An Experimental Study Of English Word Memory Teaching Methods In Middle School Based On Implicit Study

The formation of English language skills must have to be based on the language of materials. The most important side of the language materials accumulation is to master a foreign language vocabulary, and English vocabulary memory is the bases of English. English words and memory are always difficulty in studying English, students often spend a lot of time and energy to memory words, but the results are still not good.The English vocabulary retention strategies that we often used are phonegram and associative compounds. Although compared with repeating method the strategies of phonegram and associative compounds are greatly improved, but they are all explicit study, which require more attention. While implicit study is non-conscious study, which require less attention, thus can lessen learner's biological and phycho logical burden. We can applied this study theory to the field of teaching and use the teaching method that combines the implicit study—generation effect and explicit study to improve the effect of English word memorizing.According to the theoretical assumptions, the subjects are divided into two groups, one applying explicit teaching method and the other implicit and explicit combination teaching methods, then they are given memorizing tests and the result shows that the memory of combination group is better than the explicit group in English and Chinese clue memorizing tests and the differences of the two groups are great.Through this experiment, the teaching methods of combination be found can guide students to learn through discovery, at the same time, it also shows there are the possibility and effectiveness of studying English words concentratly. But we must notice that when we compose teaching memory materials, we must take full advantage of the background owned by students, thus better memory effect can be achieved.