A Study On Application Of Chunks Of Memory Stretagies In The Senior High School English Vocabulary Teaching

In recent years,as an important language,English has been paid more and more attention by people.And vocabulary,which is one of the three elements of language,plays a key role in it.However,the memory and extraction of English vocabulary always brings much trouble to the learners.Most of the students in high school often talk about the vocabulary memory.The traditional way of vocabulary teaching,according to the word list,is usually based on the single word to explain and expand.And this method is out of the context.In this case,students can remember a certain number of words,but they can only express some simple words,phrases and sentences,and it is difficult to use them flexibly.To improve this situation,in the experiment the study based on the theory of lexical chunks theory,chunk theory and autonomous learning theory explores the effects of the chunks of memory strategies in high school English vocabulary teaching,and improves the enthusiasm of students.It can also be a pattern of the student-centered and teacher-guided,to help students to complete self-construction.The author hopes the study will provide some experience for English vocabulary teaching,so as to improve the problems of vocabulary teaching in high school.The thesis aims to solve these three questions:1.How to use the chunks of memory strategies in English vocabulary teaching of senior high school?2.What is the learning effect of the students with different grades after learning the chunks of memory strategies?3.Is it effective to apply the chunks of memory strategies to the English vocabulary teaching in senior high school?The author conducted a comparative experiment on the experimental class and the control class for 12 weeks.Using SPSS25.0 statistical analysis software,the two test scores of the two classes were compared and analyzed.It is verified whether the students' vocabulary learning is influenced under the chunks memory strategies,so as to guide the vocabulary teaching.Questionnaires were used to investigate students' satisfaction of chunks memory strategies in English vocabulary teaching,as well as the problems were reflected by students in the teaching process,to verify the effectiveness of the chunks memory strategies.Finally,the author summarizes the research findings,shortcomings and expectations.Therefore,the author draws the following conclusions: the application of chunks memory strategies can attract students' interest in learning,improve learning methods,and provide certain reference for the future research.