An Experimental Study On Association-Based Vocabulary Learning In Grade Six In Junior Schools

Vocabulary learning strategies are vital for Chinese junior students and it seems it is quixotic for many junior English teachers to bring the idea to train students how to use strategies to learn English vocabularies. As we all know, if we don't do like that, the difficulties in vocabulary learning will go with them forever. Especially for Junior One students, for the reason that their antipathy and burnout to English mainly come from the deficient of vocabulary at the beginning of their Junior studying. To help the students out of this difficult situation and facilitate their English learning in junior high school,the author of this thesis has conduced an empirical study on the basis of cognitive psychology theory in an attempt to explore an effective English vocabulary strategy training model for the junior high students.As for some language experts, they regard the vocabulary learning as the core of language research. The author of this paper feels privileged to read a lot of literature relevant to vocabulary learning strategies. By the comparison between different learning strategies, while taking the physiological and psychological characteristics of the junior high school students into consideration, the author mainly studies vocabulary teaching based on associative strategy. The experimental research focuses on three aspects: pronunciation , the word form and the word meaning.The paper hereby to verify the following assumption according to the current study :(1) The memory of Junior One students can be improved as the results of associative strategy training such as the new words and the skills of learning new words;(2) The burden of vocabulary learning can reduced for Junior One students, and their interest of studying can be motivated after the training;(3) Their autonomous learning can be practiced spontaneously through associative strategy training ;(4)Their consciousness of using vocabulary learning strategies can be enhanced through associative strategy training .In order to verify the assumption, the author did the experiment among the Junior One students in Harbin No. 107 Middle School. 90 students have taken part in the experiment. The students who are subjected are divided into two classes. they are comparative class and an experimental class. During the experiment, We use the old and direct vocabulary teaching mode, and make good use of the associative vocabulary teaching in the experimental class. Semantic association and word-form association are more important. The quantitative and qualitative methods are used and with mutual combination by 11.5 statistical software SPSS to handle data, obtain averages, value, such as p value for future reference. The data of the conclusion shows that, after a 12-week training in vocabulary learning strategies, the students of the experimental class improved their vocabulary learning ability, which appears apparently higher than that in the comparative classes. The surveys show that in comparative class, students learn vocabularies just to meet the requirement of the teacher and only limit to the words list, while the students in the experimental class is different . The students' vocabulary learning embodies on the autonomic learning and students feel more willing to learn and enlarge their vocabulary. In conclusion, some theoretical supports to associative assumptions are proved to be effective.