Action Research On Optimizing English Vocabulary Learning Strategies Of Students In High School With Special Characteristics In Underdeveloped Areas

This paper studies the causes of vocabulary memorization difficulties of features high school students in underdeveloped areas,and how teachers effectively use conceptual metaphor theory to guide students in Wushu schools.Under the guidance of conceptual metaphor theory and drawn on the relevant experience,this paper conducts an action research on the optimization of vocabulary memorization strategies of 40 students in Class 4,Senior 3 of Songjiang Wushu Middle School,Yuncheng County,Shandong Province.Combined with the students' English vocabulary learning situation,focusing on how to optimize vocabulary memorization strategies and improve vocabulary memorization effect,this study explores the effectiveness and feasibility of conceptual metaphor theory in vocabulary memorization and teaching,and tries to find an effective vocabulary teaching method which is suitable for the characteristics of students in this kind of school,so as to better promote English vocabulary teaching in senior high school,and provide some reference for other students and teachers.Using action research,questionnaire surveys,interviews,test and other research methods,from the theoretical and practical aspects respectively,this study makes quantitative and qualitative analysis of the questionnaires,interview outline,test results and related data before and after the study,effectiveness of vocabulary memorization strategies based on conceptual metaphor theory in high school English vocabulary teaching can be judged.The conclusions can be drawn as the follows:1.Through questionnaires and interviews,the author found out the main reasons why the investigated subjects had difficulties in memorizing English vocabulary.There are both objective and subjective reasons.2.The English vocabulary memorization strategy based on conceptual metaphor theory can be implemented in English teaching of features high schools in underdeveloped areas.But the vocabulary memorization strategy is seldom applied to English teaching,thus,the students lack relevant learning experience.3.The English vocabulary memorization strategy based on conceptual metaphor theory can enhance students' metaphorical awareness,help them pay attention to some metaphorical phenomena,make the language problems that might have been ignored clear,and add a new approach to students' vocabulary memorization.4.Fully using the modern educational technology,conceptual metaphor theory-based English vocabulary memorization strategies can effectively improve students' comprehensive English application ability.Therefore,in high school English vocabulary teaching,teachers effectively use conceptual metaphor theory to guide students in Wushu schools,the effect is reliable and has a certain practical significance.