Effects Of Text And Static Presentation And Text And Dynamic Presentation On English Vocabulary Acquisition

Vocabulary learning is the foundation of English study and vocabulary teaching is a key and important part of English teaching. Multimedia technology,which is characterized by a combination of graphic,textual,audio and video functions, can provide plentiful, various and real language learning environment.Presentation assumes an important role in vocabulary instruction, and with appropriate presentation modes,vocabulary acquisition and memory could be facilitated significantly. This paper will probe into the effects on vocabulary memorization and vocabulary acquisition through comparing PPT based vocabulary presentation approach and traditional vocabulary presentation approach in senior English classroom. So research questions are put forward as follows:(1). Which type of vocabulary presentation(text and static pictures presentation or text and dynamic video presentation) produces better retention of target words in spelling and meaning in immediate retention test.(2). Which type of vocabulary presentation(text and static pictures presentation or text and dynamic video presentation) produces better retention of target words in spelling and meaning in delayed retention test.Experimental approach is employed in the present research. The participants of this experiment are100 junior middle school students from two natural classes of Grade Ten in Jing Ning No.2 Middle School.The instruments include 8 target words, PPT, an immediate test and a delayed test. The writer used two different vocabulary presentation approaches to present the target words:text and text and static pictures presentation in class A, and text and text and dynamic video presentations in class B. After the presentation,the whole participants of class A and class B had an immediate test and a delayed test. This research mainly used Independent-Samples T test of SPSS16.0 software. After analyzing the data obtained from text and static pictures presentation class and text and dynamic video presentation class, the results show the following findings:(1) In the immediate test, the mean scores of text and text and static pictures presentation approach and text and text and dynamic video presentation are equivalent. There is no significant difference between two vocabulary presentation approaches.(2) In the delayed test, the mean scores of text and text and static pictures presentation approach arehigher than text and text and dynamic video presentation. There is a significant difference between two vocabulary presentation approaches.Based on the experimental findings and discussions of the experimental results pedagogical implications are obtained: in vocabulary teaching, text and static pictures vocabulary presentation approach,and can improve students' long term memory and word acquisition. Teachers are suggested to use text and static pictures vocabulary presentation to improve students' memory and word acquisition.This thesis includes six parts. Chapter one introduces background, purpose and significance of the research. Chapter two presents some literature review of vocabulary presentation at home and abroad.Chapter three illustrates three theoretical frameworks for this study. Chapter four is the experimental design of the research. Chapter five presents the results of the study and does some discussions of it. Chapter six makes conclusions, including putting forward some major findings of the study and limitations for present study.