Effects Of Vocabulary Processing And Reoccurrence

In the light of memory and forgetting theories in cognitive psychology, the processing-reoccurrence model for vocabulary analysis and evaluation was developed in this thesis. The model was employed in the vocabulary analysis in Junior English textbook series and then an empirical study on the relations of vocabulary reoccurrence in Junior English and vocabulary acquisition results was conducted to cast light on the pedagogic implications of vocabulary analysis.Resting on three memory processing theories-the Three-storage model, Levels of Processing Model, and the Connectionist Model, and the vocabulary knowledge framework advanced by Richard (1976) and Nation (2001), two general vocabulary processing types-shallow processing and deep processing and some sub processing types -pronunciation, spelling, position, function and meaning were figured out. Based on the Rates of Forgetting Meaningless Syllables mentioned by Hermann Ebbinghaus (1913) and Rates of Forgetting Vocabulary Items informed by Pimsleur, (1920) and other forgetting theories and studies, making vocabulary reoccur more times in different context at due time was affirmed as the most essential way to reduce forgetting. Therefore, the processing-reoccurrence model came into being.The model was employed in the vocabulary analysis in Junior English, all the vocabulary tasks and exercises were presented under the classification of general and sub processing types mentioned above. Fifty-five words were randomly selected to demonstrate the reoccurrence features. The main findings are as follows:1. The vocabulary tasks and exercises in Junior English are enough in quantity anddiversified in sorts to facilitate various types of vocabulary processing, such as pronunciation, spelling, meaning, etc. but exercises with some novelty are still in demand so as to arouse much enthusiasm of the students in vocabulary acquisition.2. Among the selected fifty-five words, not all of them satisfied the standard of "reoccurring seven times" claimed by Nation (1982), and exposing with as many forms in as many contexts and at as proper intervals as possible.In order to have a better understanding of the employment of Junior English in authentic teaching and learning environment and especially the influence of vocabulary reoccurrence frequency in the series on vocabulary acquisition effect, an empirical study was conducted in two middle schools employing Junior English. The investigation shows that words with low reoccurrence frequency in textbooks are not learnt well by the students in school 1, but well by the students in school 2. Self-created vocabulary reoccurrence chances out of textbooks, such as reviewing new words at due time and reading other English materials are taken into account for school 2 students' satisfactory acquisition results of the low reoccurrence frequency words. Therefore, it is necessary to understand the strengths and weaknesses of the vocabulary compiling in textbook, appropriately employ the textbooks, actively review learnt vocabulary so as to get better vocabulary acquisition.