| With the rapid development of multimedia technology,the visual learning is getting more and more attention among linguistic experts.Visual multimedia technology provides a powerful and reliable technical support to the current English vocabulary learning,which makes it possible to practice English vocabulary teaching reform at the same time.This article is based on the compulsory education English curriculum standards(2011edition),the situation of junior middle school students’ inefficient vocabulary learning memory and the studies on visual learning and multimedia of cognitive learning theory.It attempts to explore the influence that no-annotation type,image-annotation type,text-annotation type and image-and-text-annotation type have on junior high school students’ English vocabulary learning grades.In this paper,80 eighth-grade students from Gudui Middle School in Xie Jiaji,Huainan,Anhui Province are investigated,and the research questions as follows: the first is whether different visual presentation styles on learners’ vocabulary recognition and memory have different impact on their grades.And is it related to the learners’ visual ability? The second is,for the four groups of learners with different visual perception,which visual presentation renders more conducive to improve their performance in vocabulary memory.The last is whether learners’ vocabulary memory performance is related with their visual-text-perception and visual-image perception.According to the survey results,first there are significant differences among four groups’ English vocabulary learning grades rendered by four different visual forms.There are significant differences among high-high group and high-low,high-low group and low-high,low-high group and low-low in type-one vocabulary memory performance.Also,there are significant differences among high-low group and low-low,high-high group and low-low,high-high group and low-high,high-low group and low-high in type-four vocabulary memory test results as well as the high-high group and high-low in vocabulary memory test score results.The different visual presentation of type has the greatest effect on the four vocabulary memory performance,which makes the notable differences between group and groupperformance.However,to the author’ surprise,there is no significant difference between the grades of high-high group and low-low in type three.From above,it can be seen that students’ visual perception have different effects on the recall grades of vocabulary in different visual presentation.Second,the learners’ information processing ability is the easiest to accept the modal which is the same as their own cognitive tendencies: high-high group tends to be good at vocabulary learning of type 4(image-text type);the performance of high-low group in type2 vocabulary learning is good,but they are more inclined to type 4(image-text type);learners of low-high group are more inclined to vocabulary learning in type 3(text-annotation type)and type 1(no-annotation type);low-low group tend to be better at vocabulary learning in type3(text-annotation type)and type 1(no-annotation type).However,they have a better grades in no-annotation type.Third,the learners’ vocabulary memories are related to their visual perception and visual images respectively.There is a significantly positive low correlation between the learners’ visual image perception and vocabulary memory.There is a significant correlation between the learners’ visual text perception and vocabulary memory,which is higher than positive low correlation and lower than positive high correlation.According to these findings,the author points out the enlightenment to the junior middle school English vocabulary teaching and learning and some suggestions are put forwards concerning visual text presentation and vocabulary teaching.It is finally emphasized that the visual learning plays the important role in vocabulary recognition and memory,which provides some reference opinions on English vocabulary teaching and learning. |
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