An Empirical Study On The Effects Of Incidental Vocabulary Learning Via Multimedia Glossing Mode On Senior High School Students' Vocabulary Learning

Vocabulary learning plays an important role in senior high school English learning.But the existing vocabulary learning methods in senior high school are not effective enough.Nowadays,incidental vocabulary learning has aroused great concerns among researchers and teachers.Many researches prove that incidental vocabulary learning especially incidental vocabulary learning via multimedia glossing promotes deeper mental processing and better retention.However,the participants of the most relevant researches are college students.Therefore,the present study,taking senior high school students as research subjects,based on Mayer's cognitive theory of multimedia learning,noticing hypothesis and schema theory,and supported by previous researches,was to explore an effective vocabulary learning method for this level of students.This study was to examine the effects of incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode on senior high school students' vocabulary learning and investigate the three questions:(1)What is the effect of incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode on immediate vocabulary learning compared with traditional vocabulary learning?(2)What is the effect of incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode on delayed vocabulary retention compared with traditional vocabulary learning?(3)What are senior high school students' attitudes toward different modes?The main research method employed in this study was an experiment method,in which both the incidental vocabulary learning via “L2 plus video” multimedia glossing mode and the traditional vocabulary learning were conducted respectively in the experimental group and the control group formed by grade one students in senior high school and the pre-test and post-test were carried out.Quantitative data were analyzed using SPSS21.0.A questionnaire method and an interview method were conducted as the auxiliary research methods to learn about participants' perceptions of different modes.The research findings indicated that traditional vocabulary learning was more effective than incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode in immediate vocabulary learning while incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode was more effective than traditional vocabulary learning in delayed vocabulary retention.The questionnaire and interview data revealed that learners preferred the incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode.The findings may provide insights for vocabulary learning and teaching.It is advisable for teachers to use both incidental vocabulary learning via “L2 definition plus video” multimedia glossing mode and traditional vocabulary learning in vocabulary teaching to help students to learn words more effectively.