A Study On The Effects Of Different Presentation Modes On Vocabulary Learning Of Senior High School Students

Vocabulary is the core element of language.In order to learn English well,learners regard vocabulary learning as the most basic and important factor.Since 1980 s,the study of vocabulary acquisition has gradually become a hot spot in the field of second language acquisition.In China,most researchers pay attention to the specific approaches,principles and strategies of vocabulary teaching and so on,but paid less attention to the vocabulary presentation mode.Vocabulary presentation is the process of presenting the target words to the second language learners in a certain way or means,and it can help learners better understand and accept new vocabulary,which is one of the important factors affecting vocabulary memory.Therefore,effective vocabulary presentation is of critical importance to learners,which can not only improve learners’ learning effect on vocabulary,but also deepen their memory of target words.In this study,based on information processing theory,semantic field theory and context theory,90 students in three parallel classes in the second grade of Lanzhou No.5 Middle School were selected as the research subjects,by presenting word-list presentation mode,semantic map presentation mode and context presentation mode in vocabulary teaching.The author adopted three different vocabulary presentation modes for the three classes separately to allow students to learn and memorize vocabulary.After the teacher’s presenting of the vocabulary,the subjects were asked to take the immediate test,and two delayed post tests were taken one and two weeks later respectively.The content and time of both tests are same.After the experiment,all the experimental data were analyzed by SPSS 20.0.The results show that different vocabulary presentation modes have different effects on high school students’ English vocabulary learning.In the immediate test,the short-term memory effect of word-list presentation mode is the best,followed by semantic map presentation mode,while the memory effect of context presentation mode is the worst.In the delayed post test,the long-term memory effect of the semantic map presentation is the best,the word-list presentation mode is the worst,and the context presentation mode is in the middle.As a matter of fact,the results of the second delayed post test are consistent with the first delayed post test,but the subject’s long-term memory effect of target words had decreased slightly.Through the analysis and discussion of the experimental data,the following conclusionsare drawn: different vocabulary presentation modes will affect the learning and memory of vocabulary in English vocabulary teaching.Vocabulary presentation mode has different effects on vocabulary learning,so teachers should adopt different vocabulary presentation modes in teaching.If time is permitted in the teaching plan,it can give students adequate time to reprocess and internalize the information,which is conducive to maintaining learner’s long-term memory.