Anapplication Study On The Training Of Chunking Memory Strategy To Improve The Vocabulary Learning Quality Of Junior Middle School Students

The 21st century is the century that the whole world has deeper correlative dependence. As a global language, English is the carrier of the world's development of science and technology, the international economic development, and the culture exchange. It is also the basic tool of the member of the society to comply with the time and development of the society. The shortcoming of traditional English teaching results in great vocabulary learning difficulty of many middle school students. Quantity of vocabulary has become a bottleneck of English learning. Studying and concluding effective English learning strategy is the important way to lighten students'burden and all round raise the quality of the students and teaching quality. But along with the vocabulary requirement improving of the issue of the Standard of English Curriculum, how to learn and grasp the words efficiently is still an urgent problem in the current junior middle school English teaching field.Michael Lewis , basing on a large number of the actual language used in literature, points out that lexical chunk of language is the key of use, and therefore should be the focus of language teaching. The existence of lexical chunks speeds up the pace in language processing and is of great significance in promoting language acquisition and language fluency of the output. Domestic and foreign scholars have conducted a number of vocabulary learning strategy researches, but to combine chunking memory strategy training with the teaching with the empirical study investigating the effectiveness of the experiment is still rare.This paper reviews the vocabulary teaching in junior middle schools through comprehensive literature study, and then the same way with the literature on memory strategies, making the latter as a theoretical basis. Then the paper gives the word definition and classification of the chunking memory strategy. Then the paper gives the concrete teaching plan example of how the chunking memory strategy is being used in the teaching. The experimental method is a contrast test using pre-test and post test. The experimental subjects are Class One and Class Two in Grade Three of Weigu Middle School, Zibo Development Zone, respectively, as the control and experimental classes. Both Class One and Class Two have 51 pairs of students. The experimental period took a semester. Then the paper gives the findings and the analysis of the conclusions, the chunking memory strategy training rules and recommendations and considerations in the strategy training.The results of the one-semester experiment show that: Applying chunking memory strategy in the vocabulary teaching, to a certain extent, can improve the students'English scores and memory skills. Students in the experimental class can use the strategy in the study of English learning more freely and more skillful. Chunking memory strategy can reduce the vocabulary learning barrier, improve the learning efficiency, overcome the native language effect in the English writing, and enhance the textual organization ability, while improve English language learning beliefs, attitudes, inspire English interest in learning, motivation and confidence of the middle school students. This indicates that the chunking memory strategy instruction can surely exert general and positive influence in the students'English learning, and raise the writing score. Chunking memory strategy instruction is effective and feasible in junior middle school.