An Empirical Study Of The Vocabulary Memory Strategies In Senior High School English Teaching

English is a vital subject in high school,so students should be very active or enthusiastic to learn English.However,the reaction students hold is not what is expected.Because of the trouble the students have in memorizing new vocabulary,some of them lose their eonfidence and interest in studying English little by little.Some even have a tendency to quit learning English.As we all know,the size of vocabulary determines if students can have a good master of English.If students do not master adequate vocabulary,it is as difficult to do English reading comprehension questions as it is to be illiterate,let alone its accuracy.To some extent,senior high school students,whose ages range from 15-18,are supposed to have a sharp memory to remember the new vocabulary,but why do some students have great trouble memorizing the vocabulary?According to the interview with students and the results of the questionnaire,students merely remember words by rote,and there are no other memory skills or strategies to help them memorize words better.Although it is said that there is no shortcut on the way of learning,it does not mean that the memory of English words is doomed to be painful and cannot be opportunistic.If teachers pay enough attention to the transmission of vocabulary memory strategies in vocabulary teaching,students can find some fun in memorizing words and feel a sense of accomplishment in their hearts,and word learning may not be painful for them.Aimed to find a method to help students solve the difficulty of words memorizing,the author read a great many books and articles related to memory theory and vocabulary memorization strategy,and carried out this empirical study,mainly to find a solution to the three research problems as follows:1)What is the basic situation about the use of words memorizing strategies for senior high school students?2)Whafs the relationship between vocabulary memory strategies application and vocabulary level?3)What can teachers do to put the strategies into practice?The author takes two parallel liberal arts classes of Henan Honliv School as the research objects,takes English classroom activities as the basis,and helps students improve the effect of vocabulary memory by using diversified vocabulary memory strategies.This study began in October 2018 and ended in January 2019.To make sure the validity of this experiment,the author has designed the study elaborately.The author has Performed questionnaire survey and voeabulary tests,after which seven memory strategies have been introduced to the experimental classes.In the later experiment,another questionnaire survey will be performed to research the students9 learning interest.While carrying out the experiment,the author collects the test results of the experimental class and the control class,which will be made a comparison and analysis afterwards.Firstly,through the questionnaire before the experiment,the author finds that students use the repetition memory strategy most frequently and are lacking in enthusiasm and confidence when learning English.We can see that students do not have a scientific way to memorize vocabulary.Secondly,after performing a short time of training in vocabulary memory strategies,the author finds that the vocabulary test scores of the experimental class are obviously improved,while the English scores of the control class remain almost unchanged.Among these seven vocabulary memory strategies introduced to students by the author,word-formation memory strategy,contextual memory strategy and repetition memory strategy are the most popular.It can be seen from the improvement of students' scores that these three memory strategies are relatively effective.Thirdly,teachers should apply different teaching ways in class to help students use vocabulary memory strategies.As for affix words,teachers can also teach students the meaning of common affixes,then list some words made up of affixes and let students guess their meaning.In order to help students to implement the use of contextual memory strategy,teachers may prepare some short passages and sentences containing the important words before class and let students memorize them in class.For students,whether they can learn English well depends upon the size of the vocabulary they have mastered.However,a large number of high school students seem to have trouble in mastering vocabulary.Even though students devote a large quantity of time and efforts to reeiting words,they still find it hard to memorize the words.After finishing this study,the author has realized that teachers should pay attention to vocabulary memory strategy teaching in the actual teaching process.So as to finish this study,the author has read a large number of books and articles on vocabulary memory strategies,which has supplied theoretical basis and research direction to this research.Therefore,only by constantly equipping themselves with new theoretical knowledge can teachers keep up with the pace of modem education.