Effects Of Topic-based Vocabulary Learning Strategy On Word Memory

Many teachers give little or no class attention to vocabulary teaching and learning, assuming that students will learn vocabulary on their own. Although research demonstrates that vocabulary teaching and learning play a very important role in foreign language learning, few people have ever proved how well the vocabulary can be learned in the classroom setting through experiments.The present research makes an attempt to study the effects on word memory with topic-based vocabulary learning strategy based on the theory of depths of processing proposed by Craik and Lockhart (1972). According to the theory, the deeper the processing, the more durable the memory of the item processed. This research is intended to, through teaching and learning experiment, testi-fy and enrich the theory, and shed light on effective vocabulary learning strategy in the classroomsetting for English learners at high school level. This study proves the following hypotheses: (1) Topic-based vocabulary learning strategy has a positive effect on word memory. (2) Topic-based vocabulary instruction can help increase learners' vocabulary knowledge.One hundred and fourty two students in Senior Grade 1 participated in the 17 -week experi-ment. There are 71 students in each group, 22 females in the experimental group and 25 in the con-trol group. The results of t-test showed no significant differences between the results of Entrance English Examination of the two groups. The experimental group received topic - based vocabulary instruction within normal class time while the control group received vocabulary exercise-based or example sentence-based instruction. During the experiment, the subjects took 3 vocabulary tests which are designed to examine learners' vocabulary memory and vocabulary knowledge.The results of this study show that topic-based vocabulary learning strategy does have a posi-tive effect on word memory. Besides, topic - based vocabulary instruction in the classroom led to gains in vocabulary knowledge. It is argued that teachers should give consideration to the importance of vocabulary learning strategies. Several pedagogical implications were discussed and suggestionsfor future research were then presented.