A Study On The Effect Of Vocabulary Presentation Modes On Senior One Students’ English Vocabulary Learning

Vocabulary is fundamental in language teaching and learning.So its teaching has been gradually important in recent years.However,most teachers only use one presentation mode in classroom which results in students’ vocabulary learning inefficiency.Therefore,to explore the effective vocabulary presentation modes(VPMs)is significant in practice.The present paper was designed to answer two questions: what are the effects of different vocabulary presentation modes on Senior One students’ English vocabulary learning in terms of spelling,word class,word meaning,syntactic collocation and functional usage and what are the effects of different vocabulary presentation modes on Senior One students’ receptive vocabulary learning and productive vocabulary learning?Based on the Cognitive Memory Theory put forward by Atkinson & Shiffrin(1968),Information Processing Theory put forward by Pashler & Carrier(1996)and Elaboration Theory established by Reigeluth(1982),this paper studied the effects of three frequently-used vocabulary presentation modes(glossary presentation mode,picture presentation mode and context presentation mode)on Senior One students’ English vocabulary learning ability.110 Senior One students in Ji’an county high school were chosen as participants and 10 new vocabulary(specialist,career,sickness,emergency,medical,generation,determination,gentle,delivery,devote)were chosen as target words.But 107 students’ scores were valid,as the other 3 students finished the test optionally or didn’t finish the test.Then,the researcher presented these 10 words through glossary presentation mode,picture presentation mode and context presentation mode.After being taught,students were asked to finish the immediatetest.A week later,they were asked to complete the delayed test.Data from the research were analyzed by SPSS 17.0.Some conclusions could be drawn in the present research.In conclusion,the immediate test and the delayed test both revealed that picture presentation mode was the best vocabulary presentation mode in Senior One students’ English vocabulary learning.At the same time,context presentation mode has better effect on Senior One students’ English vocabulary learning.Some suggestions could be put forward for English teachers.The first suggestion was that high school teachers could use pictures appropriately in English vocabulary teaching.Secondly,when high school teachers teach syntactic collocation of English vocabulary,context presentation mode could be used.Thirdly,teachers in high school could use context presentation mode to teach vocabulary for high proficient learners.