Research On The Effect Of Over-learning On The Long-term Memory Of English Vocabulary Of High School Students

Vocabulary learning is the key to English learning.At present,the researchers put greater emphasis on various methods,skills and strategies of English vocabulary teaching.“Over-learning”,as a learning strategy,has obtained the attention and recognition of experts both at home and abroad,because it can help high school students to memorize English words.However,“over-learning” emphasizes the mastery of learning in the moment of learning while ignoring the long-term vocabulary retention.For students of English vocabulary learning,they should not only focus on their current mastery but also focus on long-term memory.Therefore,the author wants to explore the relationship between “over-learning” and “long-term memory” in vocabulary learning to help high school students to effectively improve the long-term maintenance of English vocabulary.The studies of combining “long-term memory” with “over-learning” at home and abroad are not the same.Both theoretical and empirical studies abroad have been relatively mature,while domestic studies pay inadequate attention to the empirical practice.This study attempts to find the relationship of “long-term memory” and “over-learning” in vocabulary learning.One hundred and thirty-five students in a high school in Shandong Province take part in this experiment.On the basis of a large number of references,we explore the effect of over-learning on long-term memory of senior high school students by using experimental method and the interview method.It aims to provide some empirical materials for this field and to promote senior high school students' ability to maintain English vocabulary for a long time.This study is carried out mainly through quantitative analysis and qualitative analysis in order to probe into the following questions: 1)What kinds of impacts can be imposed on high school students' long-term memory by over-learning? 2)What is the relationship between the degree of over-learning and the time length of vocabulary retention for senior high school students? 3)What high-school students think of the strategy of over-learning?The research findings are presented as follows: 1)Over-learning can indeed improve high school students' vocabulary retention with a period of time,but as time goes on,such influence gradually diminish;2)Within a relatively short period of time,when the degree of excessive learning reached 50%,it will be most favorable to students' long-term vocabulary maintenance,within a longer period,the long-term memory of high school students' English vocabulary increases with the degree of excessive learning going up,after a much longer period of time,the level of excessive learning is not necessarily related to the long-term memory of English vocabularies;3)Most students are in favor of over-learning.“Over-learning”,as an effective method of English vocabulary retention,can raise the long-term memory of high school students to some extent in a certain time range.But in the process of implementation,teachers should give appropriate guidance to help students understand and accept such learning methods.The most important thing is to tell them the most favorable degree of “over-learning” and help them with English vocabulary retention in an effective way.