaching and neglect vocabulary teaching,and many teachers use single vocabulary teaching strategies,which most are shallow memorizing methods.And they could not choose effective methods to teach students;and even though good methods have been found out,they are not able to insist to the end,so they do not have good effect on vocabulary teaching.Meanwhile,it can be seen that the mean score of the students in the experimental class is 6.8 points higher than that of the students in the control class after using memorizing methods,which proves that the effect of memorizing methods is significant,and students are willing to accept the vocabulary methods applied in the study,and those methods conform to students’ cognitive law,helps to enhance students’ interest in learning vocabulary and improve the students’ academic performance.Moreover,vocabulary learning strategies can be obtained through a system of training and daily teaching penetration,which have strong operability.Finally,the author puts forward some teaching suggestions: on the one hand,teachers should cultivate students’ interest in vocabulary strategies,and make them turn learning passively into learning actively;on the other hand,the teachers should make full use of textbooks to teach vocabulary creatively and make vocabulary vivid.Meanwhile,the students should be hard-working and choose appropriate vocabulary memorizing methods to learn and master vocabulary efficiently.