The Role Of Picture And Gesture In Preschool Children 's English Vocabulary Learning

In this study, 40 children aged 4-5 are selected from a kindergarten in Qufu randomly, and the experiments used within-subject design. The experiments have five stages: pre-exercise preparation, professor of vocabulary, translation task, comprehension task and tracking task. Among them, the pre-exercise preparation, professor of vocabulary, translation task and comprehension task is conducted one by one, and the subjects mainly on circumstances of children’ vocabulary learning. Tracking task isconducted one week after the end of the experiment early, and the subject mainly on circumstances of children’ vocabulary memory. The independent variable have four kinds of level(level 1: present English words alone; level 2: present English words and pictures; level 3: present English words and gestures; level 4: present English words, pictures and gestures at the same time),eight English words are teached mainly on discusses the role of the English vocabulary learning on " present words alone ", " present words and pictures ", "present words and gestures " and "words, pictures, gestures are presented at the same time".Through statistical analysis, the results are:(1) There is a significant difference among conditions based on gender in translation task(F = 15.026, p = 0.001), the score of different gender children are significantly different. Femal children’ score in the " words ", "words and pictures" "words and gestures" and "words, pictures and gestures" are significantly higher than male children. There was a significant difference among conditions based on gender in understanding tasks(F = 6.476, p = 0.017), scores of children of different genders significantly different, female’ scores in the "words and pictures", "words and gestures" are significantly higher than male’;(2) There is a significant difference among conditions based on gender in the level of "words and pictures"(F = 15.768, p = 0.001), the score of different gender children are significantly different.Female’ scores are significantly higher than males; There was a significant difference among conditions based on genderhe in the kinds of level "words and gestures"(F = 10.177, p = 0.004), the score of different gender children are significantly different.Female’ score are significantly higher than male’;(3) A significant difference among conditions is based on the kinds of words’ expression in the translation task(F = 7.565, p = 0.001), the score of "words and pictures" are significantly higher than the " words ", "words and gestures" and "words, pictures and gestures"; the score of "words and gestures" are significantly higher than the " words ";(4) A significant difference among conditions is based on the kinds of words’ production in the comprehension task(F = 3.747, p = 0.014),the score of "words and pictures" are significantly higher than the " words ", "words and gestures" and "words, picture s and gestures";Conclusion: Pictures can help Chinese children aged 4-5 to learn English words well; iconic gesture also can help Chinese children aged 4-5 to learn English words well; there is a significant difference among conditions based on gender of Chinese children aged 4-5, and female better than male.