Correlation Study Between English Vocabulary Memorizing Strategies Of Senior Grade One Students And Vocabulary Teaching Strategies Of Teachers In Yining City

Vocabulary memorizing strategies and vocabulary teaching strategies play an important role in high school students’ vocabulary memorizin.According to English Curriculum Standards for Senior High School(2017),students need to master 4500 English words,choose efifferent strategies in different tasks.Vocabulary is the basis of language learning.However,in two months of practice,I found the problems in vocabulary learning and teaching are still prominent.For example,there is still an "indoctrination" teaching mode in the current English class,students can’t give full play to their subjective initiative.The purpose of this study is to solve the following research problems:1.What is the current situation for high school students to apply English vocabulary memorizing strategies?2.What is the current situation for high school teachers to apply English vocabulary teaching strategies?3.Are the student’s vocabulary memorizing strategies and teachers’ vocabulary teaching strategies relevant?Based on cognitive memory theory and cognitive processing levels theory,150 high school students and 30 teachers in Yining take part in this study.Through questionnaire survey,interview,spss(26.0)statistical software for descriptive analysis and correlation analysis,this paper discusses the correlations between the vocabulary memorizing strategies of senior one students and vocabulary teaching strategies of teachers.The results are presented as follows:(1)High school students often use vocabulary memory strategies to memorize vocabulary,the most used are the vocabulary list strategy(M= 3.868)and block strategy(M= 3.770),and the least used are repetitive memory strategy(M= 2.685)and active use strategy(M= 2.994).(2)High school teachers often use various vocabulary teaching strategies to teach,the most used of these are word-formation strategy(M= 3.989)and collocation strategy(M= 3.867),and the least used are associative strategy(M= 3.322)and description strategy(M= 3.317).(3)There is a significant correlation between vocabulary memory strategies and teachers’ vocabulary teaching strategies,and there is a positive correlation,that is,the more strategies teachers use in vocabulary teaching,the more students will use the related strategy in vocabulary memory.Based on the above results,this research makes recommendations from two aspects of student learning and teacher teaching.Students should learn to select and adjust vocabulary memorizing strategies and enrich vocabulary memorizing methods.Teachers should also select appropriate vocabulary teaching strategies to guide students to achieve the best learning state in the process of vocabulary memory.