AbstractLearningwordsisoneofessentialpartsinlearningEnglish.Wilkins(1972)oncesaid:withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.Itexemplifiedtheimportanceofvocabularyinlearningaforeignlanguage.AsurveyinmemorizingEnglishwordsshowsthatcollegestudentshavemanyproblems.WhilestudiesonmemorizingEnglishwordsareparticularlyfewinChina.Withtheguidanceofmemorycluesandthetraitsofwords,thisthesispointsouttherelationshipbetweenmemoryandassociation,expatiatesuponthebasictheoryofassociationmemory,andreviewstherelativestudiesonassociationmemorymethodsconductedinChina.Basedonthereview,thisthesisputsforwardspecificassociationmemorymethodsbyresortingtothesound,formandmeaningofEnglishwords,andaimsatadvocatingtheactualapplicationofassociationmemorymethodsinwordslearningprocesstocopewithstudents’problemsofmemorizingEnglishwordsandimproveword-learningeffectively.KeyWords:collegestudents;memorizingwords;memory;associationmemoryii中文摘要學(xué)習(xí)單詞是英語學(xué)習(xí)的一個(gè)重要部分。曾有威爾金斯（1972）說：“沒有語法只能傳達(dá)很少的信息，沒有詞匯則什么也無法表達(dá)”足以說明詞匯在外語學(xué)習(xí)中的重要性。在大學(xué)生英語詞匯記憶方法調(diào)查中發(fā)現(xiàn)他們的詞匯學(xué)習(xí)中存在很多問題。然而目前在我國對詞匯學(xué)習(xí)策略的研究甚少。本論文以記憶規(guī)律和詞匯本身的特點(diǎn)為依據(jù)，闡述了記憶與聯(lián)想的關(guān)系，論述了聯(lián)想記憶的基本理論；回顧了我國在聯(lián)想記憶詞匯方面的相關(guān)研究，并在此基礎(chǔ)上，針對單詞本身特點(diǎn)提出英語單詞的發(fā)音、詞形、含義的聯(lián)想記憶方法，旨在提倡聯(lián)想記憶方法在詞匯學(xué)習(xí)過程的實(shí)際應(yīng)用，用以解決學(xué)生詞匯記憶的問題，提高詞匯學(xué)習(xí)效率。關(guān)鍵詞：大學(xué)生；記憶單詞；記憶；聯(lián)想記憶ⅱⅱIntroductionWordsareabasicpartofalanguage,whicharethebackboneandessenceofalanguage.Withoutmemorizingwords,nomatterhowfamiliarthelearnersarewithgrammar,howaccuratelytheycanpronounce,theycannotusethemandcommunicatewithothersbythem.Lexicalcompetenceisattheheartofcommunicativecompetence,andcanbeapredictionofschoolsuccess(VerhallenandSchoonen),whichindicatestheimportanceofvocabulary.ThefamousBritishlinguist,Wilkins(1972)oncesaid:withoutgrammar,verylittlecanbeconveyed;withoutvocabulary,nothingcanbeconveyed.Itiswidelyquotedtoemphasizethegreatimportanceoflearningwords.Allen(1983)assumedthat“l(fā)exicalproblemsfrequentlyinterferewithcommunication,butcommunicationwillbreakdownwhenpeopledonotusetherightwords”.However,ZhangDengzhi(2002)said,wordmemorizationistheheadacheproblemforChinesecollegestudentsintheirEnglishlearning.Therearemanydifficultiesinlearningwords.Wordshavetoomanymeaningsandareproductive,whichresultsinstudents’smallvocabulary.Whentheyreachahighlevelofmasteringandapplyingthewords,theystillfeelinwantoflearningvocabulary.Memorizingwordsistheheadacheproblemformostcollegestudents,whousuallylearnthewordsbyrote.Sothekeytotheproblemsistostraightoutaneffectivemethodofmemorizingwords.AndwewillcarryoutanexperimentontheeffectivenessofmemorizingEnglishwords.Theorganizationofthethesisisasfollows:ChapterOnetalksabouttheimportanceofwordsandthedifficultiesoflearningwords,andintroducestheorganizationofthethesis.ChapterTwoanalyzesthecurrentsituationanddoesexperimentoncollegestudents’learningEnglishwords,andpointsoutthenecessityofapplyingassociationmemoryforcollegestudents.ChapterThreeexplainsindetailtheoreticalbasisoftheassociationmemoryandtherelationshipsbetweenassociationandmemory.ChapterFouranalyzesthespecificassociationmemoryaccordingtothefeaturesofEnglishwords.ChapterFiveoffersasummaryofallthepreviouschaptersandprovidesthepresentstudyaswellasthedirectionforfurtherresearch.2.ProbeintotheCollegeStudents’LearningWords2.1Analysisofthecollegestudents’currentsituationofmemorizingwordsUsuallycollegestudentsshouldhaveademandofnotless4000words,whichcanbeusedtodealwithassignmentsandclass.What’smore,tocommunicatewiththeothers,andtopasssomeEnglishexaminationstogetvariouscertificates.Thecurrentfactisthatmostcollegestudentsarepoorinspellingandlackofinterest,motivation,cultureandstudyenvironmentthataffecttheirEnglishlearning.But,Ibelievethatthepoorwayofmemoryresultinginalackofvocabularycapabilityisthemainfactorthatlimitscollegestudents’improvingtheirEnglishlearning.Ifstudentshavesetupalargevocabulary,theycanunderstandinreadingandlistening,andexpressthemselvesfreelyandeasily.VocabularyplaysanindispensableroleinEnglishlearning.2.2ExperimentonthemethodsofmemorizingEnglishwordsincollegeTheexperimentwassetoutonMarch18,2010inordertotestifytheeffectivenessofmemorizationmemory.Twotestsaredesignedamongthesubjectsoftheexperimentalandcontrolledgroupby50targetwordsinoneminute.Theexperimentalandcontrolledgroupsshouldstayinoneclassduringtheexperiment.The50targetwordsweregiventotwogroups.Theexperimentalgroupwasrequiredtomemorizethetargetwordsbyassociationmemory,whilethecontrolledgroupwasrequiredtomemorizingthetargetwordsbyroteorbytheirownmethods.Eachgrouptakes30minutestomemorizethetargetwords.After30minuteslearningbothofgroupsshouldwritethetargetwordsandmeaning.Thefullscoresare100,2pointsforeachtargetword.Allthepaperswereexaminedandcollectedimmediatelyafterthetest.ATheresultsoftwotestsarelistedinfollowingtable:Table1ResultsoftheTwoTestsGroupsScoresofTestOneScoresofTestTwoExperimentalGroupN=188163ControlGroupN=187239TheresultoftheexperimentprovesthattheassociationmemoryhaveasignificanteffectonmemorizingEnglishwordsforcollegestudents.MemorizingEnglishwordsviaassociationwillimprovetheeffectivenessandextendtheperiodofthememorizationofEnglishwords.2.3NecessityofapplyingtheassociationmemoryThepreviousexperimenthasshowedthatassociationmemoryhasasignificantandpositiveeffectonlearningandmemorizingEnglishwordsforcollegestudents.Whenfacingthecurrentsituationwherecollegestudentscommonlyhaveasmallsizeofvocabularyandlackpracticalmemoryways,accordingtotheexperimentandthestudy,associationmemorycanactuallyenhancecollegestudents’abilitytoremembervocabulary.Associationmemoryisapracticalandefficientway,basedonsounds,formsandmeaningofwordtomakelearnersmemorizewordseasily.3.AssociationMemory3.1DefinitionofmemoryTheAncientGreekscreatedradicalmemorysystemscalledMnemonics,anameoriginatedfromtheirGoddessofMemory.Intheancientsociety,atrainedmemorywasanimmenseassets,especiallyinpubliclife.Andtherewerenoeasymethodsfortakingnotesandassociatingthings,andthereasonthatearlyGreekoratorscouldmaintainlong-windedspeechesveryaccuratelyisthattheyrecitedthespeechesthroughMnemonicsystems.Memorizationisveryimportantforvocabularylearningandusing:ifwordscannotberemembered,fewarelikelytobeproducedproperly.Therefore,itinvolvesmemoryifwewanttoextendvocabulary.SinceHermannEbbinghaus,aGermanypsychologistpublishedhisexperimentalreportin1885,memoryhasbecomeoneofthefieldsinwhichlotsofpsychologicalexperimentshavebeendone(YangZhiliang,GuoLiping&ChenNin1999:2).Memoryisveryessentialforstudy.Andtheprocessoflearningneedstouseonekindofmemory.Ifwehavenorecordofwhattheancienthappened,andhavenomemoryaboutthepreviousexperience,wewouldfindithardtolearn,thinkandrecite.Onconditionthathumanbeinghasthememory,cantheyhavetheknowledgeofthepast,thepresentandthefuture.Mostpsychologistsdefinethememoryinfollowingway:memoryistheabilitytorecoverinformationaboutpasteventsorknowledgeorexperience,theprocessofrecoveringinformationaboutpasteventsorknowledgeandcognitivereconstruction.Thebrainengagesinaremarkablereshufflingprocessinanattempttoextractwhatisgeneralandwhatisparticularabouteachpassingmoment.Intheperspectiveofinformationprocessing,memoryistoencode,storetheinputinformationandretrieveitundercircumstances(ChenXianchun1998:108).Memorymaybedividedintoshort-term(alsoknownasworkingorrecentmemory)andlong-termmemory.Short-termmemoryrecoversmemoriesofrecentevents,whilelong-termmemoryisconcernedwithrecallingthemoredistantpast.3.2RelationshipbetweenmemoryandassociationWhencollegestudentsneedtoreciteEnglishwords,theyshouldtransferwordsfromshort-termmemoryintolong-termmemoryintheirbrain.Andmanykindsofprocessesareinvolvedinordertotransferthem.Onemethodofaccomplishingthistransferistounderstandthenewinformationcomprehensively.Amoreimportantwayinwhichwecanachievethistransferistoassociatethenewinformationwiththeinformationthatwealreadyknowandunderstandinordertointegratethenewdataintoourexistingschemesofstoredinformation.Thiskindofassociationtakesplacewhenthenewinformationistiedtoapieceofpreviousandfamiliarinformationortoalessdifficultpieceofinformation,whichactuallyenhancesthepreviousmemoryandprovidesastructureforretrieval.TheGreeksfoundthathumanmemoryisconsiderablyanassociativeprocessthatworksthroughlinkingthingstogether.Forinstance,whenanorangecomesacrossthestudents’mind,immediatelytheobjectemergesintotheirmind,whichenablesthemtorecalltheshape,color,tasteandsmellofthatfruit;allthesethingsareassociatedintheirmemorywiththewordorange.Infact,theyrememberthingsbyassociationthathelpsstoreandretrievenewinformationbydeliberatelycomparingitwithsomethingtheyknoworunderstandverywell.Scientificresearchhasshowedthatassociationisthebasisformemory.ThefamousbiologistIvanPavlovpointedout:memoryistheproductofassociatingtheoldandnewknowledgethroughassociation.AmericanpsychologistWilliamJameshassaid:thesecretofmemoryisonthebasisofthevarioustypesofinformationthatwewanttoremembertocarryoutavarietyofassociations,andtheseassociationshavebecomethehookallkindsofinformation,aslongastheinformationemergesintomind,wecanassociatesuchahookoutofthedata.Associationmemoryreferstolearnersthroughalotofwayofassociation,sothattheknowledgeistobeavividmemory,visualization,establishingalinkbetweentheoldandnewknowledgethroughtheassociation,whichisveryimpressivetothelearners,soastoachievethegoalofmasteringthenewknowledgeviatheoldone,andmemorizequickly.Inaddition,themethodsofassociationmemorynotonlycanenhancememory,improveefficiency,butalsocandeveloppeople'sleft-brain,enhanceimaginationandcreativity.3.3ThePrincipleofassociationmemoryAccordingtobiologistIvanPavlov,languageisnotonlytheproductofcognitivedevelopmentbutalsothetooltounderstandtheworld.Languagememoryisacognitiveactivity:learnersgettheinformationandmasteritbymakingmostoftheircognitivestructure,makingconceptsystemactiveinmindandutilizingrelativethinkingofobjects.Vocabularyisoneofbasicelementsoflanguagewhichisnotstoredalonebutassociateswitheachotherinmind.Actuallywestorethevocabularybyclassificationsincertainsemanticnetworksandcorrelatedtoeachother.ThiscanbeprovedbythefactthattheEnglishwordcanbereplacedorinterpretedbyothersimilarwords.Vocabularylearningissuchaprocessthatexitingsemanticnetscontinuetobeactivatedandexpanded.Whenapieceofnewinformationoranewwordcomesintoyourmind,itwillemergeintothesemanticnetworkwhichhasalreadyformed,andeveryrelativeelementinthenetworkwillbeinvolvedinthatinvariousforms.Therefore,whenwetrytomemorizeaword,wewouldstore,searchandretrievetheinformationaboutitandbuildmanyconnectionswiththecurrentcognitivestructure.Inaword,vocabularylearningincludesfoursteps:input,process,storeandretrieve.Whatisdifficultformostlearnersisthathowtoprocesseffectivelyandstoreandmemorizethemforalongtime.Accordingtothetheoryofcognitiveprocessinghierarchy,learningawordmeanstoexperienceattwolevels:toprocessthewordform(shallowhierarchy)andtoprocessthewordmeaning(deephierarchy).Thedeepertheprocessingis,themorepermanentthememorywillbe.Thereforecollegelearnersshouldknowthewords’sound,form,meaningandcollocation,especiallyattheinputlink,atthesametimeshouldstresstheinterestandrelevancyofthewordsinordertohaveabetterunderstandingabouttheword.4.SpecificAssociatingMethodsWeknowthatassociationmemoryofEnglishistomakemostofwords’relationonsound,formandmeaning.AndnowweneedtoconsiderwhatspecificassociatingmethodsarecarriedoutinourdailytomemorizeEnglishnewwords.Forthesakeofmemory,wecollegelearnersshouldchoosetheaccurateassociationmemorymethodsaccordingtothetraitsoftheword.Thiskindoflearningstrategyisassociationmemorystrategy.TheEnglishwordsincludinginformationpossessedinsound,formandmeaningbelongstointernalactivatingfactor,whiletheinformationbetweenthetwoormorethantwowordscarriedinthecommonsounds,alikespellingandsimilarmeaningbelongstoexternalactivatingfactors(YuanLingli2005:49).Thischapterwillfocusonthreemainassociationmemorymethods:soundassociation,wordformassociationandwordmeaningassociation.Thefollowingarethespecificcategories:4.1SoundassociationAtpresent,manylearnersseparatethepronunciationfromthemorphologyoftheword,resultinginspellingandpronunciationerrors,whichclearlyaffectthequalityoftheirmemoryofEnglishwords.IndailystudycollegestudentsshouldattachimportancetolearningEnglishpronunciationrules,andassociatewordpronunciationwiththeshape-stabilizedcombinationofphonemesandletters(orlettercombination).Itiseasierforthemtopronounceanewword;whentheyheardasoundofanewword,theycantryspellingoutthewordsoastoenhancetheirmemory.Forsomespecialpronunciationoftheword,theycanputthesewordstogetherintheirmindandstrivetoexplorethecommon.Forexample,the‘b’of‘-mb’,and‘-bt’isnotpronounced;whenwecomeinto‘climb’,wecanalsothinkof‘comb’,‘tomb’,‘doubt’andotherwords.Soundassociationisdividedintosamepronunciationassociation,similarpronunciationandhomophonicassociation.Thefirsttwoareeasilyunderstood,asforhomophonicassociation,itreferstomemorizingawordbytakingadvantageoftheharmonicsoundofthewordpronunciation.Forexample,‘a(chǎn)mbulance（救護(hù)車）’:itspronunciationisthesametotheChineseword‘我(am)不(bu)能(lan)死(ce)’whichhelpslearnertoassociateitspronunciationandmeaning,thentomemorizetheword‘a(chǎn)mbulance’.TherearemanysimilarEnglishwords.4.2FormassociationSomeEnglishwordshavecommonspelling,sowecanputthemtogethertofindtheinternalconnectionamongthem,andmemorizeallthewordsbytheconnection.Itisassociationmemorybyformingthatcategorizesthewordsandreducesourmemoryburden.4.2.1SimilarformassociationTherearealargenumberofsimilarwordsintheEnglishlanguagewhichcanbecomparedwitheachotherbymeansofassociationmemory.Forexample,thewords‘flesh（肉）’and‘fresh（新鮮的）’isdifferentwitheachotherduetotheletters‘l’and‘r’,studentscanputthemtogethertomemorizeviaassociationmemory(fleshisfresh肉是新鮮的).Anotherexample:‘lack（缺乏）’,‘black（黑）’,and‘slack（松弛）’,thethreewordshavesamepart,sostudentscancomparethembyassociationmemory(herskinlacksmaintenance,whichbecomesblackandrelaxed她的肌膚缺乏保養(yǎng)所以又黑又松弛).‘Field（田地’and‘yield（出產(chǎn)）’,thesetwowords,nearlyashapewords,theycanbeincontrasttothemthroughassociationmemory(thefieldhasyieldedalotoffood地里出產(chǎn)很多糧食).4.2.2RootassociationDrawinguponaroot,agroupofwordswillbememorizedeasily(LiJiming2000:11).Arootisasymbolthatcannotbeusedindependently.Inotherwords,arootcannotbeusedasawordalone,whichshouldcombinewithothercomponentstoformaword.Rootsareverypowerfulingeneratingwordsandthemeaningofthegeneratedwordsismultifold.Letustaketheroots‘a(chǎn)udi(hearing)’,vis(seeing)and‘logue(speaking)’forexample.Wecanassociatemanywordsaccordingtotheroots,forexample,theroot‘a(chǎn)udi’:‘a(chǎn)ndible’,‘a(chǎn)uditor’,‘a(chǎn)uditory’,‘a(chǎn)udition’,‘a(chǎn)udience’,‘a(chǎn)udiometer’and‘a(chǎn)udiology’;theroot‘vis’:‘invisible’,‘visit’,‘television’,‘supervise’,‘previse’,‘visual’and‘visage’,andtheroot‘logue’:‘dialogue’,‘prologue’,‘eulogize’,‘a(chǎn)pologize’,‘epilogue’,‘monologue’,‘neologism’and‘pseudology’.Allthewordsofsameroothavecertaincommonmeaning,thereforestudentscanmemorizethewordingroupbytheroots.RootisthebaseofEnglishwordformation,whichisalsothebasiccomponentofawordmeaningandthecoreofaword.Memorizinganewwordformedbyarootconnectingotherwordsthathavesamerootwillsavemoretimeandenergythantakingawordasacombinationofsomeunrelatedletters.Itisaveryeffectivewaytomemorizetheformingwordsbyroot.4.2.3AffixationassociationAffixationisgenerallydefinedastheformationofwordbyaddingwordformingorderivationalaffixestostems.Affixationincludestwosubclasses:prefixationandsuffixation(ZhangWeiyou1999:46).Thereforestudentscancategorizethewordintothesameprefixationandsuffixation.Forexample,whentheyseethe‘non(not)’,theycanassociateitwith‘non-smoker’,‘nonproductive’,‘nonmetal’,‘nonstop’,‘nonsense’,‘nonessential’,‘noncooperation’,‘nonpayment’andsoon;‘inter(between)’with‘intercept’,‘intercede’,‘international’,‘intervene’,‘intersect’,‘interrupt’,‘intersperse’,‘interstice’,‘intermit’and‘interlock’.Inthesameway,whentheycomeacrossthesamesuffix‘some’and‘ful’,theywillremindthemselvesof‘handsome’,‘troublesome’,‘tiresome’,‘burdensome’,‘bothersome’,‘wholesome’,‘beautiful’,‘colorful’,‘helpful’,‘powerful’,‘successful’,‘useful’,‘wonderful’,‘meaningful’,‘hopeful’,‘pitiful’andsoon.Ifcollegestudentswanttomemorizesomewordsofaffixationforming,theyshouldhaveenoughunderstandingaboutsomeelementaryprefixesandsuffixessuchas‘a(chǎn)nti-’,‘counter-’,‘il-’,‘dis-’,‘non-’,‘out-’,‘over-’,‘super-’,‘pre-’,‘post-’,‘pro-’,‘-ster’,‘-er’,‘-ful’,‘-age’,‘-hood’,‘-tion’,‘-ness’,‘-ify’,‘-some’,‘-ble’andsoon.Atthesametime,theyshouldalsoamassafairlygoodvocabularyintheprocessofstudy.Onlyinthiswaycantheyimprovethequalityandabilitytolearnandmemorizewords.4.3Meaningassociation4.3.1SynonymyassociationSynonymsrefertoagroupofwordsthatmeanthesameorsimilarconcept.Theyarecloseinmeaningsbutdifferentinusages,spellingsandpronunciations.Englishisparticularlyrichinsynonymsforthehistoricalreasonsthatitsvocabularyhascomefromdifferentresources,fromAnglo-SaxonandfromFrench,LatinandGreek.Besides,thedifferentspellings,pronunciationsandusagesofsomewordbetweenAmericanandBritishEnglishalsopouroutmanysynonyms(LuGuoqiang1999:112).Therearetwokindsofsynonyms:absolutesynonymsandrelativesynonyms(ZhangWeiyou2000:105).ActuallytheabsolutesynonymsarerareinEnglish.Forexample,‘mom’and‘mother’aresynonymous,buttherearestillsomedifferencesbetweenthem.Relativesynonymscannotreplaceeachotherunderanycircumstances,buttheycancomplementeachother.Forexample:Whenlearnersmentionthat‘many’oftheword,everyonemaythinkofthetwoEnglishwords‘much’and‘many’.Indeed,thetwowordsmean‘a(chǎn)lotof’,‘many’canonlybeusedwithcountablenouns,eg:‘manybooks’,‘manydogs’andsoon;while‘much’canonlybeusedwithuncountablenouns,eg:‘muchmoney’,‘muchfood’andsoon.Memoryrulesandlearnersofmemorizingwordsprovethatmemorizingwordsinisolationdoesnotworkeffectively.Iflearnercancollectwordsofsimilarmeaning,compare,drawconclusionsandanalyzethem,theywillnotonlymemorizethewordsquickly,butalsoimprovetheuseofthewordscorrectly.4.3.2AntonymyassociatonAntonymsmeanswordsoppositeinmeaning,whichappearinlotsofadjectives.Theemergenceofantonymsiscontradictoryinlanguage,whichhavestrikingcontrastinthelanguageandstimulatesignalstothenervusofbrainstrongerthantheordinaryones.Learnerscanstimulatelotsofreactions.Therefore,whentheywanttoremembersomewords,theantonymswillcometotheirmind.Inthisway,theyachievetokeepfirmlyinmindtheantonyms.Verbs,adjectives,adverbs,nouns,pronounsandprepositionhavetheirownantonyms.Letuslookatthefollowingexamples:Verb:‘praise’-‘criticize’Adj:‘big’-‘small’,‘long’-‘short’Adv:‘cheaply’-‘expensively’N:‘east’-‘west’Pron:‘a(chǎn)ll-none’Prep:‘up’-‘down’Whenthelearnerslearnorcomeacrossthewordof‘praise’,‘big’,‘long’,‘cheaply’,‘east’,‘a(chǎn)ll’,and‘up’,theywillassociatetheirantonymsandaccumulatemorewordsintheirlearning.4.3.3MeronymyassociationMeronymyfromthe\o"Greeklanguage"Greekwords‘meros’isa\o"Semantics"semanticrelationusedin\o"Linguistics"linguistics.Ameronymydenotesaconstituentpartof,oramemberofsomething.Forexample,‘finger’isameronymyof‘hand’becauseafingerispartofahand.Similarly‘wheel’isameronymof‘a(chǎn)utomobile’.ManywordsincludingalotofEnglishwordscanbecontainedascomposedaroundanumberofmeaningareas.Therefore,Englishwordscanbeclassifiedintosemanticallyrelatedpartsandfields.Forexample,thesemanticfieldof‘fruits’consistof‘orange’,‘a(chǎn)pple’,‘watermelon’,‘lemon’,‘banana’,‘grape’,‘pineapple’,‘peach’,‘mango’,etc;and‘vegetables’consistof‘bean’,‘potato’,‘tomato’,‘mushroom’,‘cabbage’,‘celery’,‘spinach’,etc.Eachsemanticfieldconsistsofmanysub-fields.Forinstance,underfamilyrelationsare‘grandparents’,‘father’,‘mother’,‘son’,‘daughter’,‘brother’and‘sister’.Learnerscandrawaconclusionthatwordsineachfieldaresemanticallyrelatedanddefinedoneanother.Theycanassociatewordinthesamesemanticfieldorconcerningthesametopicinordertoenlargethequantityofwords,andthismethoddrivesthelearnerstomemorizeagroupofwordsviaapartoraword.4.3.4CollocationassociationCollocationassociationisalsooneofveryimportanttypesoflinksthatstimulatethememoryofthebrainwhenthelearnersassociatestimuluswords.Collocation,thenextmostcommonresponse,involvedawordwhichwaslikelytobe‘collocated(foundtogether)’withthestimulusinconnectedspeech,aswith‘blacktea’,‘butterflynet’and‘brightblue’.Thiskindofcollocationassociationjustappearsintworelevantwords.Collocationassociationisalsousedinphrases.Forexample,whenwepickupthephrasesconcerning‘word’,suchas‘keepone'sword’,‘saytheword’,‘weighone'swords’,‘breakone'sword’,‘inaword’,‘beyondwords’,‘havewordswith’,‘inotherwords’andsoon,whenonephraseinspireyourbrain,youwillassociatemanyothersrelatedtothe‘word’,deepentheimpressionanddistinguishtheusageofthem,whichbroadenthescopeofknowledge.However,eachmethodhasitsownfeatures;thereforelearnersshouldtakeadvantageofeachotheraccordingthefeaturesofthewordbeforetheychooseandapplythem.Inaword,wheretherearecommonwords,theycanidentifyitsrelativefeatures,andthencompare,perceive,identifyandassociatefromthepointtoplane,andhaveathoroughlyunderstandingoflearningnewwordconnectingfamiliarwordfinally.5.ConclusionAsweallknow,learningwordsisvitaltolearninglanguage,especiallyfromtheviewpointsofcurrentcollegestudents,whooftenpaymuchattentiontotheissuessuchashowtolearnEnglishwordsandhowtomemorizethemfirmly.Buttheserioussituationneededtohandlestillexistsincollege,manycollegestudentsstillhavesmallvocabulary,lackeffectivememorymethodsandstillexertrotelearning,soitisverydifficultforthemtobroadenthescopeofEnglishwordandmemorizethewordfirmly,letalonegethighscoresintheexaminationsandcertificates.Associationmemoryistherightwaytosolvethoseproblems.Therefore,thecollegestudentsshouldestablishassociationsbetweenwordsbymakingmostofthesounds,formsandmeaningsofthewordsdependingonthetraitsofthewords.Anditisofgreatimportancetocomparenewinformationwiththeacquiredwordsandbuildvariouskindsofparadigmaticandsyntagmaticconnections.Onlyinthisway,canthecollegestudentssucceedindealingwiththedullwordsandmemorizingthemforalongtime.Accordingtowhathavebeenreferredtointhepreviouschapters,wecandrawsuchaconclusion:associationmemorybasedonmemorycluesandEnglishlexicologydrivesthecollegestudentstomemorizewordseffectivelyandeasily,andbroadenstheirvocabularyscopeandenhancestheabilitytolearnwords.基于C8051F單片機(jī)直流電動機(jī)反饋控制系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的嵌入式Web服務(wù)器的研究MOTOROLA單片機(jī)MC68HC（8）05PV8/A內(nèi)嵌EEPROM的工藝和制程方法及對良率的影響研究基于模糊控制的電阻釬焊單片機(jī)溫度控制系統(tǒng)的研制基于MCS-51系列單片機(jī)的通用控制模塊的研究基于單片機(jī)實(shí)現(xiàn)的供暖系統(tǒng)最佳啟停自校正（STR）調(diào)節(jié)器單片機(jī)控制的二級倒立擺系統(tǒng)的研究基于增強(qiáng)型51系列單片機(jī)的TCP/IP協(xié)議棧的實(shí)現(xiàn)基于單片機(jī)的蓄電池自動監(jiān)測系統(tǒng)基于32位嵌入式單片機(jī)系統(tǒng)的圖像采集與處理技術(shù)的研究基于單片機(jī)的作物營養(yǎng)診斷專家系統(tǒng)的研究基于單片機(jī)的交流伺服電機(jī)運(yùn)動控制系統(tǒng)研究與開發(fā)基于單片機(jī)的泵管內(nèi)壁硬度測試儀的研制基于單片機(jī)的自動找平控制系統(tǒng)研究基于C8051F040單片機(jī)的嵌入式系統(tǒng)開發(fā)基于單片機(jī)的液壓動力系統(tǒng)狀態(tài)監(jiān)測儀開發(fā)模糊Smith智能控制方法的研究及其單片機(jī)實(shí)現(xiàn)一種基于單片機(jī)的軸快流CO〈,2〉激光器的手持控制面板的研制基于雙單片機(jī)沖床數(shù)控系統(tǒng)