The Effects Of Multimedia Vocabulary Presentation Modes On Vocabulary Learning Among Middle School Students

Vocabulary is the basic unit of language and plays a vital role in language learning.As an important part of vocabulary teaching,vocabulary presentation has attracted more and more attention in recent years.However,in actual teaching,the way teachers adopt in the vocabulary presentation stage is relatively simple,resulting in students' vocabulary learning effect is not good.Therefore,it is of great practical significance to find effective ways of presentation to promote students' vocabulary learning.Based on information processing theory,elaboration theory and cognitive load theory,this study chooses three types of vocabulary presentation modes which are common and easy to operate in daily teaching,namely,sentence presentation mode,picture presentation mode and comprehensive presentation mode,to investigate the effects of these three vocabulary presentation modes on vocabulary learning of middle school students.In the experiment,130 students from three natural classes in the first grade of middle school were selected as subjects,and 9 new English words were selected as experimental materials.The teaching time was 10 minutes.After vocabulary presentation,the subjects were tested immediately and a week later,the delayed vocabulary test was conducted.The experimental data were analyzed and processed by SPSS 23.0.Descriptive statistical analysis,one-way ANOVA,multiple comparative analysis and paired sample T test were used.The results show that:(1)in the immediate test,the effect of vocabulary memory is the best under sentence presentation mode,the picture presentation mode is the worst,and the comprehensive presentation mode is the middle;in the delayed test,the comprehensive presentation mode is the best,followed by the picture presentation mode,and the sentence presentation mode is the worst.(2)in the immediate test,the vocabulary memory effect of the two vocabulary presentation modes is significantly different from that of the picture presentation mode.There was no significant difference between sentence presentation mode and comprehensive presentation mode.However,there was no significant difference in the effect of vocabulary memory of the three presentations in the delayed test.(3)In terms of vocabulary retention,the three presentations all showed a downward trend,but the downward speed was different: the subjects forgot the vocabulary fastest in the presentations of sentences,and the subjects' vocabulary in the presentations of pictures.The speed of forgetting was the slowest,and the speed of forgetting was in the middle under the comprehensive presentation mode.In summary,the effect of picture presentation is relatively good in terms of vocabulary memory and vocabulary retention.Although the comprehensive presentation mode is not as good as picture presentation in terms of vocabulary memory,it has obvious advantages in terms of vocabulary retention,while the effect of sentence presentation is not ideal in both aspects.Based on the above experimental conclusions,this study draws the following enlightenments:(1)Teachers should try to use effective and understandable information elaborated in vocabulary presentation,because effective elaboration can help short-term vocabulary memory enter long-term memory;(2)In the review stage,teachers could use pictures to present vocabulary,so that students can memorize a large number of words in a short time,fast and efficient.(3)For low-level English learners,the vocabulary learning effect of presenting sentences is not good,and teachers should use them as appropriate in practical teaching.In short,in middle school English vocabulary teaching,teachers should adopt appropriate vocabulary presentation modes according to students' situation and teaching facilities.This study is different from previous studies in that it combines with practical teaching and chooses three common and easy-to-operate ways of vocabulary presentation,which enriches the research content of vocabulary presentation to a certain extent.At the same time,this study also has some limitations.For example,this study only compares a single grade horizontally,without comparing the differences among different grades,and the types of parts of speech studied in this paper are also limited.In the future,we can make a longitudinal comparison between different grades to explore the differences of learning effects of different parts of speech,so as to make up for the deficiencies in this respect.