Use of Imagery Memory Strategy in Junior High School Vocabulary Teaching

Wenwen Tian

doi:10.54691/yacmy834

Authors

Wenwen Tian

DOI:

https://doi.org/10.54691/yacmy834

Keywords:

Imagery Memory; Vocabulary Teaching; Junior High School; Learning Efficiency; Performance Improvement.

Abstract

Vocabulary has always been one of the significant issues related both with teachers and learners of foreign languages, as it requires students have ability in understanding and using the words and meaning. Traditional methods of vocabulary teaching often rely on rote memorization, which can be boring and less effective in promoting long-term retention. The imagery memory strategy, on the other hand, offers a cognitive approach that leverages the power of visual imagery to enhance memory and facilitate vocabulary learning. This study aimed to explore the use of imagery memory strategy in junior high school vocabulary teaching, aiming to enhance students' learning efficiency and improve their performance. Through literature review, we analyze the effectiveness of this strategy and identify its potential benefits for vocabulary acquisition. Furthermore, we discuss practical applications and provide suggestions for educators on how to incorporate imagery memory into their teaching methods effectively.

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