The Effects Of Lexical Chunks Presentation On Vocabulary Learning In Senior High School

Vocabulary has been considered as an essential part of English and has also received much attention from English teaching in senior high school.However,the effect of vocabulary teaching does not quite satisfy both instructors and learners.Most students cannot meet the demands of vocabulary knowledge in the National English Curriculum(NEC).Thus,there is an urgent need to explore more effective teaching modes to help learners master the vocabulary they have learned.Based on the theories of lexical chunks,elaboration theory and comprehensible input hypothesis,this research explores the effects of lexical chunks presentation on vocabulary learning in senior high school.It seeks to address the following two research questions:1.What is the relationship between vocabulary presentation mode and learning results in English vocabulary teaching and learning?2.How does vocabulary presentation mode influence the learning results in receptive and productive vocabulary knowledge?To testify whether the target presentation modes,namely lexical chunks presentation and word-list presentation will lead to the same learning results or not and figure out the influence of presentation modes on receptive and productive vocabulary knowledge,the author carries out a teaching experiment for three months from September to November 2017.80 Senior One students are chosen to be involved in the experiment with half of them in the experiment class and the other half in the control class.During the experiment,students in the experiment class are exposed to presenting vocabulary in chunks,while those in the control class are taught by word-list presentation.The author adopts questionnaires,tests and interview to collect more comprehensive information.The questionnaires and the tests results show that different presentation modes lead to different influence on learners.From the results,it can be found that the previous hypotheses are partly in accordance with the experiment results,while some hypotheses are not verified by the existing data.Major findings are presented as follows.First,lexical chunks presentation can arouse students' interest and build up their confidence in English learning.Second,there is a close relationship between vocabulary presentation modes and learning results.Different vocabulary presentation modes lead to different vocabulary learning results.Lexical chunks presentation is more effective than word-list presentation in English vocabulary teaching.Third,different vocabulary presentation modes have no obvious influence on learners' receptive vocabulary knowledge in terms of the target modes the author explores in this research,while lexical chunks presentation is of some help for learners to improve their productive vocabulary knowledge.