聯(lián)想記憶法在初中英語詞匯教學(xué)中的應(yīng)用研究

Contents-ChineseAbstract………………… TOC\o"1-1"\h\u3EnglishAbstract………………… 41.Introduction…………………… 51.1ResearchBackground………………………… 51.2PurposeandSignificance………………… 61.3ThesisStructure…………… 62.LiteratureReview…………72.1TheDefinitionofAssociativeMemory……………………72.2TheResearchofAssociativeMemoryinForeignCountries…………… 72.3TheResearchofAssociativeMemoryinChina…………83.AppliedresearchofAssociativeMnemonicApproachinJuniorEnglishVocabularyTeaching……………93.1CombinatorialMemory……………………93.2SituationalMemory………………………133.3SyllableMemory…………………………174.SuggestionsofApplyingAssociativeMnemonicApproachinJuniorEnglishVocabularyTeaching……………214.1SuggestionsforTeachers…………………214.2SuggestionsforStudents…………………214.3SuggestionsforTeachingMaterials……………………… 225.Conclusion……………………22Appendix………………………… 24References……………………… 30聯(lián)想記憶法在初中英語詞匯教學(xué)中的應(yīng)用研究摘要詞匯是語言構(gòu)成的基礎(chǔ)，充足的詞匯量是學(xué)生掌握聽說讀寫四個技能的先決條件。然而傳統(tǒng)教學(xué)模式下的教師忽視對詞匯記憶的詳細(xì)講解和分析，導(dǎo)致詞匯記憶成為中學(xué)生英語學(xué)習(xí)中的一個薄弱環(huán)節(jié)。詞匯量不足這一缺陷阻礙中學(xué)生進(jìn)行深入的英語學(xué)習(xí)。如何促進(jìn)中學(xué)生詞匯記憶成為中學(xué)英語教學(xué)的一大難點。探究聯(lián)想記憶法在初中英語詞匯教學(xué)中的應(yīng)用顯得尤其重要。本文首先分析該研究課題的背景與聯(lián)想記憶法的定義和歷史進(jìn)程，其次以實際課堂教案為案例剖析如何在初中英語詞匯教學(xué)中有效地運用聯(lián)想記憶法，最后提出實施建議，激發(fā)學(xué)生對英語學(xué)習(xí)的興趣，從而提升中英語詞匯教學(xué)效果。關(guān)鍵詞：聯(lián)想記憶法；詞匯教學(xué)；初中英語AppliedResearchofAssociativeMnemonicApproachinJuniorEnglishVocabularyTeachingAbstractVocabularyisthebasisoflanguagecomposition,andsufficientvocabularyisaprerequisiteforstudentstoimprovetheirlistening,speaking,readingandwriting.Whileunderthetraditionalteachingmode,teachersignoredetailedexplanationsandanalysisofvocabularymemory.Asaresult,vocabularymemorybecomesaweaklinkinEnglishlearningformiddleschoolstudents,andmiddleschoolstudentsarehamperedbyinsufficientvocabularyintheirfurtherstudyofEnglish.Therefore,howtopromotevocabularymemoryofmiddleschoolstudentshasbecomeadifficultpointinmiddleschoolEnglishteaching.ItissignificantforteacherstoapplytheassociativememorymethodintheirEnglishteachinginjuniormiddleschool.Hence,thebackgroundoftheresearchtopic,thedefinitionandhistoricalprocessoftheassociativememorymethodareanalyzedinthisarticlefirstly.Secondly,theauthorusessomeactualclassroomteachingcasestoanalyzehowtoeffectivelyuseassociativememorymethodinjuniormiddleschoolEnglishvocabularyteaching.Finally,theauthorputsforwardsomesuggestionstostimulatestudents’interestsinEnglishlearning,soastoenhancethevocabularyteachingeffectinjuniormiddleschoolEnglish.Keywords:associativememorymethod;vocabularyteaching;junior

middle

school

EnglishIntroductionResearchBackgroundAtthecompulsoryeducationstage,goodEnglishclassroomteachingnotonlyenablesstudentstolearnoneofthemostwidelyusedlanguagesintheworldpreliminarily,butalsomakesstudentsacquiresystematicculturalknowledgeandcutting-edgescience,finallystudentscanpossesstheabilityofharmoniouslyinteractingwithindigenouspersonsinvariousEnglish-speakingcountries.Asanindividualwithsubjectiveinitiative,studentscaneffectivelyspreadChineseculturetotheworld.Andwiththecarefulandscientificguidanceofteachers,studentscanformagoodcross-culturalconsciousness.Excellentteachingbyteacherscanlaythelanguagefoundationforstudentstobetteradapttothefuturepolitical,economicandculturalglobalization.TobetterimplementEnglishteaching,somesuggestionsareproposedinCompulsoryEducationEnglishCurriculumStandard.Fromtheaspectofteachers,theyneedtofaceallstudents,paycloseattentiontoindividualdifferencesandcultivatestudents’comprehensivelanguageskillsintheprocessofEnglishteaching.Forstudents,theyshoulddeveloptheirownlearningabilitiesandformcrossculturalawarenessundertheguidanceofteachers.Intermsoftextbooks,teachersshouldusetextbooksaccordingtoteachingrequirementsappropriatelyandcarryoutvariousextracurricularactivities.Inteachers’literacy,teachersshouldachievelifelonglearningbylearningmoresubjectknowledgeandteachingknowledge,moreover,timelyteachingreflectioncanalsoimprovetheirownstandards(Englishcurriculumstandardresearchgroupofthedepartmentofbasiceducationoftheministryofeducation,2011).IntraditionalEnglishvocabularyteaching,teachersneithercareaboutthepronunciationofEnglishwordsnorpayattentiontotheusageofEnglishwords,theonlythingtheydoistoshowthespellingandmeansofwords,andstudentscannevertrulymasterEnglishwordswiththisteachingway.Mostteacherscheckstudents’memoryofEnglishwordsthroughdictation,butstudentscan’tfullyabsorbtheimplicationofEnglishwordsbythisinspectionmethod.TheabilityofusingEnglishskillfullyneedshugevocabulary,students’lackofEnglishwordsleadstotheirpoorabilitytouseEnglish,andthissituationisn’tinaccordancewithourteachingpurpose.Intermsofstudents,theycan’tmemorizethespellingsandmeaningsofwordscorrectlyjustbecausetheircomprehensionofEnglishwordsisontheshallowestlevel,andstudents’frustrationcangetstrongerbecausetheycan’trememberwords.Therefore,students’interestinEnglishlearninghasdroppedsignificantly.Asforteachingmaterials,textbooksareusuallyissuedbythestate,andmanyprovincessharethesameversionofthetextbook.Thesebookscannotbecombinedwithlocallearningsituations;therefore,theyareveryrestrictiveininnovation.Thestorymaterialsinthetextbookistoooldtouse,itisfarfromthestudent’sactuallifeandbecomeahinderforteacherstouseteachingmaterialstoorganizesomeactivities.PurposeandSignificanceInordertoimprovethesituationofstudents’poorvocabularyandoutdatedteachingmethodsofteachersintraditionalEnglishvocabularyteaching,theauthorproposesthreetypesofassociativememory,andcombinesthesethreememorymethodswithvocabularyteachingcasestodemonstratethefeasibilityofusingassociativememoryinjuniormiddleschoolEnglishvocabularyclassroom.Thepurposesofthisarticlecanbedividedintotwoparts,oneistosortoutsomeassociativememorymethodsthataresuitableforstudents,theotheristoanalyzeteachingeffectsandverifytheirfeasibilitythroughsometeachingplans.Atlast,theauthorsummarizessomeusingtechniquestohelpstudentsdiscovertherulesoflearningvocabulary,whichcanreducetheburdenonbothteachersandstudents.Theauthoralsoprovidessomesuggestionsonhowtocarryoutvocabularyteachingbasedonstudents’individualdifferences,andexplorestheeffectofassociativememoryincultivatingtheircorrectculturalconsciousness,positiveemotionalattitudesandvaluesinthisarticle.Finally,thestudents’thinkingdevelopmentcanbepromoted.Theresearchsignificanceofthisarticlecanbedividedinfiveparts.Forteachers,theycanimproveteachingefficiencybyapplyingnewvocabularyteachingmethods.Intheteachingprocess,teacherscanexpandtheirprofessionalknowledgetoimprovetheirteachingpracticeability.Forstudents,thesignificanceistocultivatestudents’methodsofefficientlylearningEnglishwordsbyproposingandanalyzingseveralsimplevocabularymemorystrategies.Inthisteachingprocess,students’memoryofEnglishwordscanbeenhancedbyusingassociativememorymethod,andstudents’senseofself-efficacycanalsobeincreasedbytheirgoodscore.Incourseresources,teachersneedtoactivelydevelopcurriculumresourceswhichissuitablefornewteachingmethodstoensuretheirpracticality,thisbehaviorcanimproveteachers’teachingpracticeability.Inclassroomatmosphere,anewandeffectivewayofteachingcanenablestudentstomaintainahighlearningenthusiasmandenliventheclassroomatmosphere.Inaddition,thisarticlecanalsoprovidesometheoreticalbasisandreferencevalueforotherscholarswhoareinterestedinthisresearch.ThesisStructureFromtheviewofcurrentsituationinjuniormiddleschoolEnglishreaching.TheauthorexplorestheapplicationandeffectivenessassociativememoryinjuniorhighschoolEnglishvocabularyteaching.Thispaperisdividedintofivechapters.Inthefirstchapter,theauthordescribestheresearchbackgroundandsignificanceofassociativememory.InChaptertwo,theauthordescribesthehistoricalprocessofassociativememory.Inthethirdchapter,theauthormainlyexpoundstheapplicationofassociativememorymethodinjuniormiddleschoolEnglishvocabularyteaching.Inchapterfour,theauthorputsforwardsomeSuggestionsontheimplementationofassociativememorymethodinvocabularyteachingundertheresearchresultsandthestandardsofcompulsorycoursesin2017.Inthelastchapter,theauthorsummarizestheresearchresultsofthispaperandlooksforwardtothefuture.Byusingtheliteratureresearchmethod,theauthorfirstlyconsultstheliteraturerelatedtoassociativememorymethodathomeandabroadinthefull-textdatabaseofChinesejournals,andcollectsthedefinition,backgroundandtheoreticalbasisofpreviousstudiesofassociativememorymethod.Secondlytheauthoranalyzestheresearchresultsofassociativememorymethodinrecentyears,andfinallydeterminestheresearchdirectionofthispaper.LiteratureReviewTheDefinitionofAssociativeMemoryTherootsoftheassociativememorymethodcanbetracedbacktotheancientGreektimes.AliAkbarTaheri,DrandMohammadDavoudi(2016)founditisPlatothatfirstproposedtheconceptofproximityandsimilarity.Inthesecondyear,EbubekirBozavl?(2017)founditisAristotlethatintegratedtheconceptproposedbyPlatowithhisownconcept,andheputforwardtheconceptofassociativememorymethod.Inthe17thand19thcenturies,EuropeanpsychologistsLockeandHumeconductedfurtherresearchonthelawofassociation,andreintegratedthetheoryofassociativememory(ZeynabKhalafi&MohammadRezaOroji,2016).Yasemin(2019)believedthatassociationofideasisdeeplyinfluencedbyanindividual’shabit,hethoughtthehabitformedbyrepeatedexercisesismoreconducivetoassociation.Onthisbasis,ascholargaveassociativememoryaconcisedefinition:learnersassociatenewthingstheyneedtoknowwithfactorsthattheyhavealreadyrecognized,theyshouldconstitutethespecificformofknowledgeinmemorywithlookingforitssimilaritiesordifferences(吳曉靚,2012).Dependingonthenatureandconnectionsbetweenthings,theassociativememorymethodisdividedintosixtypes:closeness,similarity,contrast,subordination,imageandstrangenessassociativememory(劉娟,2019).Closeassociativememoryreferstothefactthatifsomethingshaveacertaindegreeofsimilarityintimeorspace,theywouldbeconnectedinmindtightly.Thesimilarassociativememoryistoextractthesimilarpointfromdifferentthings.Contrastassociativememorymethodistomemorizeknowledgepointsaccordingtotheobviousoppositecharacteristicsbetweendifferentthings(Net1).Thesubordinateassociativememorymethodistomemorizethingsbyrecognizingthecauseandeffectofanevent.Imageassociativememorymethodistomemorizethroughimagesorpictures.Thestrangeassociationmemoryruleistorememberthingswithstrangeandcrazyideas(Net2).2.2TheResearchofAssociativeMemoryinForeignCountriesIntheresearchofaprominentmnemoniceffectinchildren’smemory,MichalIchtandYanivMama(2015)believedthatchildren’sbrainscanbestimulatedbyactivemovementsandbehaviors,andtheirabilitiestoremembernewknowledgebyassociatingwitholdknowledgestructuregotapromotion.Theresearchinthisarticleconfirmedthatcontinuousstimulationcankeepchildren’slong-termmemory.Inthearticleaboutanalyzingtheeffectofthekeywordmethodonvocabularylearningandlong-termretention,AliAkbarTaheriandDr.MohammadDavoudi(2016)proposedtheconceptofkeywordmemorymethod.Theystickoutanopinionthat,intheEFLclassroom,somespeciallettersandsymbolscancauseassociativememory.Atthesameyear,ZeynabKhalafiandMohammadRezaOroji(2016)usedIranianstudentsasresearchobjectstostudytheeffectsofspecialcharactersonstudents’memorywords.ThisexperimentaimedtofigureouttheimpactofUsingKeywordMethodonVocabularyLearningandRetention,andtheexperimentalresultsshowedthattheusageofspecialcharacterscansavetimeandeffortandbreakthetraditionalclassroomatmosphere.EbubekirBozavl?(2017)assumedthehigheffectofthephoneticassociativememorymethodinwordrecitation,andhesetuptwogroupsofChinesestudentsandTurkishstudentstoconductacomparativestudy.Finally,theexperimentprovedtheefficiencyandtheeffectofphoneticassociationbylearningforeignvocabularywithassociatememorymethod.Inordertoexplorethepracticalityofassociativememory,YulianiandIsna(2017)taughtthestudentsindeaf-muteschoolwithaspecialmethodofassociativememorytomemorizeEnglishwords,andfinallygotsomefeasibleresults.Yasemin(2019)proposedtheideaoflearningEnglishwordsthroughincorporatingassociativememoryintheprocessofcommunicatinginEnglish.Itcanbeappliedintherealsituationandhelplearnerstoarrangetheknowledge,whichisbeneficialtomemory.2.3TheResearchofAssociativeMemoryinChinaBiYouyu(2015)andotherfourscholarsconductedasamplesurveyintheirpublishedarticletoobservetheeffectofassociativememorymethodinjuniorstudents.Theygroupedstudentsinselectedclassestotesttheroleofassociativememoryinmemorizingwords,theresultconfirmedthattheuseofassociativememoryinwordrecitationcanpromotestudents’long-termwordmemoryandstimulatestudents’interestinEnglishlearning.LiuYu(2016)analyzedtheshortcomingsofcurrentEnglishvocabularyteachinginChinawiththeanalysisofEnglishwordmemorystrategies.Shethoughtteachers’teachingmodelsshouldbeimproved,thewaystudentsmemorizewordsshouldbechanged,teachershoulduseassociativememorytoguidestudentsactively.Theword-buildingmethodsheproposedinthearticleisobviouslyanexcellentmethod.ScholarJiangXiangxue(2017)didsomeresearchinjuniormiddleschoolEnglishvocabularyreviewstrategy,sheintroducedthevariousformsofassociativememoryusedinEnglishvocabularyreviewindetail.LiuPeng(2018)andothersixscholarsusedavarietyofexperimentstoexplainthemainpointsofincorporatingassociativememoryintheclassroomfromtheperspectiveoftheteacher.Thefinalresultshowedthatstudents’Englishlearningwillingness,efficiencyandabilityareallimprovedinakindofteachingmodewhichcontainedassociativememorymethod.WangDuoyang(2019)mentionedthatassociativememorymethodisalsoamethodtoimprovestudents’comprehensiveabilitybecauseofthespecialtyofEnglish,andhealsore-explainedtheclassificationofassociativememorymethod.Inthesameyear,LiXiumei(2019)analyzedtheuseofassociativememoryinsecondaryvocationalEnglish.Inherarticle,environmentalassociationwasproposedasanewmemorymethodtohelpstudentsdeepentheirmemoryofEnglishwords.ZhouShan(2019)systematicallyexpoundedthememoryofchunks,heconfirmedthefeasibilityofchunkteachinginbasiceducationaftercombiningwiththelearninghabitsofhighschoolstudents.AppliedResearchofAssociativeMnemonicApproachinJuniorEnglishVocabularyTeaching3.1CombinatorialMemory ThecombinatorialmemorymethodmeansthatinthestudyofEnglishvocabulary,acompletewordissplitintotwoorthreesectionsandmemorizedit.Thecombinatorialmemorymethodalsoincludesseveraldifferentmemorymethods,suchas:rootandaffixassociation,homophonicassociationandwordblockassociation(劉娟,2019).Thismemorymethodallowsjuniorhighschoolstudentstomakefulluseofabstractlogicalthinking,sothattheycouldrecognizeandrememberwordsmoreintuitively,anditcanpromotethenextteachingsession.HereisanexampleofUnit7Topic1.Whenisyourbirthday?(appendixI)inthesecondvolumeofRenaiEnglishtextbookforGrade7.Thisarticlewillextracttwopartsfromtheentireteachingprocedures.Thespecificprocessesareasfollow:TeachingObjective:Inthislesson,studentsmastertheEnglishexpressionsofsixmonths:January,February,March,April,May,June,whichcandevelopstudents’abilitytoexpresstheirbirthdaysorfamilymembers’birthdaysinEnglish.DifficultiesandKeyPoint:StudentscanunderstandtheEnglishexpressionofsixmonths,andmasternewwords.LearningStrategy:Promotestudents’memorythroughhomophony.TeachingProcedures:Step1:LeadinT:Hi!Class.Doyouallknowyourbirthdayandyourfamilymembers’birthday?Ss:Yes.T:DoyouknowhowtosayitinEnglish?Ss:No.T:Nevermind,wewilllearnEnglishwordsforthefirstsixmonthstodaytohelpyourfamilymembers’birthday.Step2:Presentation(Teacherwrites‘January’ontheblackboardwithtwodifferentcolorsofchalk.)T:Readitfollowme.January.Ss:January.T:Januarymeansthefirstmouth.ThiswordcanbedividedintoJannu+ary,canyouguess‘Janu’canbesoundlikewhatinChinese?Ahint,itmeansdomesticservantinEnglish.Ss:家奴.T:Right.And‘a(chǎn)ry’asanounsuffix,itmeansapersonwhoisengagedinacertainposition.So,Januarycanberememberedlike‘家奴在工作’.Canyouunderstand?Ss:Yes.Step3:Practice(Teacherwrites‘February’ontheblackboardwithdifferentcolorsofchalks.)T:Readitafterme.February.Ss:February.T:CanyoutellmehowmanycolorsofchalkshouldIusetorewritethisword?Ss:Twocolors.T:Whichtwoversesareit?Ss:‘Febru’and‘a(chǎn)ry’.T:Great.ThiswordcanbedividedintoFebru+ary,canyouguess‘Febru’canbesoundlikewhatinChinese?Ahint,aboutfly.Ss:飛不入.T:Combinedwith‘飛不入’,whatcanthefollowing‘a(chǎn)ry’explain?Ss:Abird!T:Yes,itsoundslikeabirdeatingtoomuchfatforChineseNewYeartoflyintothehouse.WhendoesChinausuallycelebratetheSpringFestival?Ss:二月.T:Right,Februarymeansthesecondmonthinayear.(Teacherwrites‘March’ontheblackboard.)T:Readitfollowme.March.Ss:March.T:CanyouguesswhatitsoundslikeinChinese?Ss:麻雀.T:Verygood！Inspring,everythingrecovers.SparrowscameoutforforaginginMarch.Whatdoesthiswordmean?Ss:Thethirdmonthinayear.(Teacherwrites‘April’ontheblackboard.)T:Howaboutthis?Readitfollowme.April.Ss:April.T:IfIsay‘a(chǎn)p’,whatwordswillyouthink?Ss:Apple.T:Whatabout‘ril’?Ss:Itsoundslike‘日歷’inChinese.T:Excellent,wecanregardappleastheyouthfulvigour,andspringisasymbolofvigour,soyoucanpronounce‘ril’like‘日歷’inChinese.Aprilcanberememberedlikeap+ril.It’sthefourthmonthinayear.(Teacherwrites‘May’ontheblackboard.)T:Readitafterme.May.Ss:MayT:CanyouguessCanyouguesswhatitsoundslike?Ss:妹妹。T:Right，youcanrememberitlike‘Mayisfullofflowers，Mysister’ssmileislikeflowers.’SisterequalstoMay.Itisthefifthmonth.(Teacherwrites‘June’ontheblackboard.)T:Readitafterme.June.Ss:June.T:‘June!June!June!’,canyouguesswhatisthis?Ss:像小鳥的叫聲.T:Juneistheliveliestmonth.HispronunciationissimilartoBirdcalls.InJune,theholidayiscoming.Thebirdsarehappysotheymakeanoiselike‘June’.What’sthemeaningofit?Ss:It’sthesixthmonth.(Studentsreadthesewordsfollowteacheragain,afterreading,studentsareaskedtoimitatethewayteacherjustshowedtorecitethesewordswithinseveraltimes.)[Designintent]:Inthisteachingclip,teacherusescommonthingsinstudents’dailylifeandingeniouscombinationofthesamepronunciationbetweenChineseandEnglishtoteachstudentstomemorizeEnglishwords.Thiswayisinlinewiththedevelopmentoflogicalthinkinginjuniorhighschoolstudents,itcanprovidestudentsaclearunderstandingofusingwords.TeacherpromotestheteachingprocessbyaskingstudentstodiscoversimilaritiesbetweenthepronunciationofEnglishandChinesewords,andthemethodusedhereisthecombinationofhomophonicmemorymethodandimagememorymethod.Aftertheteacher’sdemonstrationteaching,studentsgivefullplaytotheirsubjectiveinitiativeandexplorethecharacteristicsofthisteaching.Afterthisclass,students’comprehensionofthecombinationmemorymethodcanbecomemoredeeplyandtheirapparentreserveswillbeenriched.Theenthusiasmofthestudentswasimprovedbyrelaxedclassroomenvironmentthatteachershows,andthisteachingresultoffersagoodfoundationtothefutureapplicationofothermemorymethods.HereisanotherexampleofUnit1Topic1.I’mgoingtoplaybasketball.(appendixII)inthefirstvolumeofRenaiEnglishtextbookforgrade8.Thisarticlewillextracttwopartsfromtheentireteachingprocedures.Thespecificprocessesareasfollow:TeachingObjective:Inthislesson,studentswillmastertheEnglishexpressionsofsomejob:player,policeman,musician,fisherman.Afterthislesson,studentscandeveloptheirabilitiestoexpresstheirhopeinthefutureinEnglish.DifficultiesandKeyPoint:StudentscanunderstandsomeEnglishexpressionsaboutoccupation,masternewwords.LearningStrategy:Promotestudents’memorybysectioningwords.TeachingProcedures:Step1:LeadinT:Hello!Boysandgirls.Haveyoueverthoughtwhatyouwillbeinthefuture?Ss：Yes.T:Today,letuslearnsomethingaboutoccupation.Step2:PresentationT:Let’sturntopage4,andlookat2.Canyoutellme,whatistheChinesemeaningofplayer?Ss：玩游戲的人。T：Good!Andwhataboutplay?Ss：玩。T：Right,‘play’isanoun,‘player’isverb,socanyoutellme,whatmakes‘play’become‘player’?Ss：Idon’tknow.T：Let’sseethis,Iputsuffix‘er’aftertheword‘play’,anditbecomesanoun‘player’.Itissuffix‘er’thatmakes‘play’become‘player’.Step3:Practice(Theteacherdividestheclassintoseveralgroupsaccordingtothetwo-persondistributionmethod,oneofthestudentsinthegroupneedtodescribesomecardsthathegetsandtheotherneedtoguess,andteacherwillinviteagrouptoperformafterstudents’preparation.)T:IwillgiveyousomeminutestoimitatethewayItaughtjustnowtobreakdownwords,nowlet’sbegin.T:Timeisover,let’swelcomeLisaandAriana.Lisa:HowtoexpresstheChineseword‘警察’inEnglish?Ariana:Police.Lisa:HowtoexpresstheChineseword‘男人’inEnglish?Ariana:Man.T:Whatistheentireword?Ss:Policeman.T:Good,let’sgoon.Lisa:Thefirsthalfofthewordis‘音樂’.Ariana:Music.Lisa:Thelatterpartofthewordisasuffix,todescribe‘家’inthejob.Ariana:Itis‘ian’.T：Whatistheentireword?Ss：Musician.Lisa:HowtoexpresstheChineseword‘魚’inEnglish?Ariana:Fish.Lisa:Plusasuffixafter‘fish’,anditbecomes‘漁夫’.Ariana:Plus‘er’.T:Whatistheentireword?Ss:Fisher.[Designintent]:Inthisteachingclip,theteacherusestwomemorymethodstoexplainwords,oneisrootandaffixassociationandtheotheriswordblockassociation.Sincemostofthewordsaboutoccupationscanbememorizedbyaffixesandwordcombinations,itisverysuitableforgivingstudentssomeexamplesthroughthesewords.Atthebeginningoftheteachingprocess,theteacherguidesthestudentstoanalyzewordformation.Thentheteacherdividedthestudentsintogroupsandaskedthemtodosomeexercises,whichnotonlyemphasizedthestudents’subjectivestatus,butalsoarousedtheirinitiative.Inthecourseofexplanation,theteacher’sexplanationofwordrootsandaffixescanoptimizestudents’memoryofwordsandarousetheirinterest,sostudentscanrememberwordsquicklyinclass.Duringthepracticesession,theteacherasksthestudentstocompletethecombinationoftheremainingwordsinthistopic,whichallowsthestudentstodirectlysummarizebythemselvesandreducethestressofrecitationafterclass.3.2SituationalMemoryAccordingtothedefinitionofrepresentation,athingisnotinfrontofpeople,butthedescriptionofthethingcanpresentamentalimageofthething,thismentalimagemeansrepresentation.Situationalmemoryreferstostudentsguessandmemorizewordsaccordingtothesituationcreatedbytheteacher(劉瑜,2016).Therefore,forjuniorhighschoolstudents,creatinganattractivesituationtomemorizewordscanmaketheirthinkinggetactive.Situationalmemoryhelpsstudentsfocusonengagingstorylines;itisafeasiblewayforstudentstoimprovetheirefficiencyofmemorizingwords.Next,let'stakeUnit8Topic3,Let'scelebrate!(appendixIII)inthesecondvolumeofRenaiEnglishtextbookforgrade7asanexample.Thisarticlewillextracttwopartsfromtheentireteachingprocedures.Thespecificprocessesareasfollow:Teachingobjective:StudentsneedtomastersomeexpressionsofChineseandwesternfestivals:SpringFestival,LanternFestival,dumpling,riddle,dragon,Easter,pumpkinpie,turkey,ThanksgivingDay,Christmas.Afterthislesson,studentswilllearnmoreknowledgeabouthomeandabroadculture.Difficultiesandkeypoint:Studentscanmasterthenewwordsandknowhowtoreadthem.LearningStrategy:Guessandmemorizewordsthroughrandomcontextualassociations.TeachingProcedures:Step1:LeadinT:Hello,everybody,Iwanttoaskyouaquestion,whatwillyouthinkifyoulookatyourdesksandchairs?Ss:Ourclass,books,andschool.T:Good.Step2:PresentationT:Let’sgoon,pleaseimagineyouarewanderedinthestreetandseemanyshopsinthestreetsellingaredroundthingandcouplets,therewasaglowoneveryone'sface.Canyouguesswhy?Ss:BecausetheymaycelebratetheSpringFestival.T:Andwhatistheredroundthing?Ss:Lantern.T:Verygood.(Teacherwrites‘SpringFestival’and‘lantern’ontheblackboard.)Step3:PracticeT:Nowlet’shaveanexercise.Iwillgiveyousomewordsinsteadofdetaileddescriptions,youshouldusethesewordsIgivetomakeasentenceandguessthe