A Study Of Implicit Generation Effect In English Vocabulary Learning

Vocabulary learning is always a popular topic in English learning, students pay much attention and spent much time on learning vocabulary, but they receive less result. The reason why learners couldn't learn vocabulary well is that most learners use the traditional methods to learn vocabulary (association, morphology, etc), while most of the traditional leaning methods belong to the explicit learning, which requires learners to pay more energy on learning process. However, implicit learning is an unconscious learning process, which needs less attention and awareness to lighten the learners' psychological pressure. According to the definition given by the professors, learning might be "implicit" to the extent that people appear to be able to learn new information without intending to do so and in such a way that the resulting knowledge is difficult to express.This thesis will introduce the generation effect of the implicit learning in the process of learning vocabulary from the view of cognitive psychology. The thesis makes an experiment on the subjects of the Beijing Shunyi 2nd Middle School by using the sequential learning. The author gives the subjects an immediate recall test,48 hour later recall test and 7 days later test and records their score in order to make a comparison. According to the result of comparison, this thesis makes a conclusion that the generation effect of the implicit learning is better than the traditional vocabulary learning method in the learning process of the phonology, grammar as well as meaning. As a result, the implicit learning can direct the vocabulary learning effectively in the actual learning process.