A Study of the Effect of College Students’ English Vocabulary Memory From the Perspective of Cognitive Nerve
| International Journal of Humanities and Social Science |
| © 2024 by SSRG - IJHSS Journal |
| Volume 11 Issue 5 |
| Year of Publication : 2024 |
| Authors : Wu Ling |
10.14445/23942703/IJHSS-V11I5P105
How to Cite?
Wu Ling, "A Study of the Effect of College Students’ English Vocabulary Memory From the Perspective of Cognitive Nerve," SSRG International Journal of Humanities and Social Science, vol. 11, no. 5, pp. 28-38, 2024. Crossref, https://doi.org/10.14445/23942703/IJHSS-V11I5P105
Abstract:
As the first step of foreign language learning, English vocabulary memory has become the first practical problem encountered by English learners. The 21st century evolution of English vocabulary instruction has made it a research topic to determine how to enhance the memory impact of vocabulary in English and enhance students’ core literacy in English topics.
This study employs a multidisciplinary approach to investigate the impact of college students’ memory of English vocabulary on their cognitive neural vision. It does this by using both qualitative and quantitative research techniques, including literature analysis, questionnaire surveys, and introspective analysis.
The questionnaire survey was conducted from four dimensions: emotion, physiology, repeated memory, image, sound and contextual memory strategy. Following the collection of 83 valid questionnaires, SPSS data processing and analysis produced the following findings: (1) The commonly used memory strategy of college students was “image, sound and contextual memory strategy”. (2) There was no significant difference in vocabulary memory strategies among college students’ gender, domicile location, and class committee identity. (3) There was a significant difference in college students’ age between the emotional dimension, physiological dimension, and repeated memory dimension. At the same time, it has no significant difference in image, sound, and context dimensions.
Keywords:
Cognitive Neuroscience; Educational Reform; English Language Acquisition; Learner Autonomy; Vocabulary Memory Strategies.
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