Exploring The Effects Of Vocabulary Presentation Modes On Vocabulary Retention Under Intentional Learning Condition

Vocabulary is one of the most significant elements in a language. Vocabulary teaching is of great importance to English teaching in China. Therefore, the study on how to present English vocabulary efficiently is practical.Based on the Depth of Processing Theory, this thesis investigated, by means of experiments, the different effects of English vocabulary teaching and learning by adopting three different presentation modes under intentional learning condition. 45 vocational college freshmen majoring in English were chosen as subjects. They were divided into 3 groups. Each group adopted a different presentation mode. After each presentation, a short-term memory test was carried out. A long-term memory test was administered two weeks later. The data collected were analyzed by SPSS 12.0 (Statistical Package for the Social Science). By comparing the results of vocabulary tests from three different types of vocabulary presentations, the following findings were obtained:In the short-term memory test the presentation by a word list was the best on vocabulary learning and retention effect while the presentation by guessing the meanings of target words through context was the worst, and the presentation through context with the meanings of target words lied between the two.In the long-term memory test, the effects of vocabulary learning and retention increased progressively. To be specific, the presentation by guessing the meanings of target words through context had the best effect while the presentation through a word list received the worst effect and the presentation through context with the meanings of target words lied in the middle.There was a significant difference between the short-term memory test and the long-term memory test in each presentation mode, while the memory-fading speed of the three presentation modes varied: the memory-fading speed of the presentation by guessing the meanings of target words through context was the slowest among the three; the memory-fading speed of the presentation through a word list was the fastest; the speed of the presentation through context with the meanings of target words lied in the middle.Based on the experimental findings and interpretation for experimental results, some pedagogical implications were obtained. To help learners improve English vocabulary retention rate and amount, English teachers consciously introduce the Depth of Processing Theory to explore effective presentation modes in the process of vocabulary teaching.