A Statistical Study of English Teaching Methods Incorporating Children’s Memory Characteristics

Abstract

Abstract In this paper, a multivariate linear regression model of the English teaching method incorporating children’s memory characteristics is designed. The linear regression algorithm is utilized to reduce the error between the real and predicted data, and the multiple covariance problem is corrected through the principal component-ridge regression model to study in depth the effect of the implementation of the English teaching method that combines children’s memory characteristics. Taking students and teachers majoring in English as the research subjects, we designed a questionnaire survey to collect research data and reflect on the practice through classroom observation and interviews. The results showed that the regression coefficients of the variables of children’s memory characteristics, attention concentration, preference, memory repetition and association factor were ranked in the order of 0.290, 0.240, 0.182, 0.018, and the other three variables were significant at 0.5 significance level except for the variable memory repetition, which was significant at 0.1 significance level. This study shows that there is a causal relationship between children’s memory characteristics and English language teaching and that children’s memory characteristics can induce students to form positive preferences and improve their memory repetition in English language teaching.