The Effects Of Vocabulary Presentation Modes On Vocabulary Retention Of Junior Middle School Students From Rural Area

As is well known, vocabulary is extremely important for language learning. And the most majority of the vocabulary learned in junior middle school is the core vocabulary of English, so vocabulary acquisition is the key to the solid foundation of English learning. However, due to the limited English learning ability and extremely low English proficiency of the junior middle school students in rural area, vocabulary acquisition is a great headache to both teachers and students. From the perspective of cognitive psychology, presentation assumes an important role in vocabulary instruction, and with appropriate presentation modes, vocabulary acquisition could be facilitated significantly. Therefore, the study on how to improve vocabulary retention effect through effective presentation modes is practical and necessary.Based on the theories of elaboration and the depth of processing, the present study has investigated the different effects of English vocabulary acquisition of junior middle school students in rural area, by use of experiments in which 3 different presentation modes has been adopted. In the experiments, 60 students have been selected as the subjects, a passage and 10 English words have been chosen as the reading material and the target words respectively. After the presentation, subjects have been given a short-term memory test ten minutes after each presentation and a long-term memory test one week after each presentation. Finally, SPSS (the Statistical Package for Social Sciences) has been adopted to analyze the data collected from the tests.Based on the findings and relevant analysis, the following conclusions are obtained: (1) In English vocabulary teaching and learning of junior middle school from rural area,there is a close relationship between vocabulary presentation modes and vocabulary learning effects, and different presentation modes would result in different retention effects; (2) For junior middle school students in rural area, the presentation through word list with example sentences has the best effect; (3) Due to the limited English learning condition and extremely low English proficiency of the junior middle school students in rural area, the presentation through context with the meanings of target words after guessing is not suitable in class, though the memory-fading rate of this mode is the lowest.