An Empirical Study On The Effectiveness Of Dictation Strategies Based On Forgetting Rules In Senior One English Teaching

Dictation as a common teaching method is indispensable in English teaching,which plays a certain role in promoting the daily English teaching,so the effectively circular dictation strategy in the high school English teaching system is particularly important.A lot of domestic and foreign studies seldom focus on practical application in the teaching.According to the previous scholars' studies of dictation and combined with the author's own experience in teaching English,this study which used the dictation strategy based on Ebbinghaus' forgetting rule aims to explore whether this new dictation strategy is helpful to improve the level of studentsEnglish learning.This paper considers Ebbinghaus' forgetting rule and cognitive psychology theory as the theoretical basis,and applies the design of corresponding dictation strategy to the teaching of everyday English teaching in Senior One.In order to guarantee the reliability and validity of the research,the experiment contains a complete experimental process.Through 18 weeks of dictation training,117 students from two classes of Senior One in Senior High School of Yining participated in an empirical study with the dictation strategy.Through two questionnaire surveys,the interviews between students and teachers,the comparison of the scores of pre-test and post-test and data analysis,this study discuss the following questions:First,what are the differences between this dictation strategy based on the Ebbinghaus' forgetting rule and traditional dictation strategies? Second,what is the effects of the dictation strategy based on the Ebbinghaus' forgetting rule on students' dictation scores? Third,what is the effect of the dictation strategy based on the Ebbinghaus' forgetting rule on students' comprehensive English ability?In the regular teaching,the students of the experimental class were organized to have dictation training based on Ebbinghaus' forgetting rule with the guidance of the teaching schedule and teaching design requirements of the whole grade.The results of the study were summarized as follows: First,most of the students in the experimental class accepted the dictation strategy and affirmed its positive role.By dictating the words,sentences and discourse in different forms,the students' memorizing effect of words is strengthened.Second,this dictation strategy improves effectiveness of students' vocabulary memorization and their language learning ability in listening,speaking,reading and writing,and it can also enable students to develop good study habits,and set up their confidence in learning English.Based on the process and results of the experiment,the author made a relevant summary and got the implication in the last part of the thesis.At the same time,it pointed out the limitations of the research and some suggestions for the future research.