A Correlation Study On The Use Of Vocabulary Association Strategy And Vocabulary Acquisition Effects In Senior High School Students

The “General English Curriculum Standards for High Schools” promulgated by the Ministry of Education in 2017 requires high school students to master 3500 vocabularies,400-500 idioms and fixed collocations.Therefore,Vocabulary is the top priority in all aspects of English teaching.The emphasis on vocabulary in language teaching can effectively promote and improve students' English abilities.However,some students are always faced with the problems of not remembering English words,forgetting them easily and not using them.It is very easy for them to feel repulsive and tired of English,so it is difficult to improve their English.Therefore,it has become a common concern for educational researchers to find effective methods of vocabulary acquisition and improve the efficiency of vocabulary acquisition.However,at present,there are not many research activities on the theme of the use of association strategies and vocabulary acquisition effects by high school students,and the relationship between them still needs to be further explored.In view of the above situation,This study intends to take senior high school students in the second and third grades of a affiliated middle school as the subjects to conduct a qualitative and quantitative analysis and research on the relationship between vocabulary association and vocabulary acquisition effects,hoping to verify the value of vocabulary association strategy,and further to promote the application of it in vocabulary teaching.This research is based on the theory of second language acquisition theory,etc.Using SPSS software,Pearson correlation analysis and independent sample T test,the survey data of the three papers were processed and analyzed.At the same time,12 students from the high and low groups of vocabulary acquisition were randomly selected to conduct interviews to enrich the research content.This study aims to solve the following three problems.(1)How about the use of associative strategies and the level of vocabulary acquisition by senior high school students?(2)Does there exist a correlation between high school students' vocabulary association strategy and the effects of vocabulary acquisition? To what degree are they correlated?(3)Are there any differences in the use of vocabulary association strategies between the students of high-score and the low-score of the vocabulary acquisition? What is the degree of difference?After the analysis and research,the following conclusions can be drawn:(1)The overall use of vocabulary association strategies by high school students has reached a medium level as a whole(mean=2.65).the application frequency of vocabulary strategy application from high to low is morphological association strategy(mean=3.01),phonetic association strategy(mean =2.75),semantic association strategy(mean=2.46),and contextual association strategy(mean=2.41).(2)The overall differences in using vocabulary association strategies between the students of high-score and the lowscore of the vocabulary acquisition(t =3.709).From the perspective of the mean differences,the four associative sub-strategies of vocabulary acquisition are significantly different in use frequency,among which contextual association and word form association are the most prominent,followed by semantic association,while phonetic association has the least difference.(3)The use of vocabulary association strategy is positively related to the effect of vocabulary acquisition(r = 0.342 **).However,the correlation degree of word association strategy to the depth and breadth of vocabulary acquisition is significantly different,and vocabulary association strategies have a greater impact on the breadth of vocabulary acquisition(r =0.379 **),that is,the use of vocabulary association strategies can help students expand their vocabulary and improve the breadth of vocabulary acquisition.Based on the above research results,the research puts forward some suggestions on how to help students use vocabulary association strategies more rationally and to improve students' vocabulary acquisition effect from the perspective of teachers and students.The researcher believes that only teachers who understand various vocabulary learning strategies can they better guide students to use them.It also provides a certain reference for learners in vocabulary learning.