本文是一篇英语毕业论文，本文旨在丰富词汇记忆策略的相关研究，通过对乡村初中生进行读音记忆策略训练，探索适合乡村初中生的读音记忆策略及引导乡村初中生使用读音记忆策略的措施。
Chapter One Introduction
1.1 Research Background
Rural education is an important part of China's educational development.Thetraditional vocabulary teaching instruction is that the teacher explains and expands thevocabulary one by one according to the vocabulary list.But the pronunciation andspelling of vocabulary are detached from each other.The previous research on thetraining of Pronunciation Memory Strategy for junior high school students has a widescope,while rural junior high school students have special characteristics in terms ofgeographic location and educational resources.Therefore,it leads to the fact thatprevious research on Pronunciation Memory Strategy can't be fully applied to ruraljunior high school students.This study analyses related Vocabulary MemoryStrategies and Pronunciation Memory Strategy,expecting to enhance rural junior highschool students'ability in pronunciation and spelling as well as improve teachers'vocabulary teaching methods and promote educational equality.Therefore,this studytakes rural junior high school students as the research object to explore whetherPronunciation Memory Strategy Training improves their vocabulary level,so as topromote the development of rural education.
1.2 Research Purpose
The purpose of this study is to explore the effectiveness of using PronunciationMemory Strategy among rural junior high school students.Therefore,this study aimsto train the first year students of a junior high school from Henan Province withPronunciation Memory Strategy,and to collect data through questionnaires,vocabulary tests as well as interviews.The research questions are as follows:
(1)What is the current status of the use of English Vocabulary MemoryStrategies among rural junior high school students?
(2)Does Vocabulary Memory Strategy training can improve rural junior highschool students'vocabulary memory level?
(3)What measures can teachers adopt to guide rural junior high school studentsto use Pronunciation Memory Strategies?
Chapter Two literature Review and Theoretical Basis
2.1 Related Concepts of Vocabulary Memory Strategies
2.1.1 Vocabulary Learning Strategies
2.1.1.1 Concepts of Learning Strategies and Learning Strategies Training.
In this chapter,the author has summarized the definitions of learning strategiesand learning strategies training.In conclusion,learning strategies refer to the variousmethods and techniques that learners adopt in order to learn effectively.Learningstrategies training refer to a systematic approach by which learners go on to masterlearning methods and techniques in order to improve their own learning efficiency.
The definition of learning strategies was studied earlier by foreign researcherswho defined the meaning of learning strategies in different ways.Rubin(1975)considers learning strategies are the techniques or devices that learners use to acquireknowledge.[18]According to Rubin,good language learners are those people who arewilling and have a strong desire to communicate.They will try to do it even if it isrisky.Weinstein and Mayor(1986)suggests that learning strategies are behaviors orideas that learners adopt or form during the learning process in order to facilitate theirinformation processing process.[22]They think that learning strategies are not onlyembodied in the behavioral level of the learner,but also in the thinking level of thelearner.Oxford(1990)suggests that strategies refer to specific actions taken by thelearner in order to make learning easier,faster,more enjoyable,more self-directed,more effective,and easier to adapt to new situations.[15]She defined language learningstrategies as conscious and specific actions,behaviors,steps,or techniques used bylearners to enhance their apprehension,internalization,and use of the second language.
2.2 Research at Home and Abroad
2.2.1 Research Abroad
The research of foreign scholars on Vocabulary Memory Strategy covers avariety of aspects such as theoretical description,categorization and empiricalstudies.
Early studies focused on describing and classifying Vocabulary Memory Strategy.Schmitt(1997)conducted a comprehensive survey and classification ofVocabulary Learning Strategies used by learners and summarized 58 VocabularyLearning Strategies.[19]These strategies were classified into five categories:social strategies,memory strategies,cognitive strategies,meta-cognitive strategies,and explicit meaning strategies.Nation(1990),on the other hand,emphasized the importance of using contexts,mnemonic techniques,and root words and affixes to memorize words.[14]
In terms of empirical research,foreign scholars began to pay attention to the effectiveness of specific memory strategies.Cohen(1998)found that the associative method could improve the efficiency of vocabulary memory by training adult learners of Hebrew as a second language.[4]Craik and Lockhart(1972)put forward the theory of the level of processing,which emphasized the importance of deep processing for memory.[3]Dewitt and Kristina(2010)provided students with strategies to improve their memory and found that an increased number of students preferred the use of mnemonics compared to traditional instruction and were able to select appropriate Vocabulary Memory Strategies that took into account their cognitive characteristics and learning habits.[5]
Chapter Three Methodology.......................................23
3.1 Research Questions..........................................23
3.2 Research Design......................................23
3.3 Research Methods..........................26
Chapter Four Results and Discussion..................................39
4.1 The English Vocabulary Teaching Questionnaire.........................39
4.1.1 Vocabulary Teaching Questionnaires for Teachers.........................39
4.1.2Vocabulary Teaching Questionnaires for Students.......................42
Chapter Five Conclusion....................................58
5.1 Major findings.....................................58
5.2 Implications...............................59
5.3 Limitations and Recommendations...........................60
Chapter Four Results and Discussion
4.1 The English Vocabulary Teaching Questionnaire
In order to get a more realistic understanding of English vocabulary teaching inthe rural junior high school,the author distributed different questionnaires on thestatus of vocabulary teaching to teachers and students respectively,with a total of 10questions.In order to reduce the limitations of this questionnaire,this questionnairewas adapted to form the final questionnaire by referring to the questionnaires of otherresearchers in the same field(Cuixia Miao,Jing Guan)and combining with the actualneeds of this study.The author distributed 112 questionnaires and recovered 108 validquestionnaires for the junior high school students.The author distributed 31 teacherquestionnaires and recovered 31 valid questionnaires.
4.1.1 Vocabulary Teaching Questionnaires for Teachers
Chapter Five Conclusion
5.1 Major findings
Through this study,there are three main findings.
First,through the data of English Vocabulary Memory Strategies in the ruraljunior high school,the rural junior high school students use Vocabulary MemoryStrategies with high frequency in the process of memorizing vocabulary areRepetition Memory Strategy,Pronunciation Memory Strategy,Application MemoryStrategy,Word List Memory Strategy,Meta-Memory Strategy,Contextual MemoryStrategy,and Associative Memory Strategy.The lower frequency of students'use ofmemory strategies were Keyword Memory Strategy,Image Memory Strategy,andChunking Memory Strategy.This result shows that the rural junior high schoolstudents still focus on vocabulary lists and rote memorization when memorizingvocabulary,and lack the guidance of correct vocabulary memorization strategies.
Second,after the author trained the experimental class students withPronunciation Memory Strategy for four months,the rural junior high school studentsin the experimental class improved their comprehensive English test levelsaccordingly.On the other hand,in the traditional English vocabulary teaching,thevocabulary level of the control class students improved a little.Probably due to theshort duration of the experiment,so the vocabulary level of the rural junior highschool students in the control class did not show a remarkable difference between thepre-test and post-test comparisons.After comparing and analyzing the results of thepre-test,mid-test and post-test of the two classes,it was found that the teaching ofPronunciation Memory Strategy helped the rural junior high school students tomemorize vocabulary.
reference(omitted)