The Influence Of Pithy Formula Teaching On Junior High School English Vocabulary Memory Under The Perceptual Learning Theory

Vocabulary is the basis of language skill learning,and to some extent the size of vocabulary affects the effect of English learning.However,in China,no matter in primary school,junior high school or senior high school,students’ memory of English vocabulary has always been a relatively weak part due to the influence of traditional teaching mode.Therefore,how to improve the effect of vocabulary learning and memory in the process of developing language skills has always been a hot topic for foreign language teachers and researchers.Based on the perceptual learning theory,this research adopts the educational experiment research method,analyzes the current situation of junior high school students’ English vocabulary learning and memory,and investigates the effects of pithy formula teaching on vocabulary memory of junior high school students with the help of questionnaires,tests,and interviews.It aims to provide junior high school students with an effective vocabulary memory method and improve the effect of English vocabulary teaching for the teachers.This study mainly took the teacher and students of two parallel classes in Grade Seven of one junior high school in Rizhao City as the research participants.Students in the experimental class memorized English vocabularies by means of pithy formulas,while students in the control class memorized vocabularies by using traditional vocabulary memory method.It mainly explores the following three research questions:(1)What is the situation of English pithy formulas used in vocabulary learning and teaching in junior high school?(2)What is the effect of pithy formula teaching on junior high school students’ English vocabulary memory?(3)What is the effect of pithy formula teaching on English vocabulary teaching in junior high school? After the teaching experiment,a comparative analysis of the results of questionnaires,tests and interviews between the two classes is made,and the following conclusions are drawn: First of all,in the current English teaching and learning,few junior high school English teachers and students teach and memorize vocabularies with the help of pithy formulas.Secondly,the use of the pithy formulas is conducive to improving the efficiency and effect of students’ vocabulary memory,thus promotes junior high students’ English scores.Thirdly,pithy formula teaching effectively improves the effect of English vocabulary teaching and enlivens the atmosphere of English vocabulary class in junior high school.After the teacher uses pithy formula teaching,students’ interests in learning English vocabularies are promoted and the students’ learning enthusiasm is activated.Therefore,this research proves that the practice of applying pithy formulas to junior high school students’ English vocabulary memory is effective and feasible.This research combines perceptual learning theory and applies psychological knowledge to the field of teaching,which can provide theoretical and practical references for the study of English vocabulary memory.To begin with,this research can provide a new theoretical perspective for English vocabulary research.Besides,it can also provide some practical experience and enlightenment for the learning and teaching of English vocabulary in junior high school.However,due to the limitations of the subjective and objective conditions,this research inevitably has some shortcomings: the experimental time is short;the number of participants is small;the researcher’s theoretical level and teaching practice level are limited.In the future research,the researcher will make further improvement through long-term and large-scale experiments.