An Empirical Study Of The Effects Of Vocabulary Presentation Methods On English Vocabulary Teaching In Junior Middle Schools

This thesis aims to take an empirical research of the effects of vocabulary presentation methods on English vocabulary teaching in junior middle schools.Vocabulary teaching has always been an important part of English teaching in junior middle schools.Given the characteristics of junior middle school students,poorness at memorizing and their existing knowledge structure and cognitive level,it can significantly improve the quality of our English teaching,by exploring the best presentation methods with more applications and easy operation on English teaching in the junior middle schools,namely perceptual presentation and context presentation which can positively influence the vocabulary memory of junior middle school students.Based on the Memory Theory and Addition Theory,this study tries to investigate the following three questions:(1)what effects does the different vocabulary presentation method have on students’ short-term memory?(2)What effects does the different vocabulary presentation method have on students’ long-term memory?(3)What effects does the different vocabulary presentation method have on the memory of words with different parts of speech? To answer the above questions,experimental methods are applied in this paper.The experimental subjects come from two different classes in Grade Seven of a junior middle school in Yiyang.We conducted the experimental teaching for four times,during which perceptual presentation and contest presentation methods were applied in English vocabulary teaching in the two classes,with one presentation method in each class.Four short-term memory tests and four long-term memory tests were carried out with the 90 subjects in the two classes.Experimental methods such as the Descriptive Statistical,One-way ANOVA,Multiple Comparison Analysis and Independent Sample T Test were adopted to analyze the results with SPSS20.0The results show that(1)there is no significant difference in the short-term memory of middle school English learners,but the perceptual presentation is slightly more effective than the context presentation.(2)There is significant difference in the long-term memory of the two vocabulary presentation methods,the context presentation is much more effective than the perceptual presentation.(3)For words with different parts of speech,there is significant difference in the effect of perceptual presentation on the memory of nouns,verbs and adjectives,among which the effect on the memory of nouns is the most desirable;there is little difference between verbs and adjectives.The difference is not significant in the effect of context presentation on the memory of nouns,verbs and adjectives.The study generates some enlightenments: before choosing the appropriate vocabulary presentation methods,teachers should first analyze the characteristics and English levels of students in the class,use the two kinds of vocabulary presentation methods appropriately to achieve the purpose of guidance and help the students form the best memory effects.However,restricted by the author’s own theoretical level and objective conditions,the experiment will inevitably have some limitations.Further studies may focus on the relationship between students of different genders and the vocabulary presentation methods.In addition,vocabulary presentation methods and the effects of vocabulary memory on students of different ages will also be a direction of future research.