| It is well known that vocabulary is the basis of language learning.The vocabulary presentation,which is the first step for learners to get to know the words,has been studied by many researchers,but there have been rare researches on comparing the textual enhancement presentation method with visual cues presentation method.The aim of this study is to compare the effects of the two presentation methods: the textual enhancement presentation method and the visual cues presentation method,on the junior high school students' vocabulary acquisition,with the hope that the effective presentation methods can help teachers teach vocabulary more efficiently and help students learn and memorize the vocabulary more easily.Based on Krashen's Input Hypothesis,Schmidt's Noticing Hypothesis,and Paivio's Dual Coding Theory,two research questions of the study are listed in following:1.Which presentation method will be more effective on junior high school students' immediate vocabulary acquisition,textual enhancement presentation method or visual cues presentation method? 2.Which presentation method will be more effective on junior high school students' delayed vocabulary acquisition,textual enhancement presentation method or visual cues presentation method? Textual enhancement presentation means to present target words in dialogues or sentences with the target words underlined,bolded and italicized.Visual cues presentation means to present the target words by firstly showing pictures,then playing videos.The 164 participants were Grade Eight students from a middle school in Tongwei,which included 55 students from the same grade chosen to do the pilot study.The experimental classes were Class One(54)and Class Two(55).Before the experiment,the participants were tested by the vocabulary size test and made the homogeneity of the experimental classes.The teacher presented the ten target words by textual presentation method and visual cues presentation method in two classes respectively.After 30 minutes' presentation of the ten target words,the participants were asked to spend 20 minutes to finish the immediate post test and handed them in immediately.After a week,the delayed post test was conducted.VKS was employed in the tests which aimed at testing students' acquisition and retention of vocabulary knowledge.The experiment used SPSS 22.0 to analyze the data.The independent-samples T test was employed to testify whether there was a significant difference between the textual enhancement presentation methodthe visual cues presentation method on the effects of vocabulary acquisition in immediate post test and delayed post test.The results are in the following: Firstly,the visual cues presentation method is more effective on junior high school students' immediate vocabulary acquisition.Secondly,the visual cues presentation method is more effective on junior high school students' delayed vocabulary acquisition.In other word,when compared with the effects of the textual enhancement presentation method on junior school students' vocabulary acquisition,the visual cues presentation method is more effective for students to help them get familiar with the vocabulary and have a long retention of the vocabulary.There are also some pedagogical implications can be drawn from thesis.First of all,according to the specific targets and real situation,the teachers can choose proper method to present the vocabulary Secondly,the teachers should use visual cues to present the vocabulary vividly. |
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