A Study On The Effect Of Different Modes Of Vocabulary Presentation On Junior High School Students' English Vocabulary Acquisition

The reform of new curriculum requires students not only to memorize vocabulary but also to use vocabulary flexibly,which puts forward higher requirements for English vocabulary teaching in junior middle school.The vocabulary presentation is an important part of vocabulary teaching.How to present lexical spelling,meaning,collocation,usage and other knowledge to students more vividly and promote students to better acquire vocabulary is a crucial subject deserved to study.This study selected 99 junior middle school students from two parallel classes of Gutao No.2 middle school in Pingyao County,Shanxi Province as the research subjects,which was lasted for 4 months.Before the experiment,the author issued a questionnaire to English teachers from twelve middle schools in Shanxi Province,in order to understand the present situation of vocabulary presentation of junior middle school English teachers.The teaching experiment began in September 2018,Class 2 was the experimental class(EC)and Class 3 was the control class(CC).The teaching materials used in the two classes,the students' English level,the teachers and the time are all same.The context presentation teaching mode was adopted in EC,and the word-list presentation teaching mode was adopted in CC.In the process of the experiment,three tests were carried out to test the effect of students' vocabulary acquisition.The test data were recorded into SPSS19.0 and Excel for quantitative analysis,and the effects of the two vocabulary presentation modes on students' vocabulary acquisition were compared and analyzed.Finally,eight students were selected from each score section of the two classes for an interview.The purpose is to understand the students' views and attitudes towards the two vocabulary presentation modes.This study will focus on the following three issues:1.Are there any differences in receptive vocabulary acquisition between the word-list and context presentation modes? If so,what are they?2.Are there any differences in productive vocabulary acquisition between the word-list and context presentation modes? If so,what are they?3.Which vocabulary presentation mode is more conducive to helping students acquire vocabulary?After the quantitative and qualitative analysis of the experimental data,the following conclusions are drawn:1.In terms of receptive vocabulary acquisition,in the “spelling” dimension,there are significant differences in short-term and mid-term tests,but there is no significant difference in the long-term test.However,the mean values of the CC are higher than that of the EC in the three tests,indicating that the word-list presentation is more advantageous.In the “meaning” dimension,there are significant differences in short-term and long-term tests,but there is no significant difference in mid-term test.But the mean value of the CC in short-term test is higher than that of the EC,and the mean values of the EC are higher than that of the CC in latter two tests.In the “collocation” dimension,there are significant differences in mid-term and long-term tests,but there is no significant difference in short-term test.However,the mean value of the CC is higher than that of the EC in short-term test,and the mean values of the EC are higher than that of the CC in latter two tests.The tests of the two dimensions show that the word-list presentation is better in the short-term test,and the context presentation is more advantageous in the mid-term and long-term tests.2.In terms of productive vocabulary acquisition,the difference in short-term test is not significant from the mean value of writing scores,but there are significant differences in mid-term and long-term tests.However,the mean values of the EC are all higher than that of the CC in three tests.In addition,the percentage of various vocabulary errors in the three tests of writing in the EC is gradually decreased,while the number of diverse vocabularies is gradually increasing.It shows that the context presentation has more advantages for students' productive vocabulary acquisition,and students are more likely to improve the accuracy and diversity of vocabulary.3.The mode of context presentation is more conducive to helping students acquire vocabulary,and students with different levels have different views on the vocabulary presentation mode.In the context presentation mode,the better than average students are more satisfied with this way.They consider that the classroom atmosphere is very good,the enthusiasm of their study is higher,and the effect of vocabulary acquisition is better.However,students with below average hold different views and believe that the learning tasks are a little difficult.They hope that teachers can use the simple mode of word list to teach vocabulary in the process of teaching.But in word-list presentation,the opposite is true.Although the students with below average prefer this method,they hope that teachers can take some more interesting resources and activities to teach vocabulary.The above analysis shows that teachers should combine the two vocabulary presentation modes according to the specific teaching objective and students' level,and lead students to consolidate vocabulary in time so as to improve students' acquisition effect and productive level.