The Study Of The Effect Of Different Vocabulary Presentation Modes On High School Students’ Acquisition Of English Vocabulary Knowledge

Based on the theories of Levels of Processing Model by Craik and Skehan’sInformation Processing Model,, the present research explores the effect of differentvocabulary presentation modes on the acquisition of vocabulary knowledge in Englishteaching in the high schools, hoping to construct a more efficient and effective approachfor learners to acquire vocabulary knowledge.Based on the review of related theories and empirical studies, this study puts forwardthe research questions as follows:1. What effect does each vocabulary presentation mode proposed in the study have onstudents’ English vocabulary knowledge acquisition?2. Which mode is the best for enhancing vocabulary knowledge acquisition?This research, through an experiment, discusses the research questions.149subjects were from three natural and parallel classes in Grade1in Yulin High School II. Threeclasses, with the same language proficiency and vocabulary size, were labeled as twoexperimental groups and one control group. Participants in the two experimental groupsreceived the inductive teaching mode and the deductive teaching mode respectively.Participants in the control group received the original teaching mode by English teacher inthe school. Through one pre-test and two post-tests, the experiment,by means of SPSS,processes the data and proves the effects of different teaching modes on learners’acquisition of vocabulary knowledge. In addition, an interview was conducted after thedelayed post-test to know the attitude students hold towards the teaching modes.10students in each experimental group were interviewed.The major findings of this study are analyzed in the following:1. All the three teaching modes can facilitate high school students to acquire Englishvocabulary knowledge.2. Compared with the rule-based deductive teaching mode, the exemplar-basedinductive teaching mode is more beneficial for English vocabulary acquisition. Theinductive teaching mode can motivate students’ interest in learning. Students areencouraged to extract the vocabulary knowledge from the instances presented by teachers.The discussion between students and the feedback from teachers can help studentsinternalize the vocabulary knowledge. In a word, the inductive input processing mode ismore helpful and beneficial for word learning and retention.