An Experimental Study On The Effects Of Vocabulary Presentation Modes On Vocabulary Retention Of Senior Two Students

Vocabulary is the core elements of English learning,which is essential to language learning.In order to master context,learners must have sufficient vocabulary that is possible to provide the "output" can be understood as speaking and writing.Vocabulary learning in English teaching plays a very important role,how to improve the efficiency of vocabulary teaching and learning is the situation under the new curriculum reform problems to be solved.The Ministry of Education promulgated the "ordinary high school English Curriculum Standards(experimental)(2003)improve the overall requirements on high school students' English vocabulary learning in the target language knowledge.The requirements of class eight,senior secondary students should learn to use about 3300 words and 400-500 idioms or fixed collocation.While the language school and foreign language school graduation requirements for grade nine,which requires students to learn about 4500 words and a certain number of idioms or fixed collocation can;According to the communicative topic,related factors and interpersonal relationships occasions to choose the more appropriate words to communicate or express.Around the new curriculum prepared by the new high school curriculum requires students to master the vocabulary increase,which has a considerable number of vocabulary usage is flexible.The traditional vocabulary teaching method has not adapt to the new curriculum in vocabulary the requirements of teaching and learning,but teachers and students of the new textbook vocabulary teaching will feel some pressure.The study lasted for 4 months,the research subject is Urumqi19 middle school.At the beginning of September,teachers started to implement the teaching experiment,(5)class as the experimental class.(6)was the control class,two classes of materials used for senior high school English course,compulsory one textbooks,the content and procedure were the same.The experimental model focused on the context,the control class adopted the traditional teaching model to guide reading.The study object of the questionnaire before the experiment,in order to understand the experiment before high school students when the status of English vocabulary and whether the teachers in the teaching process using the context presentation mode.After the end of the experiment on students' vocabulary test,the test data are input SPSS17.0 for quantitative analysis,comparison and analysis of the effect of two kinds of teaching mode on students' vocabulary performance.Finally,in the experimental,class several students were randomly selected and interviewed to understand the views and attitudes of the students on the presentation modelModel helps to improve the students' vocabulary achievement.Compared with the traditional vocabulary teaching model,context presentation mode can make students more easily grasp the vocabulary presentation skills,improve their efficiency of vocabulary learning,can cultivate students' autonomous learning ability,stimulate students' interest in learning,improve the enthusiasm of students to participate in classroom interaction,providing a relaxed and pleasant learning atmosphere for students.