1.1 Background of the Study
An increasing number of linguistic scholars both in China and abroad pay attention towords learning. Especially，the study of vocabulary strategies attracts the majority of linguisticscholars' attention. Wilkins，a famous English linguist, once observed，'If there is no grammarin the world，our human beings will express little; if there is not vocabulary in the world, ourhuman beings won，t express anything.' Obviously, English vocabulary teaching takes aconsiderable important position in linguistic teaching. Generally speaking，Chinese learners ofEnglish learn words through memorization of a list of words，英语论文，and they learn words by means oftheir Chinese equivalents with a lot of oral repetitions of each word. This kind of vocabularylearning that is ineffective to us may have been found by many learners. They know theChinese equivalent of each word，but they often find that they still can not understand themeaning of the text they read. Therefore，the majority of linguistic scholars from China andabroad have studied a lot about vocabulary strategies. What are problems? Are there strategiesthat may help learners leam vocabulary? There's no doubt that the answer is definite. Throughthe study, results indicate that English vocabulary teaching model based on associationprovokes the development of students' thinking, which leads to a more active and effectivelearning atmosphere in the classroom. In my opinion，英语论文题目，in the process of English vocabularyteaching, by using association strategies, it's helpful for middle school students to get to theiraims of making reciting tedious vocabulary vivid，and making students happy and interested inlearning vocabulary. Association strategies can help middle school students establish correctcognition structure and instruct them to analyze and generalize the regularity of vocabularystructure. And students' aims of the conversion of words from the short-term memoiy into thelong-term memory and broadening the amount of words can be achieved by the use ofassociation strategies. All in all，the use of association strategy is beneficial and indispensablefor middle school English vocabulary teaching.
………………
1.2 Purpose of the Study
Through reading a great number of international relative literatures, the dissertationcompares the deep-encoding strategy with the shallow-encoding strategy. In order to achievethe goal of using of association strategy in English vocabulary teaching, the dissertation putforward to the vocabulary teaching model with core of the deep-encoding strategy.The research answers the following three questions:Can association strategies get to our aims of making reciting tedious vocabulary vivid, and making students happy and interested in learning vocabulary? Can association strategies help middle school students establish correct cognitionstructure and instruct them analyzing and generalizing the regularity of vocabulary structure? Can our aims of the conversion of words from the short-term memory into the long-termmemory and broadening the amount of words be achieved by the use of association strategies?In order to confirm the three problems based on theories, an experiment with 80 studentsfrom junior one has been done. The class is divided into two parts; they are the experimentalclass and the control class respectively. Class two is the control class, and Class four is theexperimental class. In
|
