An Application Of Classified Memory Strategy To English Vocabulary Teaching In Middle School

The key of learning English language lies in the accumulation of vocabulary,and the level of learners’ English ability is closely related to the amount of vocabulary accumulation.In the compulsory education stage,English curriculum standard puts forward the requirement that students need to increase their vocabulary.However,there are some phenomena in the current teaching practice,for example,the teachers are tired,and it is painful and difficult to remember words for the students.Therefore,in the face of higher vocabulary requirements,it is one of the most important problems to find effective methods and use them skillfully to English vocabulary teaching in middle school.According to different vocabulary memory strategies,Classified Memory Strategy is to classify the words that have been learned,are being learned or will be learned,and that are in accordance with their own nature,meanings or types,and that make the connections between words and words,phrases and phrases.So learners can remember to recite words more effectively.In recent years,many experts and scholars have paid more and more attention to the study of vocabulary,and they have begun to systematically study the vocabulary memory strategies.According to the literature review and summary,the existing research focuses on theoretical research,but the practical application of theoretical results is relatively few.Based on Depth of processing Theory and Second Language Acquisition Theory,the author tries to apply the Classified Memory Strategy to English vocabulary teaching of the students in junior middle school.After looking up a lot of relevant literatures,the author studies the following two questions through experimental research,questionnaire survey method and interview method:1.Can Classified Memory Strategy enhance students’ interests and help them learn and memorize English vocabulary?2.Can Classified Memory Strategy improve students’ performance in English vocabulary test?The experiment continues one semester,and the author regards two classes of 100 students in Grade Seven at junior middle school in Weinan City as the research objects.Before the experiment,the author collects the relevant data of pre-test scores and pre-test questionnaire survey.During the experiment,the teacher uses vocabulary Memory Strategy in experimental class,and uses the traditional teaching method to teach vocabulary in control class.SPSS17.0 analyzed and calculated the data of the questionnaire and vocabulary test.After the experiment,students in the experimental class were interviewed again.It shows that the students’ scores of vocabulary test in experimental class are much higher than that in control class.In conclusion,Classified Memory Strategy can promote students’ vocabulary learning.