The Study On English Vocabulary Memory Strategy In Senior Middle School

In the Second Language Acquisition, vocabulary is of great importance to languagelearners and also it is the basis of other language skills. In order to reduce the burden ofEnglish learners and to improve the education quality, we have got to conclude effectivememory strategies with the help of which the present condition of repeated memorizing andrepeated forgetting can be changed. In the thesis,“Metaphor” is applied to enhance theefficiency of memorizing English words in senior high school. Metaphor is not only theuniversal thinking mode of human being, but the universal means of language diction andword-formation as well. The frequently-used metaphor word-formations are figurative sense,conversion, affix and compound. The thesis mainly focuses on the affixation in metaphor andtries to explore the effective way of assisting the senior high school students in memorizingwords from the view of metaphor. The thesis consults the experts’ policies and theirargumentations of memorizing words. The author has investigated how the senior high schoolstudents memorize English words. There are Class One, Class Two and Class Three studentsconcerned in the questionnaire, who are from Grade3Senior High School in Zhangzhou No.3Middle School. Class One is empirical class and Class Two is comparative class. The twoclasses have the same English teacher and there is no pre-experimental difference betweenthem. The empirical class have been taught by the new method for a semester. The teachingcontents are mainly from the students’ word list. After a semester’s experiment, thecomparison is made by pre-test, mid-test and post-test, followed by the analysis. Finally, itnaturally comes to a conclusion that the metaphorical word-teaching method is applied notonly to cultivate the students’ thinking, but also to improve the efficiency of words input andenlarge their vocabulary.