A Study On The Effect Of Vocabulary Presentation Modes On The Vocabulary Learning Of The Junior High School Students

Vocabulary is the basic unit of language and performs a vital function in language learning.Vocabulary presentation as the first stage of English vocabulary teaching has received more and more attention in recent years,and its importance is self-evident.The vocabulary presentation is the process of presenting the target vocabulary to learners in a certain way or means.An outstanding vocabulary presentation mode can better help students understand the new vocabulary,deepen learners’ memory of the target vocabulary,and even improve their learning effect.Nevertheless,during the actual process of English vocabulary teaching in China,especially at the basic education stage,the vocabulary presentation modes applied by teachers are often relatively single,which leads to poor teaching effect and students can’t learn English very well.Therefore,exploring effective vocabulary presentation modes to promote students’ vocabulary learning has important practical significance.This research is based on the Memory theory,the Information Processing theory and the Elaboration theory.Through teaching experiments,two vocabulary presentation modes that are common and practical in real teaching are selected,namely,the visual presentation mode and the contextual presentation mode.The thesis aims to investigate that how do different vocabulary presentation modes affect their vocabulary learning of junior high school students.The experimental subjects come from two parallel classes in Grade seven of the junior high school and 30 new English words were used as experimental materials.In the experiment,the researcher used the visual presentation mode and the contextual presentation mode respectively for vocabulary teaching.After presentation,the subjects were tested instantly,and the two delayed post-tests were performed one week later.The same experiment was carried out three times in total.The data obtained in the experiment was analyzed and processed by SPSS 24.0,and the statistical methods used were Descriptive Statistical,Independent Sample T-test and Paired Sample T-test.Based on experimental research and data analysis,the conclusions are drawn from the following points:(1)In the immediate post-test,there is no significant difference between the visual presentation mode and the contextual presentation mode on the short-term memory effect for students,and the short-term memory effect of the visual presentation mode is slightly better;(2)In the delayed post-test,the vocabulary memory effects of the two vocabulary presentation modes are significantly different,and both have the memory fading tendency,but students learning in the visual presentation mode forget more quickly,that is,the contextual presentation mode is more helpful to students’ long-term memory and memory retention;(3)In terms of vocabulary knowledge in depth,an obvious difference between these two presentation modes can be revealed,and the visual presentation mode is not as good as the contextual presentation mode,which is more conductive to students’ depth of the vocabulary knowledge.Through the above experimental conclusions,some English vocabulary teaching findings are as follows:(1)In English vocabulary teaching,different vocabulary presentation modes have different effects on vocabulary knowledge acquisition and memory retention.If you want to boost students’ long-term memory effect,then the contextual presentation mode should be applied.If students require remembering the words within a short notice,it’s effective to adopt the visual presentation mode.Teachers should choose the appropriate vocabulary presentation modes according to actual situation and specific goals while teaching English vocabulary.(2)The two vocabulary presentation modes have their own pros and cons.Teachers can combine two vocabulary presentation modes in actual teaching,and provide students with specific contexts on the basis of the visual presentation to deepen students’ learning of depth of the vocabulary knowledge,even improve the learning effect of students’ vocabulary knowledge better.