An Experimental Study On The Effects Of Word List And Context Presentation Modes On Vocabulary Retention Of Senior High School Students

Vocabulary plays an important role in English learning.The senior high school stage is the key period of English learning,in which the core vocabulary is mostly learned.But the single method and high rate of forgetting exist in English learning of senior high school students.According to cognitive psychology,people's understanding degree of information changes with the various ways of information presentation.And the understanding degree of information will directly affect the retention of memory,that is,reasonable and effective way will help to improve students' vocabulary memory effect.Therefore,it is of great practical significance to explore the effective way of presentation and to study how to improve the memory effect of senior high school students.The research tests the different effects of two vocabulary presentation modes(word list presentation and context presentation)on the vocabulary memory of senior high school students through experiment based on cognitive psychology,the information processing depth theory and adding theory.The experiment selected 100 senior high school students of grade 2 as participants,which were divided into two experimental groups.Two different presentation modes were used respectively.Presentation lasted for12 minutes,Short-term memory was tested immediately after the presentation and long-term memory was tested after one week.The content,form and time were the same for the two tests.At the end of the experiment,SPSS 19 is used to conduct descriptive statistical analysis of the experimental data,single factor analysis of variance and Excel linear chart analysis.The following conclusions were drawn:In the immediate test the word list presentation was better than context presentation.A week later,context presentation was better than word list presentation in vocabulary retention.Based on the above results,it is suggested that teachers should choose the appropriate way of vocabulary presentation according to the specific teaching subjects and teaching aims.Short-term cramming learning can use word list presentation and long-term memory learning can use context presentation.At the same time,no matter what kind of presentation method is adopted,the vocabulary must be timely reviewed to be consolidated.The Short-term memory can become long-term memory through sentence-making and context association strategies in the process of review.