A Study Of The Effect Of Presentation Modes On The Vocabulary Acquisition Of The Junior Middle School Students

Nation(1990)divides vocabulary knowledge into two dimensions: “Receptive Vocabulary” and “Productive Vocabulary” to examine the acquisition of second language vocabulary.In the field of the acquisition of second language vocabulary,domestic researchers tend to follow the research hotpots in the related research abroad with the focus on vocabulary learning strategies,methods,techniques and vocabulary memory.Although a few studies have focused on vocabulary presentation in recent years,very few of them have been directed to the effects of presentation modes on Productive and Receptive Vocabulary acquisition,especially concerning junior middle school students.Based on level-of-processing mode and the noticing hypothesis,with three vocabulary presentation modes selected from the ten vocabulary presentation methods proposed by Penny Ur(2000),three of vocabulary presentation modes were selected in the thesis.the thesis is aimed to explore the influence of three different vocabulary presentation methods on the acquisition of Receptive Vocabulary and Productive Vocabulary for junior high school students.In five reading passages from the senior high school entrance examination of one city,12 new words that the subjects do not know have been selected as target words.There are three research questions:1)To what extent is there a difference in the effect of the three vocabulary presentation modes of word list,pictures,and sentence on the vocabulary acquisition of junior high school students?2)What is the effect of the three vocabulary presentation modes of word list,pictures,and sentence on the Receptive Vocabulary acquisition of junior high school students?3)What is the effect of the three vocabulary presentation modes of word list,pictures,and sentence on the Productive Vocabulary acquisition of junior high school students?In this study,three classes with similar English proficiency in a junior high school were selected as the research subjects,and students in these three parallel classes were randomly assigned to one vocabulary presentation mode,respectively the word list presentation mode,the picture presentation mode,and sentence presentation mode.The vocabulary test results have shown that the vocabulary level of the students in the three classes was similar.In order to make the number of new words in the reading materials containing the target words less than eight percent,semi-structured interviews and related sampling tests were conducted.The participants in the experiment were told to test the vocabulary after the reading test.After the vocabulary test,the class was randomly arranged to learn new words with the corresponding vocabulary presentation mode.The immediate test was carried out immediately,and the delay test was carried out after two weeks.It is shown from the study that:1)There is a significant difference in the effect of Receptive Vocabulary and Productive Vocabulary acquisition.And the effect of the immediate test of the three different vocabulary presentation modes is better than that of the delay test,and the short-term acquisition effect is better than the long-term effect;2)For the acquisition effect of Receptive Vocabulary,there is no significant difference between the picture presentation mode and the word list presentation mode.The effect of these two presentation modes are obviously better than the sentence presentation mode;3)For the Controlled Productive Vocabulary and the Free-form Productive Vocabulary,the acquisition effect of the sentence presentation mode is better than the picture presentation mode and the word list presentation mode,and there are significant differences between the three presentation modes.The thesis has explored the effect of three different vocabulary presentation modes on the acquisition of Receptive Vocabulary and Productive Vocabulary for junior high school students.It is hoped that the research can be of some help for teachers to optimize the presentation mode of different types of vocabulary knowledge.But due to the small sample size and lack of dynamic persistence,the experiment needs to be further optimized.