大学生英语单词记忆方法的调查报告：以吉林外国语大学英语专业为例

iASurveyofCollegeStudents’WaysofMemorizingEnglishWords:ACaseStudyofEnglishMajorsinJilinInternationalStudiesUniversity大学生英语单词记忆方法的调查报告：以吉林外国语大学英语专业为例iiiiiiiAbstractEnglishwordsarethebasisofEnglishlearning,andvocabularyandtheproficiencyofusingthemwillaffecttheaccuracyoflanguageexpressionandtheeffectofEnglishlearning.Therefore,memorizingwordsisthebasicrequirementoflearningEnglishwell.BecausethereisnodirectconnectionbetweenEnglishlettersandChinesecharacters,ourmemoryonlyexistsonthesurfaceandwordscannotberememberedforalongtime.SotheproblemofmemorizingwordshasbeenplaguingChinesestudents.MemorizingwordswilldirectlyaffecttheimprovementofEnglishlistening,speaking,readingandwritingskills.SinceweapproachedEnglish,teachershavebeenaskingustorecitewords.However,theeffecthasnotbeenideal.Englishlearningincollegeismoredifficultandimportantthanthatitinprimaryandsecondaryschools.EnglishmajorshavetopassCET-4andCET-8whenweareincollege.Theseexamshavemorerigidanddetailedstandardsforvocabulary,whichrequiresustopayattentiontothememoryofwords.Manystudentsrecitewordsininappropriatemethods,sotheycan'tachievesatisfactoryresultsevengethalftheresultswithtwicetheeffort.Throughquestionnairesandinterviews,thispaperinvestigatesvocabularymemoriesofEnglishmajors,summarizestheproblemsinthevocabularymemoryofcurrentcollegestudentsfromtheinformationobtained,andfindsoutmoresuitablemethodsforcollegestudents.KeyWords:collegestudents;recitingwords;methodsiiiiv第页摘要英语单词是英语学习的基础，单词量的大小和单词运用的熟练程度会影响语言表达的准确性，影响英语学习的效果。因此，记忆单词是学好英语的基本要求。由于英语的字母和中国的汉字没有直接的联系，导致我们背诵单词的时候，记忆只存在于表面，无法长时间记忆。因此，单词的记忆问题一直困扰着中国学生。单词记忆存在问题，会直接影响英语听、说、读、写方面技能的提高。自我们接触英语那天起，老师就在要求我们背诵单词，但是效果却一直不是很理想。大学时期的英语学习与中小学时相比更加困难，也更加重要。英语专业的学生在大学期间要通过专业四级和八级的等级考试，这些等级考试对单词量有了更加硬性和细化的要求，这就需要我们将单词的记忆问题重视起来。许多学生背单词时因使用的方法不得当，所以达不到理想的效果，事半功倍。本文将通过调查问卷和采访的方式，调查英语专业大学生们的单词记忆情况，从得到的信息中归纳总结出当前大学生单词记忆中的问题，并找出更适合大学生单词记忆的方法。关键词：大学生;单词记忆;方法ContentsIntroduction……………1I.BackgroundofSurvey………………11.1TheImportanceofWordsMemorization……….11.2TheoreticalBasis………………..2II.ResearchDesign……………………22.1TheBriefIntroductionoftheResearch………..22.2TheInstrumentsofSurvey…………………….22.2.1Questionnaire……………...…………….22.2.2Interview………………...2III.DataCollectionandAnalysis……………………...33.1TheFindingsoftheSurvey……………………33.1.1TheFindingsoftheQuestionnaire………33.1.2TheFindingsoftheInterview………………...…………53.2TheAnalysisoftheFindings…………………..63.2.1TheAnalysisoftheQuestionnaire………63.2.2TheAnalysisoftheInterview…………………...………8IV.Countermeasures…………………..94.1ToStimulateSubjectiveInitiative……………..94.2ToMobilizeMultipleSensesforMemory……………….…..104.3WaysofMemorizingWords………………….10Conclusion……………..……………..12Reference……………..13ASurveyofCollegeStudents'WaysofMemorizingEnglishWords:ACaseStudyofEnglishMajorsinJilinInternationalStudiesUniversityIntroductionWordsarethefoundationandbasicmaterialoflanguagenomatterwhatlanguageis.Whenwestartlearningasecondlanguage,wordsarethefirstdifficultywe’llface.ManyofushavehaddifficultyonrecitingwordssinceweapproachedEnglish.Andmostofustaketoomuchtimeonrecitingwordsbutwithoutanygoodconsequences.Therearemanymethodsappearingtohelpstudentsrecitingwordsinnowadays.Especiallywiththedevelopmentofelectronicproducts,moreandmorechoosetouseappstorecitewordsontheirphones.Butinthissituation,almostofthemwillchooseonemethodwithoutconsideratelythinking.Andalotoftimeiswastedontryingnewways,notonrecitingwords.Duetoeveryoneisdifferent,everyone’sproblemsarevarious.Sowhatweshoulddoistosearchforyourownproblemsandfindappropriatesolutions.I.BackgroundofSurveyBecauseofthesituation,Imadeuparesearchandwanttodigouttherootofthisproblem.Therefore,Icollectedsomeinformationofitandwantedtofinddirectionsofsolvingthisproblem.1.1TheImportanceofWordsMemorizationManystudentshaveproblemsonrecitingwords;however,someofthemcannotfindtheirproblems,andjusttryallkindsofmethodswithoutconsideringthemselves.Therearemanymethodsofrecitingwordswhenyousearch“efficientmethodofrecitingwords”ontheInternet.Manystudentswillbelikeadrowningmanclutchatastraw,butusuallyitbackfires.Ontheotherside,somestudentsknowwheretheirownproblemslie.Theyjusthavenoideaaboutsolutionsorwithoutdeterminationstocorrecttheirproblems.Thiskindofstudentsusuallyneedsshortertimethanstudentswementionedbeforeiftheymakeuptheirmind.Mostofteachersdon’trequirestudentstorecitewordsdirectly,andstudentswillpaylessattentiontowords.Theirvocabulariesareverydeficient,beyondthattheirlearningpatternsarestillinhighschool.Sothesereasonsresultthattheycannotfollowcoursesintheuniversity.Andtheydon’twanttosolvetheirproblemsattime,gradually,asmallproblembecomeabigone.That’spresentsituationofrecitingwordsintheuniversity.1.2TheoreticalBasis EbinhausForgettingCurve:TheEbinhausforgettingcurveclearlyshowsthattherearecertainregularitiesinmemoryforgetting.First,thedegreeofmemoryforgettingiscloselyrelatedtothelengthofmemoryinterval.Specifically,forgettingwillinevitablyoccurovertimeandthelongertheinterval,thelowerthedegreeofmemoryretention.Secondly,memoryforgettingdoesnotproceedwithaveragemagnitudeandspeed,butpresentsanunbalanceddevelopmenttrend.张逸，2017:96Weallfamiliarwiththiscurveandthiscurvetellsusthatstepofreviewingmethodisaneffectivewaytomemorizethings.Exceptthat,clearlearningperiodsandstudyplansarealsoimportanttostudy.II.ResearchMethodsAfterlearningaboutbackgroundofrecitingwordsandrelatingtheoreticalbasis,Istartedtodesignmyresearchandsomedetailsofit.2.1TheBriefIntroductionoftheResearchThePurposeofSurvey:TofindthequestionsofrecitingwordsandexploresomesuitableandeffectivewaysforuniversitystudentsTheSubjectsofSurvey:TheEnglishmajorsfromJilinForeignLanguagesUniversity.TheProceduresofSurvey：First,makeupaquestionnaire;then,sendoutthemandcollectthemafterfillingintheblanks;afterthat,collectandsummarizedata,andanalyzedatacomprehensively;finally,cometotheconclusion.2.2TheInstrumentsofSurvey2.2.1QuestionnaireThisquestionnairewillbesentoutto100studentsinEnglishmajors.Itwilldiscovermethodsofrecitingwords,maintroublemetinrecitingwordsandthepurposesofrecitingwords.AndIwanttofindcommonquestionsofstudentsbyusingcollecteddataandlearnoverallsituationaboutrecitingwordsintheuniversity.Theproportionscanhelpmeknowsituationclearlyandeasilyidentifykeypointsofthisquestionnaire.2.2.2InterviewIwillinterviewsomestudentsandtalkabouttheirmethodsofrecitingwords.Comparedwithquestionnaire,interviewismoredirectandspecific.Icantalkwithmyrespondentsfacetoface,andgetmoredetailinformationfromtheirwordsevenfromtheirfacialexpressions.Iplantointerview4studentsfromdifferentgrades,andtrytofindsomethingsincommon.Duringtheinterview,IcanalsofeeltheirattitudesonEnglishlearning,notjustrecitingwords.III.DataCollectionandAnalysisAfterdesigningthisresearch,Icollecteddataandinformationfromsubjects.AndthenIanalyzedthemfromeachitem.3.1TheFindingsoftheSurvey3.1.1TheFindingsoftheQuestionnaire100questionnairesweresenttoEnglishmajorstudents,and92copieswerecollected.Accordingtothisquestionnaire,Ifoundthefollowingdata:Theaimofrecitingwords:Differentstudentshavedifferentaimsofrecitingwords.Thereare47.83%ofstudentsrecitingwordsfortakingexams,43.48%ofstudentsforexpandingknowledgereserve,theothersforgoodgrades.Noextrareasonsofrecitingwordsinthissurvey.Timeforrecitingwords:69.75%ofstudentschoosetomemorizewordswithoutfixedschedule,dependingontheirmoodandremainingtime.Noonerecitewordsatnoon.17.39%likememorizingwordsinthemorningandtherestofstudentsrefertomemorizingintheevening.Thefrequencyandquantityofrecitingwords:Halfofstudentshavenofixedregularofrecitingwords,21.74%ofstudentsusuallymemorizewordsonceadayand26.09%ofthemonceeverytwoorthreedays.Nobodyrecitewordsonceaweekoramonth.Besidesthat,thenumbersofwordstheyreciteatatimearevarious.Thenumbersoflessthan15and15to20arethesame:17.39%.26.09%ofthemrecitemorethan20words.Therest39.13%studentshavenofixednumbers.Themethodsofrecitingwords:Recently,manyappscanhelpusmemorizewordsandbecomethefirstchoiceofmanystudents.Inthisquestionnaire,39.13%ofstudentschooseappstorecitewords.Otherstudentsrefertraditionalmethodstothemselves.30.43%ofstudentsstillusemechanicalmemorytorecitewords.Thenumbersofphoneticmethod,rootaffix,associationmethodarerespectively4.35%,8.7%and13.04%.Andthewaystheygetthesemethodsarequitedifferent.34.78%ofthemknowthewayfromtheInternet,17.39%fromteachersand13.04%frombooks.Onekindofpeopleshouldbepaidattentionto,becausetheirwaysarefromthemselves.Andtheytakeupalargeproportion:21.74%.Thelengthoftime:Recitingwordsrequirestoomuchtimeandconcentration.Sothelengthoftimeisveryimportant.34.78%ofstudentsspendlessthan30minutes.Andittakes43.38%ofstudentshalfanhourtoonehourand21.74%onehourtotwohourstomemorizewords.Noonecostmorethan2hourstorecitewords.Besidesthetimeofmemorizingwords,thetimeofforgettingwordsisalsocrucialtostudents.Afterreciting,wordswillberememberedonetothreedaysamong73.91%ofthem.Morethanoneweekonlytakesup4.35%.Theotherscanrememberwordsinoneweek.Theevaluationsofthesemethods:60.87%ofstudentsthinktheirwaysarejustgeneral.26.09%thinkthemethodsareveryideal.Buttheminimumstudentsdon’tthinkso.4.35%ofthesubjectsregardtheirwaysastheworst.8.7%ofthemdon’tsatisfytheirmethods.Theefficiencyofrevisionafterrecitingwords:Revisionisasignificantpartoflearningaswellasrecitingwords.65.22%ofthesubjectsseldomreviewwords.21.74%oftenreviewwordsrecited.Butsomestudentsdon’treviewwords;thenumberofthemis13.04%.Practicalapplicationinlife:Thebestwaytotestlearningeffectiswhetheritcanbewellappliedinreallife.86.96%ofstudentscanuserecitedwordsintheirreallifeandstudy.Amongthem,65.22%ofstudentshavefewapplicationsinreallifeand21.74%ofthemcanoftenusethemandtheothersseldomuserecitedwords.Therest13.04%studentsneverusethemintheirreallife.Theattitudesofmemorizingwords:65.22%ofthesubjectsthinkmemorizingwordsisageneralthing.13.04%regarditasadifficulttask,ontheotherside,17.39%thinkitisaneasything.Besidesthat,4.35%feelnothingonrecitingwords.Thereasonsofdifficultyinrecitingwords:Weallknowthatrecitingwordsisadifficulttask,nomatterwhatgradewearein.Asforreasons,Icollectedvariousreasonsfromthisquestionnaire.Fromtheiranswers,lazybecomethefirstobstacleandtakeup78.26%proportion.Thesecondoneiswrongmethods.Thethirdreasonistoomanywordsneededtobereciting.Thelastoneiswithoutenoughtime.Thedifficultiesmeetinrecitingwords:Mostofstudentsthinkthattoomanywordstoremember.Andsomethinkthatthelonganddifficultwordscan’tberememberedforalongtime.Exceptthesereasons,somestudentssaidthattheyfeltsleepyortheirattentionlevelsfellwhiletheywererecitingwords.Evensomeonesaidthattheywerejustlazywithoutotherspecialreasons.Theirexperienceandlessonfromrecitingwords:Mostofrespondentsthinkthatrevisionisaneffectivewaytoimprovememoryeffect.Someonealsothinkapplicationcanhelpusmemorywordsinapracticalway.Inothers’minds,recitingexamplesentencesismucheasierthanmemorizingwordsonly.3.1.2TheFindingsoftheInterviewIinterviewed4studentsfromdifferentgrades;theyarerespectivelyfreshman,sophomore,juniorstudentandseniorstudent.TheyfourhavetheirownideasaboutrecitingwordsandEnglishlearning.Herearetheresultsoftheirinterviews:Freshman:Freshmanwasnewtouniversity,soshedidn’tfamiliarwithourschool.Whensheapproachedourcourses,shefeltverystressedandanxious.Becauseteacherstaughtmuchnewknowledgeshehadneverknewandwouldn’ttellstudentskeyteachingpoints.Besidesthat,shealwaysfelttiredandhadnoenoughtimetostudy.Soshehadnofixedplanningofstudying.Shethoughtthathermostimportanttaskwasnothangingbranches.Asforrecitingwords,shehadnogiventimetorecitewords,andalwaysrecited15to20wordsonce.Themethodsheusedwaswhichsheusedinhighschool:Mechanicalmemory.Sheusuallywrotewordsforseveraltimes.WhenIaskedheraboutherlearningresults,shelookedsadandshookherhead.Shesaidthatthiswayshehadusedthiswaysinceshewasaprimarystudent.AsImentionedstudyplanningofnewsemester,shetoldmethatshewasreadytofindanewwaytomemorizewords.Sophomore:Comparedwithfreshman,oursecondinterviewerobviouslyhadherownlearningplan.Throughoneyeartime,shehasalreadybeenfamiliarwithuniversitylife.Soshecouldplanherlifeinareasonableway.Duringmyinterview,shetoldmethatshepreparedforanexam.Whenwewereingradetwointheuniversity,wehadaveryimportantexam:TEM4.Nomatterhowastudentwaslazyatordinarytimes,hewouldstudyhardtopassthisexam.Notexceptingher,shehasbeenpreparingforitsinceshewasafreshman.Herpurposeofrecitingwordswaspassingexams.Ifoundsomebooksaboutrecitingwordsonherdesk.Sherecitedwordsfromherbooksandmadeastandardforherself.Shethoughtthiswaycouldhelpherlearnknowledgemoresystematic.WhenIendedthisinterviewandfarewelltoher,shesaidthatshewouldliketotryanewwaytorecitewords.Juniorstudent:Juniorstudentshavemorelessonsthanthefirsttwoyears.Atthisperiod,manystudentswillconsidertheircareersinthefuture.Theyarebusyfindingjobsorstudyingforpostgraduateentranceexamination.Inaword,theyhavefewerchancestorecitewordsinalotoftime.Thisrespondentdidn’thaveenoughtimetomemorizewordseither.Shewantedtogetfurthereducation,somostofhertimewasspendinginthelibrary.Shestudiedhardandtriedherbesttogetgoodgrades.Evenhertimewaspressing,shestillinsistsonrecitingwordseveryday.Hermethodwasusingapps.WhenIaskedherthereasonshechosethisapp,shesmiledandtoldmeherreasons.Shehadtriedmanymethodstorecitewords,butthosemethodshadlittleeffectandcosthermuchprecioustime.Soafterconsideratethinking,shechoseappstorecitewords.Shecouldusescatteredtimetorecitewordsandpracticeherabilityofmemory.Whenshewasonthebus,shewouldliketotakeoutherphonetomemorizewords.Comparedwithotherscheckupdatesofmicroblogandcirclesoffriend,shefeltproudofherfulllife.Hereverydaylifewasfullandinteresting.ShesaidthatshelikedlearningEnglishwhenshewasjustakid,sorecitingwordswasn’tataskforher.Accordingtoherinterview,IfoundthatinterestwasimportanttolearnEnglish.Seniorstudent:ManyseniorstudentswillgraduatefromschoolinJune,andtheirfocuseshavechangedfromlearningtoworking.Everythingtheydoisfortheirwonderfulfuture.Thelastinterviewerwasaseniorstudent,andheridealjobwasanEnglishteacher.Shelearntalotandtriedherbesttobeagoodteacher.AsIknow,shewouldteachprimaryschoolstudents,butshestillrecitedsomedifficultwords.WhenIaskedher,shetoldmethatlearningmorewasreadyforfuture.Maybesomedayshewouldteachhighlevelsstudents,forexample,universitystudents.Sherecitedwordsonapponceaday.Andshetoldmethatrecitingwordshasbeenherhabitsincesheentereduniversity.SheknewthatvocabularywascrucialtoEnglishmajorstudents,sosheinsistedonrecitingwordsonceaday.Atfirst,shedidn’tfindappropriatemethodtorecitewords.Later,manyappsappearedandtheirfunctionsbecamemoreandmoreperfect.Soshechoseappsatlast.Inhermind,appshadmanyadvantagesandcouldhelpussavetime.Asfordisadvantages,shesaidappswouldbecostuserssometimetofamiliarthem.Accordingtothisresearch,wecanfindthatdifferentstudentsindifferentgradeshavevariousdemandsinEnglishlearning.Fromanalyzingthesedata,wewilldiscoversomeproblemsaboutrecitingwords.3.2TheAnalysisoftheFindings3.2.1TheAnalysisoftheQuestionnaireImadethissurveythesefollowingaspects:thepurposeofrecitingwords,thefrequencyandtimespendingonmemorizingwords,themethodstheyusedofmemorizingwordsandtheresultsofthemethodstheyused.Accordingtotheresults,Igotfollowingconclusion:Thepurposeofrecitingwords:Whenwementionedrecitingwords,thefirstreasoncomeupinourmindsmustbeforexams.Students’maintaskisgettinggoodgradesintheexams.Whenweenteruniversity,wewillfacemanyprofessionalexams,suchas:TEM4,TEM8andotherexams.Asweallknow,suchexamsarerequiredhighlevelofwordsreserve.Ifyouwanttopasstheseexams,youshouldrecitewordsforpassingexams.Insuchsituation,weusuallyrememberquickly,buttherateofforgettingisalsoreasonablyquick.Onthebasisofresults,whattheycanrememberisonlythewordsrecitedinthefirstday.Sowecanknowthisaimcan’thelpuslearnmore.Exceptforexams,somestudentswanttogetmoreknowledgeasforthefuturestudyandlearning.Whenweareintheworkstationinthefuture,we’llfindthatthereismuchknowledgewaitingforustoexplore.Withthisreasonrecitingwords,wewilllearnmoreandhavebettermemory.Thefrequencyandtimespendingonmemorizingwords:Accordingtothissurvey,wecanfindthatmanystudentsdon’trecitewordsveryoften.Andtheydon’tcosttheirtoomuchtimeonrecitingwords.Thisrepresentsthatuniversitystudentsdon’tputEnglishwordsattheimportantposition.Theyareunwillingtodevotemuchenergyonrecitingwords.Theyregardrecitingwordsasatask,andcasuallytakeamomenttofinishit.Sothat’soneofthereasonswhytheycan’tgetgoodresultseveniftheyspendasmuchtimeasothers.Themethodstheyuse:Inthisquestionnaire,themostfrequentlyusedmethodisusingapps.Itiseasilytounderstandthatsmartphonesarecommontousinnowadays.Becausetheappsareconvenienttobecarriedandhelpfultoourlifesothatwespendmostofourtimeonmobilephones.Undertheseconditions,manyappsareemergingasthetimesrequiresatisfyingconsumers’demands.Ofcourse,theappsthatcanhelpstudentsrecitewordscomeintobeing.Definitely,appshaveadvantages,suchas:settingfixednumbersofrecitedwords,betterusingofdebristime,noneedforpaperandpens,withoutlimitingofplacesandtime,providingmemorytechniquesandexamplesentencesetc.Butappswillmakeuslazyandtiredofthinking.Graduallywetrytoadjusttheappyouchoose,notfindanappropriatewaytomemorizewords.Thesecondpopularwayofmemorizingwordsismechanicalmemory.Tobehonest,itisatraditionalmethodtomemorize.Whenwewereyoungandknewnothingaboutdeepmeaning,welikedtochoosethiswaytomemorizethings.Forexample,ourprimaryschoolteacherswillaskedustowriteseveraltimestorememberthings,orreadforseveraltimestoremembermoresolid.However,weareuniversitystudentsnow;thismethoddoesn’tfitusanymore.Firstly,wedon’thaveenoughtime.Secondly,wordsweshouldreciteareflexibleandlong,evenwriteorreadformanytimes,theresultswon’tbeideal.Thereststudentsusethemethodswithsomeskills,notjustreciteshapesofwords,butpaymoreattentiontostructuresandconnectionsbetweendifferentwords.Fromthispart,weseethatappropriatemethodsareimportanttoourstudy.Theresultsofmethodstheyused:Fromtheiranswers,Ifoundthatfewrespondentssatisfywiththeirlearningeffects.Mostofthemthinktheirresultsaregeneral.Asmallnumberofstudentshavenofeelingsabouttheirresults.Theseoutcomesmeanthatmostofstudentshaven’tfoundrightwaysyet.Andtheyhavetheirownstandardsoflearningresults;someofthemhavenoclearunderstandingsabouttheirlearningoutcomes.Orwecanconsiderthattheydon’tdevotethemselveswholeheartedlytostudy.Thisisalsothepointwhichweneedtopayattentionto.3.2.2TheAnalysisoftheInterview Accordingtomyinterviewsoffourrespondents,Ifoundthefollowingconclusions:Differentdemandsindifferentperiods:Invariousperiodsoflearning,ourrequirementsarequitedifferent.Forexample,whenwejustenterintouniversity,ourlessonsarerelativelyeasierthanthecoursesinothergrades.Sowewillfeelalittlerelaxedandwithouttoomuchpressure.Fromourinterviews,wecanclearlyfindthatseniorstudentsgetmorestressthantheothers.Theywouldconsidercomprehensively,notjustgrades,buttheirfuturedevelopment.Sotheyhavedifferentattitudesonrecitingwords.Differentattitudescancausedifferentresults.TheonewhohaveinterestsonEnglishortheonehavespecificgoalswillgetbetterresults.Themethodstheyused:Allofthemhaveonethingincommon,that’schanging.Neitherofthemfoundappropriatemethodsatfirst,however,theyadjusttheirmethodsaccordingtotheirrequirements.Thefirstreasontheychangemethodsiswastingtime.Theirpreviousmethodcostthemtoomuchtime.Andtheyallchooseappsatlast.Withthedevelopmentoftechnology,moreandmorepeoplepreferappstotraditionaltools.Thisisnodoubtthatit’sthetendencyoftimes.Weshouldalsorethinkaboutourownproblems.Anover-relianceonappsisn’tgoodnewsforus.Whatweneedtodoistofindanothergoodmethodtofixourwordsproblems.IV.CountermeasuresWefindwhatproblemitis,soIconcludedsomeeffectivecountermeasurestosolvethisproblem.4.1ToStimulateSubjectiveInitiativeThesubjectiveinitiativeisanimportantelementofstudy.Subjectivityisoftencalledsubjectiveconsciousness,thatis,cognition."Cognitionreferstothesubject'sactiveresponsetotheobjectonthebasisofpractice."Whilerecognizingtheobjectiveworld,wewillfindthatpeoplewillrecognizecertainthingsaccordingtotheirownneedsandtransformcertainthingsaccordingtotheirownneeds.翟强强,2017:43Accordingtothisdefinition,wecanseethatlotsofuniversitystudentsarelackofsubjectiveinitiative.Manystudentshavenointerestsinstudy,sotheycan’tlearnitwell.Whentheygraduatedfromhighschool,theythinktheyareliberatedfromheavyassignmentsandtests.Alltheyneedtodoisjustenjoyingwonderfuluniversityliferatherthanstudyingwell.Atpresent,moreandmoreuniversitystudentshavenointerestsinanything,notjustinstudying.Sostimulatetheirsubjectiveinitiativewillbeofparamountimportance.Therearesomewaystostimulatetheirsubjectiveinitiative;Settingpropergoals:Accordingtooursurveyresults,almosthalfofstudents’aimsofrecitingwordsarecrammingontests.Whenwehavegoals,wewillhavemotivationsoflearning.Forexample,oneofMoscowdoctorsplannedtolearnEnglishinamonth,becausetheyknewthatitwouldallowedhimtogoonaninternshipabroad.Fromthisexample,wecanseethepowerofgoals.Theexamplementionedabovetellsusthatmotivationiscrucialtoourstudy.Nowthatwehavegoals,weoughttotryourbesttoachievethem.Creatinganatmosphereoflearning:Thelivingconditionsofcontemporaryuniversityareinamess.Theyspentmuchtimeonplayingandindulginginjoy.Thisisalsoareasonofsatisfactoryconsequence.Withoutanytenacity,collegestudentsgraduallybecomedepressed.Ifyouwanttomakeprogressonmemorizingwords,youshouldcreateanatmosphereforlearningtourgeyoutostudy.Findingtheinterestsoflearning:WhenIwasakid,IwasinterestedinEnglishsongs.Inordertosingcompletesongs,IlearnedEnglishhard.That’smymotivationoflearningEnglish.ComparedwithotherEnglishmajorstudents,IhaveinterestsinEnglish.Sometimes,weshouldfindsomethingtostimulateourspirits.Thethingsyoulikecanmotivateyourbrainsandgivesomesurprises.Forexample,youcanfindsomethingyoulikeandtrytosearchforitsEnglishversions.ThiswaymaybehelpfultoourEnglishlearning.4.2ToMobilizeMultipleSensesforMemoryWhenwewerejustkids,ourparentstaughtusliteracy.Ourparentsusuallytaughtwithsomepictureswhichcanhelpusmatchwordswithpictures.Theyoftentestedusbymaterialobjectsorpicturesandaskuswhattheywere.“Ithasbeendemonstratedrepeatedly,bothbetweenpicturesandwordsandbetweenhighimageryandlowimagerywords.Presumably,moreassociativecuesmaybeattachedtostimuliwhichhaverichvisualaswellasverbalassociates,sothatbothrecallandrecognitionperformanceareimproved.”(Snodgrass,VolvovitzandWalfish,2013:345-347)Wecancometoknowthatmemoryisnotjustaboutourbrains,butthecorporationofallyoursenses.Ifyoucanmobilizeyoursenses,youwillgettwicetheresultwithhalftheeffort.Forexample,whenwehear“lemon”,wewillfeelsalivationinourmouths.Youcanrememberthatfeelingsandapplyitinyourmemorization.Cactusisalsoagoodexampleoftouch.Cactusisaplantwithfullofthorns.Ifyouarestackedbyit,youmustbehurtbyitandyour