| The role of vocabulary in language learning is self-evident,and there are a lot of researches on vocabulary teaching at home and abroad,but vocabulary learning is still a big problem for first-line English teachers and language learners,so the research on vocabulary teaching is still one of the most valuable research topics.Therefore,based on the author’s teaching process of high school English teaching problems and vocabulary learning problems of high school students,this study carried out an action research guided by the theory of spacing effect,in order to provide feasible and effective reference for high school students’ English vocabulary learning and vocabulary teaching of high school teachers.The spacing effect theory points out that in the case of a fixed total learning time,the memory advantage of spaced repetition is more obvious than that of concentrated repetition.Meanwhile,this theory also points out that the review contributes to the retention of memory.This theory is a good guide to when people memorize words and when they review them.In order to apply this theory to senior high school English vocabulary teaching,the author took a class of senior two as the research object to conduct action research,which lasted for half a semester of senior two.Research tools include questionnaire,interview and test.There are two research questions:1.How to apply the theory of spacing effect to vocabulary teaching in senior high school?2.What is the effect of senior high school English vocabulary teaching based on the spacing effect theory?The whole research has gone through five stages.The first is to raise questions.The second is related literature reading and sorting.The third is the design of the research.Fourth,the implementation of action research and then the collection of relevant data.Finally,the research results are discussed.Two rounds of action research were designed for the research process.The first round is the core of this study,which aims to improve the efficiency of word memory by means of spaced learning.The second round was adjusted after the first round of action reflection,aiming to train students to improve vocabulary learning methods by using spaced repetition.The results showed that during the 20-week action study,the students adapted from the understanding of the interval effect theory to the further autonomous application of interval repetition to remember the words,and its operability was proved.From the comparison results of vocabulary pre-test and post-test and the reflection of the two rounds of action research,the English vocabulary teaching based on the interval effect theory can promote students’ vocabulary memory and achieve certain results.At the same time,through this research,the author summarized the following enlightenment.Firstly,spaced repetition plays an important role in vocabulary memory and even English teaching.More importantly,the review should stick to the time points that correspond to the time points recorded in the spacing effect theory.Second,in the review,we should pay attention to the diversity of review methods,with different learning materials and learning methods to increase the recurrence rate of vocabulary.Third,let the students carry on the word memory and also understand some of the subjective and objective factors that affect the memory needs.At the same time,teachers need to tell them what is effective.In general,the purpose of this study is to provide an effective method of vocabulary teaching for English teachers in senior high schools and to promote vocabulary learning in senior high school students.It is hoped that the specific time interval of spaced repetition can be explored in future similar studies.As for the frequency of repetition,future researchers can set it according to the actual situation. |
