| At present,most domestic studies on English vocabulary teaching in primary schools mainly focus on the strategies,methods and theories of vocabulary teaching,but little attention has been paid to the study of vocabulary presentation modes.As the first step of vocabulary teaching,vocabulary presentation helps students get into learning state in a short time and identify vocabulary learning tasks.Besides,vocabulary presentation has an impact on vocabulary retention of students.Nowadays,general primary school students have difficulty in memorizing and retaining vocabulary in the process of English learning.In order to improve their vocabulary retention,this study focuses on the effect of different presentation modes on vocabulary retention and explores the effective presentation modes.Therefore,it will be theoretically and practically significant.Based on the theories of Cognitive Psychology of Memory,the Depth of Processing Theory and Input Hypothesis,this study has investigated the effect of the presentation mode on vocabulary retention of primary school students by adopting three frequently used presentation modes(description presentation mode,game presentation mode,perception presentation mode).In this experiment,148 students of Grade Six in three classes at a primary school in Pucheng,Fujian Province have been selected as the subjects,and 20 words(divided into 4 groups)have been chosen as materials.The target words were presented in different vocabulary presentation modes respectively in each class.The subjects were given an immediate test after presentation of each group of the target words and a delayed test was held after a week.The data of four immediate and cdelayecd tests were analyzed by SPSS 13.0.Three kinds of statistics analyses were involved:Descriptive Statistical,One-way ANOVA,and Multiple Comparisons.The memory fading speed of the three presentation modes was demonstrated in line charts by Excel.Based on the experimental data,the following findings are obtained:1)In general,different presentation modes make different influence on vocabulary retention;2)In the immediate test,perception presentation mode is the best in vocabulary retention while description presentation mode is the second,and game presentation mode is the worst;3)In the delayed test,perception presentation mode is the best in vocabulary retention while game presentation mode is the second,and description presentation is the worst;4)The memory fading speed of the three presentation modes varies wildly:the memory fading speed of description presentation mode is the fastest while the memory fading speed of game presentation mode is the slowest,and the memory fading speed of perception mode lies in the middle.However,if information is presented abundantly or ambiguously in adopting perception presentation mode,it will interfere with comprehension of vocabulary,or lead to misunderstanding of the meaning of vocabulary.In that case,perception presentation mode can be the worst in vocabulary retention in both immediate test and delayed test.Meanwhile,once some improvements are provided in adopting game presentation mode,then game presentation mode can be the best in vocabulary retention in both immediate test and delayed test.The improvements may include the following:students can describe details about the target words accurately;students can guess the meaning of vocabulary efficiently by coordinating with each other;students are highly engaged in game;the game is proceeding smoothly.Based on the findings,the following pedagogical implications are obtained:1)In vocabulary presentation,teachers can adopt both perception presentation mode and description presentation mode,which contributes to promoting the short-term memory of vocabulary for students;2)In vocabulary review,teachers can adopt game presentation mode,which contributes to promoting the long-term memory of vocabulary for students;3)Based on the actual situation,teachers should adopt different vocabulary presentation modes flexibly. |
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