The Effects Of Multi-modal Vocabulary Presentation On Intentional Vocabulary Learning Of Senior High School Students

Vocabulary learning plays an important role in second language acquisition.As we all know,the effect of vocabulary learning is the result of the combined force of internal and external factors,and the way of vocabulary presentation is one of the external factors affecting vocabulary learning.Therefore,it is of practical significance to study the way of vocabulary presentation in senior high school and explore how to improve the efficiency of vocabulary learning in senior high school through effective ways of presentation.Based on the dual decoding theory and cognitive load theory,this study is designed to explore the effects of multimodal vocabulary presentation on intentional vocabulary learning by taking 45 first-year students at a senior high school as the research participants through comparative analysis method and experimental research method.The study is primarily concerned with the following two research questions:(1)How different the multimodal vocabulary presentation modes,namely text + picture(A),text + audio(B),text + picture +audio(C),affect the intentional English vocabulary learning?(2)Are there differences in the effects of A,B and C on receptive vocabulary learning(morphology and meaning)and productive vocabulary learning(sentence construction)? If so,what are the differences? To solve these problems,and in order to collect the data of this study,the author conducted an immediate test for each group of subjects immediately after the presentation of each group’ s vocabulary in this experiment,and then conducted a delayed test a week later.The findings are that:(1)According to the results of one-way variance test,in the immediate test,the effects of A,B and C modes on the intentional learning are not statistically significant,but in the delayed test,the effects are statistically significant.At the same time,the results of descriptive statistical research find that B > C > A.(2)Although the effects of A,B and C modes have no statistical significance on both receptive and productive vocabulary learning,the results still show that B > C > A.In terms of productive vocabulary learning,this order is slightly different.In the immediate test,the mean of each group was ranked as C >A > B,while in the delayed test,the text + audio mode ranks first again,and the order of mean score of each mode appears: B > C > A,which again overlapped with the performance of each mode in terms of total scores and receptive vocabulary learning.Combining the results of two receptive and productive vocabulary tests,the study confirms that text + audio mode is the most promising one among the three vocabulary presentations.Based on the above conclusions,the study suggests that teachers are expected to have the courage to explore the effective use of multimodal resources and meet the requirement of the integration of educational technology and English curriculum.Besides,they are required to strengthen the connection between lexical audio and meaning and guide students to actively use and produce vocabulary to provide an effective way of vocabulary learning for high school students.Finally,they are supposed to better understand the characteristics of each mode to avoid excessive use of multimodal resources which results in excessive cognitive load on vocabulary acquisition.