| It is well known that vocabulary is the basic component of language and greatly important to a language learner.At the same time,vocabulary teaching also plays an important role in English teaching of junior high schools.Vocabulary presentation modes make an important influence on the retention of vocabulary learning.However,the traditional vocabulary presentation modes make students feel dull and bored and then they lose interest and confidence in vocabulary learning gradually.Therefore,it is feasible to find out the effective presentation modes of vocabulary teaching.Based on Input Hypothesis,Affective Filter Hypothesis and the Processing Depths Theory,this thesis compares the vocabulary retention results of game-based vocabulary presentation mode(Mode 1)and description vocabulary presentation mode(Mode 2),in order to find out which mode is a more efficient one to teach new words to junior high school students and which one can enhance the students' learning interest.The main research questions are listed below:(1)Will different vocabulary presentation modes lead to different vocabulary retention results of students in junior high school?(2)Which presentation mode can arouse students' interests in learning vocabulary in junior high school?In this current research,the participants were selected from a common junior high school in the conjunction of the urban area and the rural area in Grade 8.Each Class are 42 students.Class 5,the control class,employed Mode 2 while Class 2,the experimental class,adopted Mode 1.There was a questionnaire to finish before carrying the experiment.After the experiment,a short-term memory test(STMT)would be received immediately in two classes,one long-term memory test(LTMT)one day later and another LTMT which was held one week after vocabulary presentation.The content of three tests were the same just the order was changed.The data were analyzed by SPSS 22.0(Statistical Package for the Social Science)and made a conclusion.At last,the participants accepted a questionnaire which the content was the same as the first questionnaire and an interview as a supplement for the questionnaire.The analysis of the data states as follow:1.Different vocabulary presentation will produce the different effect of vocabulary retention.2.In STMT,the retention effect with Mode 2 is better than that with Mode 1,but there is no significant difference between these two vocabulary presentation modes.3.In LTMT one day after vocabulary presentation,the retention effect with Mode 2 is better than that with Mode 1,but there is no significant difference between these two vocabulary presentation modes.But in LTMT one week after vocabulary presentation,the retention effect with Mode 1 is better than that with Mode 2,and the result comes out that there is very significant difference between Mode 1 and Mode 2.4.There are different degrees of forgetting tendency existed in these two modes,and the forgetting rate of Mode 2 was higher than that of Mode 1.5.Most of the participants prefer the teacher use Mode 1 to present the new words.Based on the experimental findings and relevant explanations and discussions,pedagogical implications are obtained: there is no specific presentation modes in English teaching process.The teachers should select the appropriate vocabulary presentation modes based on the instructional objectives.Whichever presentation mode is employed,students should go over the target vocabulary on time to keep their retention of the vocabulary alive. |
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