A Study On The Effects Of Vocabulary Presentation On English Vocabulary Memorization In Middle School

Vocabulary is the cornerstone of language learning.Many scholars at home and abroad have long affirmed the important position of vocabulary in language teaching.As the primary stage of English vocabulary teaching,vocabulary presentation has gradually attracted people’s attention in recent years.However,in the actual English teaching in primary and secondary schools in China,teachers’ vocabulary presentation methods are often relatively simple,students’ interests in English learning are not high,and the effect of vocabulary learning is poor.Therefore,it is of great practical significance to explore effective ways of vocabulary presentation to improve the effect of vocabulary memorization..Based on the Memory Theory,Information Processing Theory and Elaboration Theory in Cognitive Psychology,this study conducts a one-semester teaching experiment in a middle school in Jinan.In order to find out the influence of vocabulary presentation on students’ vocabulary memorization,the author chooses the two most common and easy ways to implement vocabulary presentation methods in teaching practice,that is,picture presentation and contextual presentation.The author carries out vocabulary teaching in two parallel classes of grade eight in this school by these two ways,and carries out five immediate tests and one delay test.All the data obtained are analyzed by SPSS 20.0 system and tested by independent sample T test,single factor analysis of variance,multiple comparison analysis and Excel linear chart analysis.The research results show that(1)In the immediate test,different vocabulary presentation modes have no significant effect on students’ vocabulary memorization.Pictures presentation is of the little good teaching effect compared with the contextual presentation.(2)In the delay test,vocabulary presentation methods have significant influence on the students’ vocabulary memorization.Contextual presentation has better effects on the amount and retention of vocabulary than the picture presentation.The students forget slowly.(3)For the words of different parts of speech,picture presentationshows the effect of a significant difference,and contextual presentation shows no differences,which is more suitable for teaching nouns by picture presentation and adjectives by contextual presentation.And the two methods have little differences in the effects of memorizing verbs.Based on the above conclusions,this study draws the following teaching implications:Firstly,the age characteristics and learning style of teaching objects should be analyzed before vocabulary teaching.Teachers reasonably choose effective vocabulary presentation method which,in the one hand,can arouse students’ interests in English learning and,in the other hand,is necessary to avoid the burden of understanding and memorizing words.Secondly,according to words of different part of speech,teachers are more flexible in choosing suitable ways of presenting words.Last but not least,teachers can combine various methods of presenting words organically in the order of picture— word list —context.In order to make students achieve the best vocabulary memorization effect,we can also accompany with some teaching activities like groups cooperative learning,discuss,ask questions and competition,etc.