Abstract
As the basis of language, vocabulary plays a key role in the second language acquisition. However, the research on vocabulary acquisition and its related fields has been neglected. Moreover, vocabulary learning is often ignored by learners. Nevertheless, to master the English language, the breadth and depth of vocabulary is the necessary condition. In the traditional English teaching, students mostly use rote memorizing method, which not only makes learning a boring process and greatly reduces the students' interest in learning, but also takes the students a great deal of time and effort. As a result, the students' English learning is not highly efficient. In recent years, with the development of linguistic theory and cognitive psychology theory, English curriculum standards began to reform and improve gradually. Various kinds of teaching methods have been used in the class, such as communication method, situational teaching method and so on. The students begin to use a variety of memory strategies instead of the rigid memorizing method. The study on English vocabulary memory strategies, on one hand is to provide effective methods for vocabulary acquisition to students to help them relieve the pressure of learning English; on the other hand, is to provide teachers reference on vocabulary teaching through the integration of investigation and study analysis. Although many scholars at home and abroad have done related researches on English vocabulary memory strategies from different aspects, few are involved in junior high schools. This paper aims to provide targeted guidance for junior high school English vocabulary teaching and learning through the study of junior high school students. Based on the careful literature review of various theories and researches from famous scholars, this research has classified different specific vocabulary memory strategies, investigated the present conditions of vocabulary knowledge and memory strategies adopted in junior high schools, and particularly focused on the correlation between vocabulary knowledge and memory strategies. The findings are as follows:
(1) The receptive vocabulary knowledge of Junior One students has nearly reached the standard of new curriculum, while the productive vocabulary knowledge is far from meeting the requirement.
(2) In the process of vocabulary memorization, the frequently used strategies, in descending order, are repetition strategy, meta-cognitive strategy, chunk strategy, pronunciation strategy, contextual strategy, word-list strategy and key word strategy, while the word formation memory strategy is least employed. Repetition strategy is the most popular, so rote-learning still plays an important role in vocabulary memorizing. Junior high school students are lacking in scientific strategy application. However, the frequent use of meta-memorization strategy shows a good trend in their learning.
(3) As to the relationship between memory strategies and vocabulary knowledge, these strategies have a positive correlation with vocabulary size: chunk strategy, word formation strategy, utilization strategy, contextual strategy, and association strategy. And others, like pronunciation strategy, key-word strategy and repetition strategy, have a negative correlation. Moreover, the strategy usage rate is also positively correlated with vocabulary size. However, there is almost no correlation between the vocabulary size and word list memory strategy, neither is meta-cognitive memory strategy.
Key words: Junior School English Vocabulary Memory Strategy
Content
摘要：
Abstract:
1 Introduction-6
1.1 Background-6
1.2 The Purpose and Significance of the Study-7
1.3 The Outline of the Study-8
2 Literature Review-8
2.1 Related Theories of Learning Strategies and Vocabulary Memory Strategies-8
2.2 Related Studies-12
3 Methodology-14
3.1 Study Questions-14
3.2 Study Subjects-14
3.3 Study Instruments-14
3.4 Data Collection-16
4 Results and Discussions-16
4.1 Result from the Vocabulary Test-16
4.2 Result from the Questionnaire-18
4.3 The Relationship between the Vocabulary Test and the Questionnaire-20
5 Conclusion-31
5.1 Overview of the Major Findings-31
5.2 Implications of the Major Findings-33
5.3 Limitations and Suggestions for Further Research-34
6 Appendix-36
6.1 Appendix Ⅰ-36
6.2 Appendix Ⅱ-38
7 Bibliography-40
8 Acknowledgments-46
