An Empirical Study Of The Effects Of The Thematic Clustering Presentation Mode On English Vocabulary Learning Of Secondary Vocational School Students

This study is carried out to investigate the influence of the thematic clustering presentation mode on English vocabulary learning of the students in the secondary vocational school. With regard to the effectiveness of the thematic clustering presentation mode, domestic and international scholars have done some studies. Most researchers only focused on investigating the influence of thematic clustering presentation mode on students’ memorization of vocabulary, and few of them set foot in other aspects of vocabulary learning. Almost all researchers picked up college students as subjects. For secondary vocational school students without a good foundation for English learning, what effects will be exerted on their English vocabulary learning? Based on the previous research, this study tries to probe into the effects of the thematic clustering presentation mode on English vocabulary learning of the students in the secondary vocational school from the perspectives of vocabulary spelling, meaning and use.Based on the theoretic foundation of schema theory and multi-dimensional vocabulary knowledge framework theory, this study picks up secondary vocational school students as subjects, combining quantitative experiment research with qualitative interview study, which aims to answer the following three research questions:(1) What is the effect of thematic clustering presentation mode on secondary vocational school students’ English vocabulary spelling learning?(2) What is the effect of thematic clustering presentation mode on secondary vocational school students’ English vocabulary meaning learning?(3) What is the effect of thematic clustering presentation mode on secondary vocational school students’ English vocabulary use learning?The experimental results indicate that thematic clustering presentation mode is effective in the mastery of vocabulary spelling; thematic clustering presentation mode can significantly promote secondary vocational school students’ vocabulary meaning learning; in terms of the use learning of vocabulary, in this study thematic clustering presentation mode provisionally do not show more effective results than the traditional presentation mode. The research findings can provide some pedagogical implications for secondary vocational school teachers: teachers can take advantage of thematic clustering presentation mode to present new words, which can enhance the mastery of spelling and understanding of meaning, and then guide students to do some practice to grasp the correct use of vocabulary.For various reasons, there are some limitations in this study, so it remains to be further improved. Future studies can test more words and make more students and teachers involved in.