Research background

This article introduces the background of a survey on the English memorization situation of new high school students. By collecting students' English learning stories through written assignments, it is found that there are three characteristics of students' memorization behavior: lack of confidence, weak cognition, and tool dependence. Based on these characteristics, students were divided into three groups: A, C, and T, and targeted teaching measures were designed for each group. The research adopts heuristic and discussion based teaching methods, encourages students to actively participate, and improves their memorization awareness, confidence, and efficiency through practice.

Narrative A - The Emotional Mechanism of Effective Recitation

Explored the emotional mechanisms of group A students in English memorization, mainly manifested as lack of confidence, easy anxiety, and tension. The article first points out that the lack of a sense of achievement is one of the reasons for insufficient confidence. To address this issue, teachers use demonstration techniques and convey confidence to help students overcome their fear of memorization and build their confidence. The specific methods include teachers communicating with students in round table tutoring, explaining the correct understanding of memorization, and inspiring students' interest and confidence through demonstrating English tongue twisters. In addition, teachers also guide students to participate in a series of recitation competitions, such as the "Memorize More Points" cup, to increase students' recitation motivation and sense of achievement. These activities not only improve students' memorization ability, but also enhance their sense of academic achievement and generate motivation for continuous memorization. The article emphasizes that teachers should pay attention to students' learning concepts and attitudes, explore internal driving forces, in order to achieve better teaching results.

Narrative C - Cognitive Strategies for Effective Recitation

In depth exploration was conducted on the main difficulties encountered by Group C students in English memorization, namely vocabulary memory problems, and corresponding cognitive strategies were proposed. Firstly, based on the survey data of Liu Daoyi (2022), it was revealed that 87.1% of students have difficulties in vocabulary memory. Furthermore, the author emphasizes the importance of lexical chunks in solving vocabulary memory problems, and through heuristic teaching, guides students to compare memorizing words to carrying goods and improve memory efficiency using containerized memory methods.

Narrative T - A Technical Tool for Effective Recitation

Explored the application of information technology tools in English memorization teaching, especially for T group students with strong memory and thirst for knowledge but excessive dependence on auxiliary tools. The article points out that although technical tools are convenient, there are problems with insufficient context and weak interactivity, leading to fragmented memorization by students. In order to improve memorization ability, the author suggests developing suitable memorization tools and guiding students to effectively use them.

conclusion

By conducting interviews to classify students' memorization problems and using the ACT narrative model, this study explores the role of emotional mechanisms, cognitive strategies, and technical tools in effective memorization. The research results indicate that the classification and grouping method is helpful for teachers to provide personalized guidance, enhance students' learning motivation, confidence, cognitive ability, and self-learning ability, improve recitation behavior, and improve recitation effectiveness.