| Vocabulary is the basic unit of language and the cornerstone of human communication and exchange.As the foundation of English teaching,vocabulary teaching plays an important role in promoting the comprehensive development of English learners’ listening,speaking,reading and writing skills.In the multimedia teaching environment,the presentation of vocabulary tends to be diversified and visualized.How to deepen learners’ vocabulary comprehension and memorization,and change their attitudes towards vocabulary learning through effective presentation has become an urgent problem to be solved.Therefore,this study constructs the multimedia graphic-text teaching mode to explore its influence on junior high school English learners’ vocabulary acquisition,in order to provide a reference for English vocabulary teaching in junior high school.Based on the Cognitive Theory of Multimedia Learning,this study used literature research method,educational experimental method,test method,questionnaire method and interview method as the research methods,and adopted some research tools such as the English final test,breadth of receptive vocabulary knowledge test,breadth of productive vocabulary knowledge test,depth of vocabulary knowledge test,the questionnaire of learners’ attitudes towards vocabulary learning,semi-structured interview outline,Excel2016 and SPSS 17.0.A total of 102 English learners in Class 7 and Class 8,that are two parallel classes in the eighth grade in Xinxiang No.X Middle School,were chosen as the research objects.And the experimental research was carried out for 4 months.This study mainly focuses on the following three questions:(1)What is the effect of multimedia graphic-text teaching mode on junior high school English learners’ receptive vocabulary acquisition? The main question consists of two sub-questions: What are the effects of multimedia graphic-text teaching mode on junior high school English learners’ timely acquisition of breadth and depth of receptive vocabulary? What are the effects of multimedia graphic-text teaching mode on junior high school English learners’ delayed acquisition of breadth and depth of receptive vocabulary?(2)What is the effect of multimedia graphic-text teaching mode on junior high school English learners’ productive vocabulary acquisition? The main question consists of two sub-questions: What are the effects of multimedia graphic-text teaching mode on junior high school English learners’ timely acquisition of breadth and depth of productive vocabulary? What are the effects of multimedia graphic-text teaching mode on junior high school English learners’ delayed acquisition of breadth and depth of productive vocabulary?(3)What is the effect of multimedia graphic-text teaching mode on junior high school English learners’ attitudes towards vocabulary learning?The results are as follows:(1)The multimedia graphic-text teaching mode has a positive effect on junior high school English learners’ receptive vocabulary acquisition.In the experimental group,whether breadth acquisition of receptive vocabulary or depth acquisition of receptive vocabulary,there is a significant difference between pre-test and timely test,while there is no significant difference between timely test and delayed test.It indicates that the multimedia graphic-text teaching mode could improve the short-term memory and long-term memory of receptive vocabulary acquisition in the experimental group.(2)The multimedia graphic-text teaching mode has a positive effect on junior high school English learners’ depth acquisition of productive vocabulary.In the breadth of productive vocabulary knowledge test,the timely test and delayed test scores of the experimental group are slightly higher than those of the control group,but the difference between the timely test and delayed test scores of the control group is lower than that of the experimental group.In the depth of productive vocabulary knowledge test,the timely test and delayed test scores of the experimental group are not only slightly higher than those of the control group,but the difference between the post-tests scores is also lower than that of the control group.It indicates that the multimedia graphic-text teaching mode can promote the depth acquisition of productive vocabulary of the research objects,but has no significant effect on the breadth acquisition of productive vocabulary.(3)The multimedia graphic-text teaching mode has a positive effect on junior high school English learners’ attitudes towards vocabulary learning.The researcher conducted the questionnaire and semi-structured interview with the experimental group.On the basis of quantitative and qualitative analysis,the researcher found that the experimental group had a positive attitude towards the multimedia graphic-text teaching mode,believing that this mode could help learners reduce the pressure of vocabulary learning,deepen their comprehension and memorization of vocabulary and related knowledge,enrich extracurricular knowledge,liven up the class,and increase their interest in learning English vocabulary.Based on the results,the researcher proposes the following three pedagogical implications for teaching vocabulary in junior high school:(1)Teachers should understand the current situation of vocabulary teaching and improve their understanding of vocabulary acquisition.(2)Teachers should pay attention to the promoting effect of multimedia graphic-text teaching mode on junior high school English learners’ vocabulary acquisition.(3)Teachers should care about the effect of multimedia graphic-text teaching mode on changing junior high school English learners’ attitude towards vocabulary learning. |
PDF Full Text Request