A Research On The Recommendation Of Visual Materials For Intentional Learning Of English Vocabulary

English vocabulary intentional learning materials mainly include word lists,example sentences,English explanations,root words,phrase collocations,synonymy-antonymy clustering and other textual materials and multimedia learning materials such as pictures of word meanings,audio and video.Some research has shown that different learning materials cause different learning effects,and the same kind of vocabulary learning materials cause learn different effects for different learners,which means that there is an adaptative relation between learner characteristics and learning material characteristics.Other research has shown that learners’ gender,English level,and learning style all influence learners’ choice of learning materials.This research attempted to explore the adaptations between learner characteristics(gender,second language level,learning style)and visual materials for intentional learning of English vocabulary(referred to as vocabulary learning materials,including pictures,example sentences,English explanations,root words,phrase collocations,synonymy and antonym)through an eye-movement experiment.Experiment 1 was conducted in an eye-tracking laboratory,combining eye-tracking techniques and questionnaire method,it was designed to investigate the influence of learner characteristics on learners’ preference for selecting learning materials,the degree of cognitive effort invested,and the magnitude of cognitive load with the help of several eye-movement indicators of learners’ browsing of different English vocabulary learning materials.The experimental subjects were 33 university students studying various vocabulary learning materials related to 12 very low frequency words,and the learning performance was divided into immediate test scores and delayed test scores.The results show that the six vocabulary learning materials are sorted in order of the degree of attention: root words,example sentences,pictures,English explanations,phrase collocations,and synonymy and antonymy.Of the three learner characteristic factors,the gender factor has the least effect on the eye-movement indicators of the learning materials.Low-level learners are more interested in the root word affix learning materials and devote more attention to the synonymy-antonymy,root word affixes,word meaning pictures,and English paraphrase learning materials;high-level learners have more cognitive load on the synonymy-antonymy,phrase collocation,and example sentence learning materials.Visual learners devote more attention to root-word affix learning materials and less cognitive load to other learning materials than non-visual learners;non-literate learners devote more attention to synonymy-antonymy and English paraphrase learning materials and more cognitive load to root-word affix learning materials than literate learners.The processing time for vocabulary learning materials is positively correlated with learning performance(immediate and delayed test scores);the processing time for basic vocabulary information(word spelling,phonetic symbols,and paraphrases)is positively correlated with delayed test scores.Experiment 2 was designed to explore the effects of different vocabulary learning materials on learners with different characteristics.Combining the findings of Experiment 1,English proficiency and learning style were selected as variables for learner grouping,three vocabulary learning materials that received the most attention in Experiment 1 were chosen as experimental materials,and an English vocabulary memory performance measurement tool was developed using E-prime 3.0 software.The experimental subjects were 32 university students in school,and each subject studied the same learning resources(a total of 20 low-frequency words,of which 5provided only the basic learning materials of the words,5 provided the basic learning materials of the words + root words,5 provided the basic learning materials of the words + example sentences,and 5 provided the basic learning materials of the words+ pictures of word meanings)and took an immediate test of word memory after studying.The results show that providing vocabulary learning materials other than basic learning materials can improve vocabulary learning performance;the learning effects of learning the same vocabulary learning materials differ among learners of different English levels,with high-level learners learning better than low-level learners;the learning effects of learning the same vocabulary learning materials differ among learners of different learning styles,with visual learners learning more than non-visual learners in word root;Visual learners learn better than non-visual learners on root words and semantic pictures,and literate learners learn better than non-literate learners on root words and semantic pictures.The results of Experiment 1 and Experiment 2 show that learners have selection preferences for vocabulary learning materials and that vocabulary learning materials are not equally helpful to learners with different characteristics.In order to better implement the recommendation of English vocabulary learning materials,an adaptive recommendation model of English vocabulary learning materials was constructed.The model calculates the initial adaptation of learners to each vocabulary learning material based on the first attention probability of learners with different characteristics to each vocabulary learning material in Experiment 1,combined with the amount of effect of each vocabulary learning material on the vocabulary learning of learners with different characteristics in Experiment 2,and recommends the vocabulary learning material with the greatest adaptation for learners,and uses machine learning to dynamically select vocabulary learning materials according to learners’ The adaptation level of each vocabulary learning material is dynamically updated according to the learners’ selection(selection order)during the learning process.