Effects Of Vocabulary Presentation Modes On Vocabulary Memory Of Junior Middle School Students

Vocabulary is the most basic part of language learning and plays a crucial role in English learning.Vocabulary learning not only depends on learners’ learning methods,but also is affected by the mode vocabulary is presented.In recent years,due to the monotonous vocabulary presentation mode of junior middle school teachers,students’ vocabulary learning efficiency is low and words cannot be remembered.Therefore,it is of great practical significance to find effective presentation methods to promote students’ vocabulary memory.Scholars at home and abroad also attach great importance to the relationship between vocabulary presentation mode and the effect of English vocabulary memory and have achieved fruitful results.Based on summarizing the research results of these scholars and reading a large number of domestic and foreign literatures on the modes of vocabulary presentation,the author conducted an experiment on the subjects of three parallel classes in the eight grade of the 45 th Middle School of Lanzhou,aiming to explore which mode of vocabulary presentation is more conducive to students’ vocabulary memory.The author applies vocabulary list presentation,picture presentation and example sentence presentation to junior middle school English vocabulary teaching,aiming at helping teachers study which vocabulary presentation mode is more conducive to students’ vocabulary memory and can improve their vocabulary memory efficiency.This study mainly uses the teaching experiment method and the interview method.This study attempts to answer the following three questions:1.Which one of the three vocabulary presentation modes is more conducive to students’ short-term memory of vocabulary ?2.Which one of the three vocabulary presentation modes is more conducive to students’ long-term memory of vocabulary ?3.Do the modes of vocabulary presentation used in the experiment benefit students’ vocabulary memory?In the study,120 students from No.45 Middle School in Lanzhou participated in the experiment.The author used word list presentation,picture presentation and example sentence presentation for three parallel classes.At the end of the experiment,the author conducted an immediate test on the subjects in three classes,and the results showed that there were significant differences in the three modes of vocabulary presentation.However,in the delayed test one week later,there was no significant difference in the effectof the three modes of vocabulary presentation on vocabulary memory.Data results show that the picture presentation is more conducive to the vocabulary memory of junior middle school students.The main conclusions of this study are as follows:1.The mode of picture presentation is more conducive to junior middle school students’ short-term memory of vocabulary,followed by the mode of word list presentation,and the mode of example sentence presentation is the worst.2.The mode of picture presentation is more conducive to the vocabulary memory of junior middle school students’ long-term memory of vocabulary,followed by the mode of word list presentation,and the mode of example sentence presentation is the worst.3.According to the results of interview,the modes of vocabulary presentation used in the experiment benefit students’ vocabulary memory.This study shows that the picture presentation method achieves a relatively good effect in vocabulary memory.Therefore,teachers should try to use vivid and intuitive vocabulary presentation methods to display target vocabulary,such as pictures and images;However,the mode of example sentence presentation is not ideal in both test results,indicating that effect of example sentence presentation on vocabulary memory is not good.Therefore,teachers should make appropriate use of it in actual vocabulary teaching,especially for low-level English learners;The effect of word list presentation is second only to that of picture presentation.