An Experimental Study Of The Influence Of Presentation Mode On Recognition Memory Of Concrete Nouns

In the present researches of second language,vocabulary memorizing and recognition is a hot issue.Different presentation modes will lead to different degrees of word processing,different recognition accuracy and different reaction time,and the results can reflect the effectiveness of cognitive processing coding.As the typical member of nouns,concrete nouns are widely used in our daily lives.At the same time,they have their own image codes.With L2's development,the processing of words in the brain will also change.The purpose of this study is to explore how to better guide learners at different L2 levels to learn and remember concrete nouns in the process of teaching through a comprehensive study of correct rate and reaction time of participants with different L2 levels to the recognition of concrete nouns in traditional(word +example sentence)presentation mode and multimedia(word + picture)presentation mode,seeking a vocabulary presentation mode that can promote the storage and extraction of vocabulary and enhance the acquisition of vocabulary.In this study,memory and recognition,multimedia cognitive theory(including the theory of generative processing and dual-coding theory),information processing theory and elaboration theory provide the theoretical basis for this research.The classic "study-test" paradigm with 2×2 between-subjects design is adopted,and the whole experimental program is controlled by E-prime 2.0.120 university/college students are selected to take the recognition test of concrete nouns in 2 presentation modes,and the participants are divided into high-level word-picture group,low-level word-picture group,high-level word-example sentence group,and low-level word-example sentence group,with each group 30 participant,s.The data obtained is analyzed by SPSS 22.0.According to the results of data analysis,the conclusion can be drawn1)With the improvement of second language proficiency,the recognition effects of concrete nouns in the picture presentation mode and in the example-sentence presentation mode has improved significantly,which is manifested by the improvement of the correct rate and the reduction of reaction time.2)For high-level learners and low-level learners,the recognition correct rate of concrete nouns in picture presentation mode is significantly higher than that in example-sentence presentation mode.However,there is no significant difference in the reaction time to the recognition of concrete nouns in the 2 presentation modes.On the whole,compared with traditional presentation mode,multimedia presentation mode has advantages in the recognition effects of concrete nouns.3)The reaction time of low-level learners in the example-presentation mode is longer than that in the picture presentation mode,while the reaction time of high-level learners in the example-sentence presentation mode is shorter than that in the picture presentation mode.This shows that with the improvement of second language proficiency,learners' recognition reaction time to concrete nouns in the example-sentence presentation mode decreases faster than that in the picture presentation mode.However,with the improvement of second language proficiency,there is no significant difference in the growth speed between the recognition correct rate of concrete nouns by learners in the example-sentence presentation mode and the recognition correct rate of concrete nouns by learners in the picture presentation mode.Based on the above,although high-level learners'recognition correct rate of concrete nouns in the example-sentence presentation mode is lower than that in the picture presentation mode,the recognition reaction time of concrete nouns by high-level learners i.s significantly shorter than that by low-level learners.This shows that even if the students' vocabulary memory effect is better in the picture presentation mode,the example-sentence presentation mode plays a better role for high-level learners than for low-level learners,but this effect is limited.Therefore,in actual teaching,educators should fully respect their individual differences,and they can consider using example sentences to help high-level learners to learn concrete nouns and consider adding more example sentences to teaching materials they learn.On the other hand,for low-level learners,the emphasis should be put on the picture(multimedia)presentation mode in their learning of concrete nouns.In the teaching materials aimed at low-level learners,the role of pictures(multimedia)is emphasized to improve their learning effect.Since the time and the experimental resources are limited,this research has some limitations as follows:1)Experimental resources limited the number of participants in this research.2)Limited time led to failing to investigate learners' vocabulary learning and memory of other age groups.3)Because of individual differences,there are inaccuracies of the experimental results.In terms of the suggestions for further research,the conclusion obtained through this research can be proved and further extended via Event-Related Potential(ERP)so that the theoretical value of this research can be realized.The research target of this research is the concrete nouns,and words of other parts of speech can also be used to conduct the memory research in the future.Moreover,the influence of other presentation modes on learners should also be studied,and the effective way of combining different multimedia vocabulary presentation modes can be explored in the future.