Effective Accumulation Of English Vocabulary With "memory Theory" To Help High School High School Seniors Empirical Research

The studies suggest that vocabulary command is the key to the improvement of listening, speaking, reading and writing skills and is tied to the success of the college entrance examination. However, the new course standard made the statement that "Learn to use about 3300 words and 400 to 500 idioms or regular collocations" (The Ministry of Education,2003). Such a requirement means more difficult for the common senior high schools'students in Grade 3, which even do not have a solid foundation of knowledge. Therefore I want to seek for some methods for memory preservation and forgetfulness delayed by following the memory rules to help student build up a varied vocabulary effectively.In this paper, I start with memory categorizing, forgetting and vocabulary multiple appearance, focusing on the mental lexicon and its organization and extraction, methods and skills of memory, summarizing the results of both domestic and international vocabulary memory teaching research. There is a detailed explanation for the methods of building connections, activating schema and making chunks and I try to apply them to practice.The experimental sample in this research is 98 students of four classes in Grade 3, a common four stars senior high school in Wuxi urban district, Jiangsu Province. These students are asked with questionnaire of vocabulary memory strategy and being observed on the class. Through the two post-tests for vocabulary memory training and interviews, I draw the following conclusions:Students'strategy ability has been improved after the vocabulary memory training. In the pre-test, the average value of memory utilization, association memory and context memory, of which is devoid by most students, is still less than normal but has increased significantly.For the score of timely post-test, the experimental class is slightly higher than the reference class, which means the two methods, whether rote learning or scientific mnemonics, do not have significant influence to the short-term memory. In the delayed post-test, the reference class achieves a big fall in score while the score of the experimental class is rising. That means scientific mnemonics and skill guide improve the long-term memory much.The enthusiasms of high, normal and low strategy learners for vocabulary learning and self-collection ability get improved. The greatest impact one is normal strategy learners and the high strategy learners already has the primary ability of vocabulary self-collection.