Effects Of Semantic Related Presentation Mode And Semantic Unrelated Presentation Mode On Senior High School Students’ Vocabulary Acquisition

With the development of English curriculum reform,English teaching has changed from teacher-centered to student-centered,from focusing on grammar and vocabulary knowledge to train students’ practical linguistic competence.But the students’ practical linguistic competence has not obviously improved.Because of the fundamental realities of the country,Chinese students,especially senior high school students,mainly learn the language in class,which provides students with less opportunities to learn in the authentic context.Besides,no improvement of practical linguistic competence and the lack of solid knowledge of grammar and vocabulary have a negative impact on English teaching.Therefore,in recent years,many language researchers and English teachers have begun to pay more attention to the teaching of vocabulary and grammar.Vocabulary,as a basic branch of language,is of great importance and vocabulary acquisition also plays a very important role in second language acquisition.This study uses the semantic field theory and the theory of depths of processing as the theoretical basis,and adopts the Latin square experimental method to explore the validity and effects of semantic related vocabulary presentation mode(SRVPM)and semantic unrelated vocabulary presentation mode(SUVPM);The thesis compares these two kinds of vocabulary presentations in order to figure out which one is more effective on students’ vocabulary memorization.First of all,the questionnaire was used to obtain the students’ attitudes and preferences of the two vocabulary presentation modes in this experiment and their daily study.Before the experiment,80 subjects and 30 target words were selected according to the principle of consistency on the subjects’ English proficiency and vocabulary level,and the principle of not acquainted with a single word.After the experiment,the immediate test is to test their vocabulary acquisition in short-term memory.A week later,a delayed post-test is performed to detect the effects of long-term memory.By comparing the results of the two tests to examine the forgetting rate of the two kinds of vocabulary presentation modes.All data was processed by the social science statistical software 22.0(SPSS22.0).By using quantitative analysis,the present study offers some interesting findings: The second language vocabulary acquisition was significantly relevant to the vocabulary presentation modes.Comparing the two vocabulary presentation modes,the relevance of SRVPM is higher and it is more effective to second language vocabulary acquisition.The analysis of the questionnaire shows that students from B-level classes are willing to accept SRVPM.This study also provides some suggestions for senior high school English teaching in our country.For example,improving students’ interest in vocabulary learning and developing a habit of using semantic relevance to memorize vocabulary,reviewing the words in the teaching process,using different teaching methods to help students build semantic frameworks.Finally,the author mentioned the limitations of the study and suggestions for future research.