An Experimental Study On The Training Of Elaborative Rehearsal Strategy To Improve The Quality Of English Vocabulary Learning Of 1～(st) Senior Middle School Students

To be proficient in English, one must be good at learning vocabulary. While for middle school students, vocabulary learning has always been difficult. In most cases, most students just use simple methods such as repetitive reading and writing. They have spent much time on memorizing vocabular); but they have gained little. Exploring and reviewing the positive and effective English vocabulary learning strategies is an important way to lessen the burden and improve the quality of English learning. People have made a large number of researches about learning strategies of vocabulary from different aspects. But the problem how to master the vocabulary effectively remains to study further. In the thesis and experiment, the author makes an attempt to study the effect of elaborative rehearsal strategy on English vocabulary learning among senior one middle school.students. The theory of information processing proposed by Atkinson and shiffrin (1971) is adopted in this thesis. According to the theory, there exist two kinds of rehearsal when learners try to memorize some information items. They are maintenance rehearsal and elaborative rehearsal. This theory also tells us that the deeper the processing, the better the memory is in English vocabulary learning. This research is intended, through teaching and learning experiment, to testify and enrich the theory, and shed on effective vocabulary learning for English learners at middle school level. When the experiment was being undertaken, only one extra method called vocabulary analysis, which is one of methods in elaborative rehearsal, had been used in experimental class to differ from the control class. And the results have been analyzed in recall, recognition and in general by using SPSS 11.0, and the analyses of the data reveal that elaborative rehearsal facilitates English vocabulary learning. There are significant differences in general aspect and in recall level between experimental class and control class, while there are no significant differences in recognition level between them.The thesis consists of five parts. The first part introduces the significance of vocabulary and necessity of the study. The second part reviews the historical literature of learning strategies and vocabulary learning strategies and comes to a study proposal. The third part focuses on an experiment of vocabulary learning. In this part, the author states the different components of the experiment ?the description of the experiment, experimental design and data collection. The fourth part involves analyses of the pre-test and post-test and discussions. Finally conclusion and pedagogical implications of the research are discussed in the fifth part.References and appendixes wrap up the end of the thesis.