An Experimental Study On The Effects Of Presentation Modes On English Vocabulary Knowledge Retention Of Junior High School Students

English vocabulary teaching is a key element in junior middle school English teaching.However,in the current vocabulary teaching,the mode of presenting vocabulary has not attracted enough attention of teachers.And the mode of presenting vocabulary is relatively single.The relationship between lexical presentation and lexical memory has not been paid enough attention.Some scholars’ experiments show that teachers should adopt various and efficient ways of vocabulary presentation in order to improve students’ vocabulary memory effect.Therefore,in order to verify whether different vocabulary presentation modes have different effects on students’ vocabulary knowledge memory,the author compares the effects of three vocabulary presentation modes on vocabulary knowledge memory.In order to answer the following questions: 1)What are the effects of the three modes of vocabulary presentation on the short-term memory of English receptive vocabulary knowledge of junior middle school students?2)What are the effects of the three modes of vocabulary presentation on the long-term memory of English receptive vocabulary knowledge of junior middle school students? 3)What are the reasons for the different effects of the three presentation modes on students’ vocabulary knowledge memory?This study took three natural classes in Grade 8 of a junior middle school in Qingdao as the research object,and carried out a six week teaching experiment.According to the shallow and deep processing theory of information processing theory,the author selects three modes to present vocabulary: word-list,pictures and example sentences.The data were collected by testing,questionnaire and interview.The author analysis the data through SPSS23.0.The following conclusions are obtained: first,presenting vocabulary in the form of word-list has the best effect on students’ receptive vocabulary knowledge short-term memory,followed by picture presentation and example sentence presentation;Second,presenting vocabulary with pictures has the best effect on students’ long-term memory of receptive vocabulary knowledge,followed by the presentation of example sentences,and finally the presentation of vocabulary;Third,the main reasons for the different memory effects of the three presentation modes on students’ receptive vocabulary knowledge are: the presentation mode of word-list has a concise and clear content.Students only need to remember the information of the vocabulary itself in a short time,so the short-term memory effect is better;Presenting words with pictures can lead students to conduct in-depth processing of information,deepen their understanding and memory of words.So the students can have a good effect on long-term memory.According to the author’s research,in the process of teachers’ teaching,teachers present vocabulary in different ways,which has different effects on junior middle school students’ vocabulary memory.Teachers choose different vocabulary presentation modes according to different vocabulary teaching stages,which can effectively improve the efficiency and effect of students’ vocabulary memory and realize efficient vocabulary teaching.