A Study On The Impacts Of Clustering Presentation Mode On Middle School Students’ Multidimensional Vocabulary Knowledge

In recent years,the research on the breadth and depth of English vocabulary has attracted wide attention in the field of foreign language teaching.At present,the research on vocabulary breadth is mainly focused on the mastery of vocabulary,while the research on the depth of vocabulary knowledge is rarely seen.For this reason,based on Nation’s Multidimensional vocabulary knowledge framework,this paper discusses the influence of clustering vocabulary presentation mode on the learning effect of Multidimensional vocabulary knowledge in junior middle school.It discusses from five aspects,that is,the form,meaning,syntactic collocation,grammatical function and semantic connection of target words.This paper mainly reaearch what the significant differences between thematic clustering and semantic clustering in the acquisition of multidimensional vocabulary knowledge of target words are in the immediate post-teat and delayed post-test respectively which aims to provide advices for English vocabulary teaching in middle schools.The subjects of this study are from two classes of a junior middle school in Yi Chang.Before the experiment,the mid-term test results of the two classes were selected as the pretest data,which proved that there was no significant differenc of the two classes.In the formal experiment,the author use the thematic clustering and the semantic clustering to teach the same content in the two classes respectively.After the presentation,the immediate post-test was carried out.After that,the delayed post-test was conducted in a week.All the data of the experiment were statistically analyzed by SPSS 23.The following conclusions are drawn: 1)In the immediate post-test,the thematic clustering group has obvious advantages in the receptive knowledge of the meanings of the target words,while the semantic clustering group does better in the productive knowledge of the semantic association.2)In terms of delay post-test,the thematic clustering group has obvious advantages in the productive knowledge of the meanings of the target words,while the semantic clustering group has a better learning effect in the productive knowledge of the grammar function of the target words and the semantic connection.The above research shows that thematic clustering has a better learning effect on the shallow lexical knowledge such as word form and meaning beacuse its processing of vocabulary stays at a superficial level.While the semantic clustering has a better learning effect on the deep level knowledge such as grammar and collocation because its processing of vocabulary stays at a deeper level.According to the above conclusions,there are some implecations on the vocabulary teaching.The thematic clustering is more suitable for beginners,the teachers should try to use the themantic clustering presentation mode for beginers so as to refuse the interference effect among the target words.Semantic clustering is more suitable for intermediate leaeners,the teachers are supposed to teach them to classify the words according to their meanings so that they can underatand and remember the words better.