Research On The Application Of Associative Memory Strategy In Vocabulary Teaching In Junior High Schools ——A Case Study In Leshan Foreign Language School

As is known to all,vocabulary is the foundation of English learning,and it is also a big problem that students encounter in the process of English learning.As Wilkins said,without grammar,human beings can express some things,but without vocabulary,human beings can express nothing.For junior high schools students,junior high school stage is the best time of increasing students’ vocabulary,however,in various subjects,in the study pressure of junior high schools stage,many students have to face a great challenge to improve English learning,especially when it comes to remembering English vocabulary.It makes some students’ enthusiasm for English learning fade away and the interest in learning English gradually lose.Therefore,as junior high schools English teachers,teaching some vocabulary memorization methods to students is an extremely important task.After exploring relevant literature,based on Krashen’s Input Hypothesis,Vygotsky’s Constructivism,as well as Robert Mills Gagne’s theory of Information processing,association memory strategies were applied to foreign language school in Leshan,junior high school of the second grade students.In the process of experimental training,the tests,interviews and so on are used to the students in vocabulary learning.The aim of the experiment is to explore the following three questions:Question 1: What is the current situation of students’ vocabulary learning and teachers’ teaching in Leshan Foreign Language School?Question 2: What is the impact of the vocabulary learning after the application of associative memory strategies?Question 3: How can associative memory strategies be more effectively applied to promote vocabulary teaching and learning?To explore the three research questions,the researchers selected two classes in Leshan Foreign Language School as the research subjects,through the investigation of the two classes,finalized 10 class as the control class,14 class as the experimental class,the experiment class is carried out associative memory strategies training for three months,the control class are taking regular vocabulary teaching methods.In order to explore the application effect of associative memory strategies in junior high school’s English vocabulary teaching,the two subjects were compared through the results of interviews and so on.From the data analysis of the experiment,the researcher learned that the school’s vocabulary teaching mainly adopted the methods of repetition,phonetic symbols and natural spelling.In addition,after the three-month training of associative memory strategies in the experimental class,students’ enthusiasm for English learning has been significantly improved,and their vocabulary has also been gradually increased,which indicates that associative memory strategies play important roles in junior high school’s English vocabulary teaching.However,associative memory strategies are not applicable to all words,it is only an important supplement to the way of vocabulary memory.Therefore,teachers and students should choose the most suitable associative memory strategies to memorize words according to the real situation.Finally,due to the short experiment period and small range of subjects,this experiment still has many shortcomings.It is hoped that more researchers will further explore the effectiveness of associative memory strategies in junior high schools’ English vocabulary teaching.