¹SHI Xiutang, ²SHAN Feifei

^1,2School of Foreign Languages, Kaili University, Guizhou, 556011, P.R. China

DOI : https://doi.org/10.47191/ijsshr/v6-i11-63

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ABSTRACT

In order to verify that Etymology Analysis Method is more effective than Rote Memorization method in the case of English vocabulary memorization, we carried out a one term vocabulary teaching experiment inserted in the course of regular teaching, but our teaching experiment statistics do not very well support our expectations. Reasonable explanation is as foll ows: a. To use any method skillfully, one always needs some accumulation; b. In our experimental teaching process, due to l imited time in class, the words were shown to students quite hurriedly; c. The word memorization method that students are used to is fixed a nd not easy to change, and different from the one we tested and would recommend. Although this teaching experiment i s still unsatisfactory, it offers significant feed backs to our teaching in reality, both for teachers and students: great importance must be attached to vocabulary teaching in the course of English teaching and when it comes to presentation or memorizatio n of words one must adopt appropriate methods, abandoning rote memorization. Analyzing the roots and affixes of the words, digging out as many words wi th the same root as possible, one can be expected to learn by analogy, which may ensure them to remember groups of English words at one time, greatly improving the efficiency of word memorization, rapidly expanding the vocabulary, and hence improving lea rning effect.

KEYWORDS:

Etymology Analysis Method; Rote Memorization; English words; teaching experiment

REFERENCES
1) ZHANG Na-na. An empirical study of English learners of acquiring vocabulary by reading [J]. Foreign Language Teaching, 2013 (1): 73-77.

2) LI Shixue. Detailed English Etymology [M]. Hangzhou: Zhejiang University Press, 2013:45,47.

Volume 06 Issue 11 November 2023