Affect The Way Memory Effect On Vocabulary Words Presented Its Guiding Significance For Chinese Teaching

Vocabulary is the building material of language, the basic structural element of the sentence. Without vocabulary, people would not be able to communicate a message and communication would also fail.Presentation is one of the steps of vocabulary teaching. The presentation of vocabulary is the process of showing the target words to the learners, using certain pattern and methods, including glyph, pronunciation, meaning, the feature of syntax, collocation and using.Our paper analyses four different ways of presentation:word-list, chunk, semantic field and context. The word-lists presentation appears in many teaching materials. It presents the meaning of words, usually in the way of translation. Chunks are the combination of glyph and meaning, and they occur frequently in oral and written Chinese language materials. The high rate of reproducibility is a constituting element in fluent communication. Chunk is an entire form stored in our mental lexicon:we may choose and pick it depending on the need of context and meaning in the process of communication. Based on the semantic field theory, the best way of learning words is to put the words in semantic contact (i.e., semantically-relatedness), which means we put the words in the word system and produce a semantic relation with the words in this system. By using this theory, learners produce a net of words in our minds. Many scholars believe that the semantic field may promote memorizing words by enlarging the learners’words quantity. The presentation of context has been very popular in recent years. In vocabulary teaching, the context is very important:we may take the advantage of examples and paragraphs, remember the words by the using them in the text. It may help learners not only to understand the meaning but also to use them flexibly.Our experiment selected ten target words and forty subjects, and was divided into two tests:the immediate test and the delayed test. There is also a former test before the formal one. After the test, we collected the data and run a variance analysis with SPSS. The results fully support our hypothesis: semantically-relatedness is the best way to present the words in the immediate test, and context did its best in the aspect of vocabulary memorizing.Based on the experiment results, we gained some inspirations for the vocabulary teaching. We encourage a concise and direct way of vocabulary presentation. Since each pattern has its advantages and disadvantages, we need to be flexible with it:there is no universal presentation pattern that could fit every word, so the teaching presentation should be targeted. We should pick the right pattern based on the specific and practical situations.