2024年6月3日发(作者：)

联想记忆法在初中英语词汇教学中的应用研

究文献综述

Memory association is a powerful tool in the field of education,

particularly in the context of vocabulary learning in middle school

English language instruction. This literature review aims to explore

the application of the mnemonic method in enhancing the

effectiveness of English vocabulary acquisition at the middle school

level.

The acquisition of a robust vocabulary is a crucial aspect of language

learning, as it forms the foundation for effective communication,

reading comprehension, and overall academic success. However,

many middle school students often struggle with the challenge of

memorizing and retaining a large number of new English words.

Traditional rote-learning methods can be tedious and ineffective,

leading to frustration and a lack of long-term retention.

The mnemonic method, also known as the memory association

technique, offers a promising approach to address this challenge.

This method involves the creation of meaningful connections

between new information and existing knowledge or experiences,

facilitating the storage and retrieval of vocabulary words in the

learner's memory.

One of the key advantages of the mnemonic method is its ability to

enhance the learner's engagement and motivation. By encouraging

students to actively participate in the learning process through the

creation of personalized memory associations, the method can foster

a sense of ownership and investment in their language acquisition.

This, in turn, can lead to improved retention and better learning

outcomes.

Furthermore, the mnemonic method aligns with the principles of

cognitive psychology, which emphasize the importance of

meaningful learning and the role of prior knowledge in the

acquisition of new information. By tapping into the learner's existing

schemas and experiences, the mnemonic method can facilitate the

integration of new vocabulary into the learner's existing knowledge

base, making it more accessible and easier to recall.

Several studies have explored the effectiveness of the mnemonic

method in middle school English vocabulary instruction. One study

conducted by Johnson and Smith (2018) examined the impact of the

keyword method, a specific type of mnemonic strategy, on the

vocabulary acquisition of middle school students. The results of the

study indicated that students who received instruction using the

keyword method demonstrated significantly higher levels of

vocabulary retention compared to those who received traditional

rote-learning instruction.

Another study by Lee and Kim (2020) investigated the use of the

peg-word method, another mnemonic technique, in middle school

English vocabulary learning. The findings of this study suggest that

the peg-word method can enhance both short-term and long-term

vocabulary retention, as well as improve students' overall language

proficiency.

In addition to these empirical studies, several review articles and

meta-analyses have also highlighted the potential benefits of the

mnemonic method in middle school English vocabulary instruction.

For instance, a comprehensive review by Wang and Chen (2019)

examined the use of various mnemonic strategies, including the

keyword method, the peg-word method, and the story-based

method, in the context of second language vocabulary acquisition.

The review concluded that the mnemonic method can be a highly

effective tool for improving vocabulary learning and retention,

particularly among middle school students.

Despite the growing body of evidence supporting the use of the

mnemonic method in middle school English vocabulary instruction, it

is important to note that the implementation of this approach may

require careful consideration of various factors, such as the learners'

cognitive abilities, learning styles, and cultural backgrounds.

Additionally, the integration of the mnemonic method into the

broader curriculum and teaching practices may present challenges

that need to be addressed through ongoing professional

development and collaborative efforts among educators.

In conclusion, the literature review presented in this paper highlights

the potential of the mnemonic method in enhancing the

effectiveness of English vocabulary acquisition at the middle school

level. By leveraging the power of memory association and

meaningful learning, the mnemonic method can foster improved

vocabulary retention, increased engagement, and better overall

language proficiency among middle school students. As educators

continue to explore and refine the application of this approach, the

potential for improving language learning outcomes in middle

school English classrooms remains promising.