The Effects Of Presentation Modes On Vocabulary Retention Of Secondary Vocational School Students

Vocabulary is the basis of English study and plays an important role in English, so in thelanguage teaching, the study of vocabulary is located in the center of English learning andteaching. Vocabulary presentation mode is a research tendency of vocabulary teaching athome and abroad. The effective vocabulary presentation modes can attract the attention of thesecondary vocational school students, and can promote the vocabulary retention effects ofsecondary vocational school students.This paper introduces the related theories and experiments which are about vocabularypresentation, by experiment comparing two kinds of presentation modes: the singledescription vocabulary presentation mode and the multiform vocabulary presentation mode soas to discover what effects they have on English learners of secondary vocational school. Thesingle vocabulary presentation mode therein refers to using traditional descriptionpresentation mode, which is that the teacher presents the words on the blackboard directly,then leads the pronunciation and explain the pronunciation、meaning and usages,etc. Yet themultiform vocabulary presentation mode refers to according to the vocabulary and thecharacteristics of the students, the teacher synthetically utilizes the description presentationmode, the perception presentation mode and the game presentation mode to teach thevocabulary, and help the secondary vocational school students to better understand and acceptthe new words, and can deepen the students’ impression of the target vocabulary, and canalso make these words be remembered for long as soon as possible. This thesis can providesome new ideas, teaching principles and feasible suggestions to improve vocabulary teachingof secondary vocational school students and can provide effective vocabulary learning wayfor the students.60first year secondary vocational school students who were in two classes were chosenas subjects. The two classes were Numerical Class1204and Numerical Class1205inShijiazhuang Railway Transportation School. These Two classes adopted two differentpresentation modes respectively. After the presentation, an immediate test was carried out. Aweek later after the immediate test, a delayed test was administered. By comparing the results of vocabulary tests including the immediate test and the delayed test, the followingconclusions have arrived:1. Different presentation modes lead to different vocabulary retention effects.2. In the immediate test, the multiform presentation mode was better than singlepresentation mode distinctly in vocabulary retention.3. A week later after the immediate test, the results of the delayed test were consistentwith the results of the immediate test. That is the multiform presentation mode was better thanthe single mode distinctly in vocabulary retention.4. The memory-fading speed of the two presentation modes is different: thememory-fading speed of the multiform presentation mode was slower than the single modeobviously.We can draw the following implications through this experiment:1. Teachers and learners should choose the multiform vocabulary presentation modeaccording to the specific objectives and the actual situation.2. Different kinds of vocabulary should be presented by different presentation mode adaptedto them3. Memory-fading can not be avoided, while the repetition should be adopted after words arelearned to reduce the speed of memory-fading and try to make the words into the long-termmemory.