Investigating Vocabulary Teaching: Memory Strategies for High School Students

The present study is an attempt to explore the use of memory strategies in vocabulary acquisition among high school students, with a focus on applying Dual Coding Theory and Gestalt Psychology Theory to have a detailed analysis and evidence-based recommendations. Through a questionnaire survey administered to high school students, this study shows the prevalence and effectiveness of various memory strategies. The findings reveal that contextual, phonetic and repetition strategy are the most popular strategies, while the keyword strategy is less frequently adopted. In light of these results, this study also offers practical suggestions for optimizing the implementation of memory strategies, strengthening teacher training and promoting student autonomy. What’s more, this study highlights the importance of tailoring memory strategies to meet students’ specific needs and underscores the trend for ongoing innovation of memory strategies to enhance students’ overall language proficiency.