| As a basic element of the English language,vocabulary occupies a very important position in the whole process of English learning.However,it is still difficult for most junior school students to memorize English vocabulary.According to cognitive psychology,different ways of presenting information can greatly affect people’s understanding of the external information they receive,and their understanding of information will directly affect their memory effect.Therefore,it is of great research value for English teachers to choose more appropriate and effective vocabulary presentation methods to help students strengthen their vocabulary memory.Based on semantic field theory and information processing theory,this study aims to investigate the effects of semantic field presentation method on junior school students’ memory of English vocabulary through teaching experiments.Therefore,this study focuses on the following three questions:(1)what is the effect of semantic field presentation on junior school students’ short-term memory of English vocabulary?(2)what is the effect of semantic field presentation on junior school students’ long-term memory of English vocabulary?(3)what are the junior school students’ attitudes towards the semantic field presentation?In order to explore the above questions,the author conducted three teaching interventions during the internship at a middle school in Chengdu,Sichuan Province.The author took students from two parallel classes in grade two of the school as experimental subjects,class 1 is experimental class(EC),and class 3is control class(CC),with 48 students in each class.To ensure the reliability of the experiment,the author conducted the English level test on the students before the experiment.In addition,the author used semantic field presentation and word list presentation respectively to teach English vocabulary in the two classes,and asked the students from different classes to use different vocabulary presentation method to memorize words.After class,the students were asked to take an immediate vocabulary test,followed by a delayed vocabulary test a week later.The author used SPSS 26.0 software to conduct independent sample T tests on the results of English level test,the immediate vocabulary tests and the delayed vocabulary tests of the two classes,and also conducted paired samples T test on the third immediate vocabulary test and the delayed vocabulary test results.Based on the analysis of experimental data,the following results were obtained.(1)There was no significant difference between the EC and the CC in the immediate vocabulary test scores(P>0.05).(2)There was a significant difference in the delayed vocabulary test scores between the EC and the CC(P<0.05),and the scores of the delayed vocabulary test in the EC were significantly higher than those in the CC.(3)There was a significant difference between the scores of the third immediate vocabulary test and the delayed vocabulary test in the EC(P<0.05),and the scores of the delayed vocabulary test were significantly higher than those of the immediate vocabulary test;there was no significant difference between the scores of the immediate vocabulary test and the delayed vocabulary test in the CC(P>0.05).Based on the above data,the conclusions of this study are as follows.(1)In terms of students’ short-term memory of English vocabulary,word list presentation is more effective than semantic field presentation.(2)In terms of students’ long-term memory of English vocabulary,semantic field presentation is more effective than word list presentation.(3)The effect of word list presentation on students’ short-term and long-term vocabulary memory is not significantly different,while using semantic field presentation to teach new words is more conducive to students’ long-term memory.Therefore,the author believes that in the real teaching process,English teachers should choose more appropriate vocabulary presentation method to teach new words based on the actual situation of students and actual teaching goals. |
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