A Comparative Study Of Three Vocabulary Presentation Modes On Vocabulary Retention Of Senior High School Students

As the key element for communication and thinking,vocabulary plays an essential role in second language acquisition.The presentation of new words is an important teaching procedure,and vocabulary presentation modes have a decisive influence on vocabulary learning.Effective presentation modes favor meaningful understanding and deep information processing,maintaining new words from short-term memory to long-term memory.Therefore,It is vital for vocabulary learning to explore effective vocabulary presentation modes.Based on Ebbinghaus Memory Theory,Input Hypothesis and Information Processing Theory,three presentation modes are adopted: glossary presentation mode,context presentation mode with meaning given and context presentation mode with meaning given after guessing.By conducting teaching experimental method and collecting data of immediate test and delayed test,this study aims to explore effect of three vocabulary presentation modes on vocabulary retention on Senior High School students.Three research questions are to be addressed:(1)How do the three presentation modes differently influence their vocabulary learning and retention for Chinese Senior High School students?(2)Which presentation mode performs best for Chinese Senior High School students vocabulary acquisition and short-term retention?(3)Which presentation mode has the best effect on Chinese Senior High School students’ vocabulary long-term retention?The empirical study was conducted in Chaoyang No.1 Senior High School in Shantou City,Guangdong.Three vocabulary presentation modes were employed respectively in three classes of Senior one.Research methods included vocabulary knowledge scale test,teaching experimental method,immediate test,delayed test,questionnaire,interview,etc.With the analyses of results by SPSS,conclusion was drawn.First,for Chinese Senior High School students,three vocabulary presentation modes make a difference to students’ vocabulary learning respectively and students will adjust their learning strategies and methods accordingly.Secondly,context presentation mode with meaning given performs best in vocabulary short-term retention.In context presentation mode with meaning given,new words can be understandingly processed and maintained to form stronger short-term memory than other two vocabulary presentation modes..Thirdly,both context presentation modes can improve students vocabulary long-term retention.In context presentation modes,words are stored as chunks serving as clue when recalling.Therefore,effect of context presentation modes perform better in vocabulary long-term retention.Some pedagogical implications were gained from the study: For Senior High School students,vocabulary presentation material that directly expose them to words’ collocation and usage scene can form into chunks easier.It can promote vocabulary short-term memory and long-term memory.As teachers,we should apply information processing and elaboration theory to our teaching while analyzing students learning situation and language proficiency and with the combination of multiply presentation modes.Consequently,effect of vocabulary learning and retention can be promoted with proper utilization of presentation modes.