A Comparative Study Of The Effects Of Descriptive Teaching Versus Game Teaching Methods On English Vocabulary Retention Among Middle School Students

Vocabulary mastery plays a pivotal role in English teaching. New English Curriculum Standards put forward explicit requirements that at the ninth grade students should learn to use 1500-1600 words and 200-300 idioms or fixed collocations. Vocabulary teaching method has an important influence on middle school students’ English vocabulary mastery. However the traditional vocabulary teaching method is often boring, which leads to the loss of students’ learning interest and confidence. Therefore, it is of practical significance to study how to improve students’ vocabulary memory effect through effective vocabulary teaching methods.This thesis draws on the cognitive processing theory, input hypothesis and the affective filter hypothesis, uses the questionnaire and experiment method between the game teaching method and the traditional description teaching mode, and investigates the effects on middle school students’ vocabulary learning. The author conducted a research, concerning about several issues:1, what influences does game teaching method have on vocabulary acquisition?2, comparing game teaching and descriptive teaching, which kinds of teaching methods can promote instant memorization of vocabulary?3, comparing game teaching and descriptive teaching, which kinds of teaching methods are beneficial to sustained memory of newly-learned vocabulary?In the experiment, two Grade Seven classes were chosen as the subjects. Two different vocabulary teaching methods were applied to these two classes. Five sets of new words from five units were presented, followed by fifteen tests (three for each unit).The data is analyzed by SPSS. By comparing the instant and sustained tests results, I have found that:1.The short-term memory effect of the game learning on vocabulary learning is not significant, but the retention rate of words is relatively good. So the game teaching mode is more conducive to the retention of the vocabulary.2.In instant test, the description teaching method is better than game teaching method in vocabulary memory, but there is no remarkable difference.3.In the first-time sustained test, the descriptive teaching method is better than game teaching method in vocabulary memory, but there is no remarkable difference. In the second-time sustained test, the game teaching method is higher than the description teaching method, and has a significant meaning.Therefore, the game teaching method is more conducive to maintaining and consolidating vocabulary. At the same time, it is also found that traditional vocabulary teaching methods are not without merit. Teachers should stimulate students’ interest in vocabulary learning as much as possible, and use a variety of vocabulary teaching methods to achieve the maximum effect of vocabulary learning and long-term retention.