| Vocabulary learning is the foundation and an important part of foreign language acquisition.Senior high school is the critical period for English learners.According to the English curriculum goal system in New English Curriculum Standards for Senior High School(2013 Edition),senior high school students should gradually reach seven levels of English curriculum goal system,which requires students to master and use 2200 words and 300-400 idioms or fixed collocation correctly and smoothly.However,there are various subjects for senior high school students to learn,the time and ability are limited,what is more,the opportunity and atmosphere for senior high school students to practice and use English is insufficient.All these problems would affect English learning efficiency of senior high school students.From the perspective of psycho-linguistics,vocabulary presentation methods have close relation with students’ vocabulary learning breadth,memory length and application effect.Reasonable vocabulary presentation modes(VPMs)are a shortcut for senior high school students to acquire vocabulary and vocabulary knowledge effectively.It would have a multiplier effect if English teachers can provide effective and suitable vocabulary presentation modes for students to learn English.Therefore,the researches of vocabulary presentation modes have an important significance.In this paper,based on the theory of Levels of Information Processing Model,under the guidance of Nation’s Multi-dimensional Vocabulary Knowledge Framework theory and Second Vocabulary Knowledge theory framework of Ma Guanghui,the author designed vocabulary knowledge test papers,and intend from the spelling,word meaning,syntactic collocation and functional usage four dimensions to examine the different effects of the three types of vocabulary presentation(semantic clustering vocabulary presentation modes,thematic clustering vocabulary presentation modes and glossary vocabulary presentation modes)on the acquisition of vocabulary knowledge of senior high school students,in the hope of providing more help for senior high school students’ English vocabulary learning,and providing more impactful vocabulary presentation modes for senior high school teachers.In this paper,the author selected two classes of Grade three in An-yang No.1 Senior High School of Henan Province to conduct the experiment,and the total number of students was 96.The test of vocabulary knowledge of three groups target words that were presented with three vocabulary presentation modes is to study the vocabulary knowledge acquisition situation of the study objects of 30 target words.To ensure the effectiveness of the 30 target words,there would be a preliminary test before the formal experiment.In the experiment,study objects have been given two tests(the immediate test and delayed test)at the end of the experiment and one week after the end of target words learning.Both of the two tests data were analyzed by means of SPSS17.0.There would be an experimental questionnaire after the delay test,in order to comprehend students’ attitudes towards the three vocabulary presentation modes,and further find suitable and effective English vocabulary presentation modes for senior high school students.Data analysis revealed the following major findings:(1)All the three kinds of vocabulary presentation modes have positive effects on students’ vocabulary knowledge acquisition.(2)In the immediate test,thematic clustering and semantic clustering vocabulary presentation modes had better effect than glossary vocabulary presentation mode;but glossary vocabulary presentation mode got better grades than the other the two modes in spelling dimension;in meaning and functional usage dimension,semantic vocabulary presentation mode was better than the other two modes;however,in the syntactic collocation dimension,thematic clustering vocabulary presentation mode had higher grades than the other two modes.(3)In the delayed test,thematic clustering vocabulary presentation got the highest grades over three modes,which means the retention effect of thematic mode was the best.But in spelling dimension,glossary vocabulary presentation mode had the best retention effect;from the collocation dimension,semantic clustering presentation mode got the highest score.These results indicated that three kinds of vocabulary presentation modes have different memory retention effect for different dimensions of vocabulary knowledge.Through the experiment we can draw the following pedagogical implications:(1)In the teaching of English vocabulary,there is a close relationship between vocabulary presentation modes and vocabulary knowledge acquisition effect,and different vocabulary presentation modes have different vocabulary acquisition and retention effects.In English vocabulary teaching,teachers should choose suitable vocabulary presentation modes according to specific objectives and the actual situation.(2)Three kinds of vocabulary presentation methods have advantages and disadvantages,in vocabulary teaching teachers can combine three vocabulary presentation modes together,and discover the thematic and semantic links between target words besides glossary present,in order to strengthen the students’ familiar degree to the target words from various aspects,and strengthen the vocabulary knowledge input of target words.(3)In the present stage of new words,teachers should provide more vocabulary knowledge based on students’ English level,cognitive ability and life experience. |
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