| Vocabulary is one of the three major elements of language(speech,vocabulary,grammar),and it is the most important and basic material of language.Vocabulary learning is inseparable from the guidance of language teachers.The task of middle school English vocabulary teaching is not only to enable students to master a certain number of words,but also to enable students to master the methods of learning vocabulary and effectively remembering words.Vocabulary is extremely important for English teaching.The middle school period is a crucial period of learning.At this stage,the memory of young people presents complex features.How to design corresponding teaching strategies based on the memory characteristics of adolescents is the core of this study.Teaching,as its name implies,includes teaching and learning.The focus of the teaching strategies of this thesis is how to teach the students to learning.Combining research on how to teach and how to learn to conduct vocabulary teaching strategies.This paper mainly includes three research questions: 1.What are the current problems of the subjects in English vocabulary learning? 2.What kind of strategies can be used to improve students’ efficiency of English vocabulary memory? 3.Are the strategies adopted in this experiment effective in junior middle school students’ English vocabulary learning? In order to answer the above three questions,by consulting the literature materials,the author found that adolescents mainly have the following memory characteristics: 1.Intentional memory gradually becomes dominant.2.Understanding memory is better than mechanical memory.3.Abstract memory is developed.According to the characteristics of adolescents’ memory,combined with the corresponding teaching strategies and learning strategies to design the corresponding teaching activities.The author believes that the corresponding teaching strategies can be used for vocabulary teaching: intuitive teaching strategy,context teaching strategy,cognitive strategy and memory strategy.In order to verify the effectiveness of the vocabulary teaching strategies proposed above,this paper will conduct experimental research.The experimental methods include questionnaire survey,interview and experiment.According to the research questions of thisexperiment,this paper will adopt the experimental research.The subjects of this experiment were 90 students from two classes of Grade 7 in a middle school in Hefei.The experimental class will design corresponding teaching activities for vocabulary teaching according to the teaching strategies analyzed above.The control class will be adopted the traditional teaching mode.The author tested the current English scores of the two classes before the experiment,and used SPSS software to test the scores of the two classes,which verified the feasibility of the experiment.At the end of the experiment,the preset target vocabulary was tested for two classes,and the results of the two classes were tested with SPSS software,which verified the effectiveness of the experiment.Through the analysis of the results of pre-experiment and post-experiment test,it is concluded that the students in the experimental class have higher vocabulary test scores than the control class.The strategies adopted in this experiment are conducive to improving the efficiency of students’ English vocabulary memorization.According to the above explanation,the paper is divided into the following chapters:The first chapter describes the background and significance of the research topic.The second chapter is literature review of the current research on vocabulary teaching.The third chapter is the theoretical foundations.The fourth chapter is to expound and analyze the memory characteristics of the adolescent.The fifth chapter is the elaboration and analysis of vocabulary teaching strategies.The sixth chapter is research design.The seventh chapter is the analysis of the results of the intervention experiment.The final chapter is a summary of this experiment. |
