An Empirical Study Of The Teaching Of Vocabulary Memory Strategies To Senior High School Students

As the basis of all language skills, vocabulary is one of the three elements that constitute language. Nowadays, the drawback of traditional English teaching patterns has increased the difficulties of students' vocabulary memorizing, especially for those who have just entered the senior high school. Vocabulary memorizing has become a shackle for their English learning. In order to change the condition of students' rote memorizing and enhance their interest of learning, we have to explore and summarize effective vocabulary memory strategies. However, in the previous study,we can see that studies on vocabulary memory strategy training have been paid less attention to, and most studies have focused on general description and classification of vocabulary memory strategy training.Based on the above situation, the research adopts quantitative and qualitative methods.80 fresh students who come from two classes of Hainan high school are chosen as subjects to discuss and analyze their current situation of application on vocabulary memory strategy. Based on the theory of cognitive memory and level of processing theory, making reference to the investigation of the two classes, the author selects four least frequently used but more effective strategies to train students in the experimental class for thirteen weeks. The data was collected and analyzed by SPSS20.The results are as follows: with their awareness of using a wide range of strategies improved, the students in the experimental class start to frequently use more effective strategies and there exist significant differences between the experimental class and the control class on strategy use after training. As a result of that, the repetition strategy is accordingly reduced. After training, the score of vocabulary post-test greatly improves in the experimental class and there exist significant differences between the two classes. The interview after training also indicates that the majority of the students believe strategy training can greatly enhance learning efficiency.The research findings may provide important inspiration on vocabulary strategy memory training in senior high school. Firstly, teachers should sum up some useful vocabulary memory strategies which can be applied to classroom teaching. Secondly, this model of teaching on memory strategies can't be only introduced in vocabulary lessons. Teachers should teach specific strategies on vocabulary memory in different types of lesson. Lastly, in the long-term process of learning, students should be given enough time and chance to internalize knowledge that they acquire on memory strategy, which inspires them to experience, reflect and sum up.