An Empirical Study On The Vocabulary Memory Strategies Of Rural Junior Middle School

Vocabulary is the carrier of language.Language use,including language understanding and language expression,is inseparable from vocabulary.Vocabulary knowledge and language use form a virtuous circle,while vocabulary strategy is an important part of vocabulary knowledge.Effective vocabulary memory strategies are important factors influencing the quality of vocabulary learning.The junior high school stage is the basic stage for students' ability to listen,speak,read and write,and vocabulary is the premise of these abilities.Rural junior high school students are a large group of English learning in China.Compared with cities,the current situation of English teaching in rural junior high school is not optimistic.Their English level is directly related to the English level of junior high school students of China.Studying rural junior high school students' vocabulary learning strategies can have a multiplier effect on junior high school students' English vocabulary learning,so as to improve the confidence of rural junior high school students in English learning,which has a very important impact on overall development of rural students.In this study,123 students are chosen as the research participants who come from two parallel classes in second grade in one of rural high school of Chengdu.The class five is regarded as the control class of this study,and the class two is regarded as the experimental class of this study,which is the experimental object of this study.Based on the classification of memory strategies proposed by Schmitt(1997),a questionnaire with 12 memory strategies is designed to investigate the application of memory strategies.At the same time,a questionnaire survey of vocabulary memory strategies was conducted for 104 urban students in second grade,which compared with the vocabulary memory strategies used by 123 rural students in second grade.This study is conducted on the following questions:1.What's the current situation of the application of vocabulary memory strategies in rural junior high schools and the urban junior high school students?2.After the training of vocabulary memory strategy,how do the vocabulary learning concepts and vocabulary memory strategies of experimental class students change?3.Has the vocabulary of experimental class students expanded?The results show that there are differences of using memory strategies between rural junior high school students and urban junior high school students with good English proficiency.The urban junior high school students are good at using multiple vocabulary memory strategies,such as spelling,interpretation,grouping and other strategies.And they have awareness of using vocabulary memory strategies.But the rural junior high school students have a lower frequency of overall use strategy,especially for the deep processing strategies,and lack of awareness of using vocabulary memory strategies.The results of the pre-experiment questionnaire show that most rural junior high school students tend to use mechanical repetition strategies such as reading aloud,spelling a word repeatedly.The results of vocabulary test papers show that the English vocabulary of rural junior high school students is not ideal,and the vocabulary is only 329,which is much lower than the requirement of Compulsory Education English Curriculum Standards.Therefore,as for the on the current situation of rural junior high school students,the author conducts a 10-week vocabulary memory strategy training on the experimental class students.The post-experiment questionnaire shows that after the strategy training,the results of students in the experimental class have improved their awareness of using vocabulary memory strategies,and began to use more effective memory strategies,especially the four vocabulary memory strategies of training.There are significant differences between the experimental and control classes in the use of strategies;after the training,the vocabulary score and the quantity of the vocabulary of the experimental class students have been greatly improved,and there are significant differences with the results of the control class.The changes in the concept of vocabulary memory in the experimental class after the training show that the vocabulary memory strategy training can effectively improve vocabulary learning efficiency.