| As one of the keys to the promotion of language learners' linguistic competence,vocabulary is consistently perceived as the foundation of language acquisition.Vocabulary presentation,an essential part of vocabulary teaching and a vital factor influencing the effect of vocabulary learning,has attracted more and more attention in recent years.Literature review shows that most students confronted with the great pressure generated by the large number of vocabulary after entering the senior high school.However,in the actual teaching,teachers' single presentation method may result in students' poor vocabulary acquisition.Effective vocabulary presentation can not only contribute to a better understanding and mastery of vocabulary but also help to improve the learner's memory of it.Therefore,it is of great practical significance to explore useful vocabulary presentation modes to help them with enhancing the vocabulary learning effect.In view of this,the present study adopts classroom experiment and interview to compare the effects of two vocabulary presentation modes(illustrative sentence presentation mode and associative presentation mode)on the vocabulary retention of senior high school students with an attempt to answering the following three research questions:(1)Which of the two presentation modes,illustrative sentence presentation mode and associative presentation mode,is more effective in short-term memory?(2)Which of the two presentation modes,illustrative sentence presentation mode and associative presentation mode,is more effective in long-term memory?(3)What are the similarities and differences between the two modes of presentation on the forgetting trend of high school students' vocabulary memory?The 60 participants in this study were from two parallel classes in the second grade of Jinan University Town Experimental Senior High School.Before the implementation of the experiment,a pre-test was conducted to ensure that there was no significant difference in the vocabulary size of the two groups and identify the target words.In the experimental stage,the two presentation modes were employed in the two classes respectively followed by an immediate test and a delayed test.In addition,in order to uplift the reliability of this study,3 students from each of the two classes were randomly selected for an interview.After that,all the data obtained were analyzed by the SPSS V19.0 system.The analysis of the collected data led to the following results:(1)In short-term memory,there is no significant difference between the effects of different vocabulary presentation modes on the students' vocabulary memory.But it reveals that the illustrative sentence presentation is slightly better than the associative one.(2)In the delayed test,obviously,associative presentation produces better effects on the amount and the retention of vocabulary than the illustrative one.(3)Different vocabulary presentation modes exert different effects on the forgetting trend of vocabulary retention.Although the forgetting trends of the illustrative sentence presentation and the associative one are both in decline,they reveal two apparently different forgetting speeds: the forgetting speed of the former is significantly faster than that of the latter.To sum up,different vocabulary presentation modes have different effects on learner's vocabulary retention,so teachers should choose appropriate and effective vocabulary presentation modes accordingly.Based on the experimental results,the author puts forward some pedagogical implications for senior high school English vocabulary teaching and points out the limitations of this study.Besides,some suggestions for future studies are also proposed. |
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