A Study On The Application Of The Pictographic Memorizing Method In Senior High School English Vocabulary Teaching

Vocabulary is the basic part of English. If students do not master acertain vocabulary, it cannot be carried out smoothly in listening, speaking,reading, writing and translating, and also they are unable to communicate inEnglish well. Vocabulary teaching is also the foundation of English languageteaching. For teachers, with what teaching methods and teaching activities toteach English vocabulary so as to improve the effectiveness of Englishvocabulary teaching, is the developing direction of contemporary Englishvocabulary teaching research. In the research of learning and practiceteaching, the author found that there are quantities of studies of Englishvocabulary teaching in second language teaching, but mostly areconcentrated in the impact of the background knowledge of vocabulary andhistory of vocabulary transition on English vocabulary teaching, or in thedescription of the cognitive process of English vocabulary teaching.Although the twenty-six letters are the foundation of English vocabularyteaching, yet few people researches the pictographic meaning of thetwenty-six English letters. And in the English vocabulary teaching activities,some vocabulary teaching methods are not innovative or practical, whichleads to low effectiveness and feasibility, and even the ineffectiveness ofEnglish vocabulary teaching.In this paper, the application of the pictographic memorizing method inthe senior high school English vocabulary teaching is studied by means ofdifferent research methods such as the literature review method, experimentalmethod, comparative method and interview method. Upon the pictographictheory and the behaviorist theory, based on Xiang’s (2007) pictographicmemorizing method, the author designs the corresponding procedure andteaching activities of the senior high school English vocabulary teaching. This research hypothesis is: the application of the pictographic memorizing methodin senior high school English vocabulary teaching is feasible, and it can makethe students’ scores of vocabulary section increased. Through the comparisonof the quantitative and qualitative data of the experimental group and thecontrol group in real teaching environmental experiment, the results show thatthe experimental group students’ scores of vocabulary section are indeedincreased which is caused by the only independent variable, namely thepictographic memorizing method, and the interview data results show that thestudents’ satisfaction is also relatively high. It indicates that application of thepictographic memorizing method in senior high school English vocabularyteaching is feasible, and the teaching effect is relatively good.This article is divided into five chapters. The first chapter is theintroduction, introducing the research background, significance of this studyand research purpose; the second chapter is the literature review, combingthe pictographic memorizing method and the research status of senior highschool English vocabulary teaching at home and abroad; the third chapter isthe theoretical basis of this research, namely the pictographic theory and thebehaviorist theory; the fourth chapter is the research design, throughexperimental method, comparative method and interview method, to teachthe experimental group according to the procedure of the pictographicmemorizing method while teaching the control group with the procedure ofthe normal teaching method, and to get the quantitative data and thequalitative data, then through data analysis to conclude the main findings;the fifth chapter is the conclusion.