The Effect Of The Vocabulary Presentation Mode Of Thematic Clustering On The Learning Of Depth Knowledge Of Chinese Vocabulary

In recent years,in the field of Chinese as a second language acqui sition,researchers have gradually attached importance to the study of vocabulary teaching and vocabulary acquisi tion.Vocabulary presentation is the first step of vocabulary teaching,influencing the learners'primary impression of the target vocabulary and the subsequent acquisition of vocabulary knowledge.However,it has become a widely discussed and controversial topic in the field of second language acquisition at home and abroad as to which way of vocabulary presentation is the most beneficial to the acquisition of vocabulary knowledge.At present,vocabulary presentation has changed from a single vocabulary list to picture presentation,semantic presentation,sentence presentation,theme presentation or multimedia presentation,in whien the theme clustering presentation has attracted more and more attention.At present,researchers at home and abroad have carried out some studies on it,but most researchers have only explored the effect of the presentation of theme clusters on vocabulary memory,or have simply tested learners'mastery of vocabulary in terms of spelling and meaning.However,in order to judge whether a learner has mastered the lexical knowledge of the target word,it is necessary to pay more attention to his/her mastery of the lexical depth in addition to the form and meaning.The in-depth knowledge referred to in this paper is the four-level lexical knowledge proposed by the Nation(1990):the form of the word,the function of the word,the position of the word,and the meaning of the word.In addition,in the existing thematic cluster presentation studies,the research objects are mainly English second language learners,and there ar e few empirical studies on Chinese second language learners.Therefore,there is a need for research in this field to explore more effective ways of presenting vocabulary to facilitate the acquisition of vocabulary knowledge by Chinese second language learners.In summary and draw lessons from the domestic and foreign scholars on the basis of research results,based on the schema theory,information processing theory and cognitive load theory as the instruction,and aims to analyze the effects of different presentation modes on the three dimensions of lexical meaning,syntactic function and semantic collocation of target words,and to test the lexical depth knowledge from the perspectives of output and receptivity respectively.The two lexical presentation methods are thematic clustering and traditional example sentence presentation.In addition,since the degree of internalization of vocabulary knowledge can also help judge the effect of vocabulary knowledge acquisition,the response time of vocabulary knowledge test is added as a reference standard for the effect of vocabulary knowledge acquisition.In this study,40 sophomores of Chinese second language learners from Malaysia were selected as research subjects,and they were divided into two groups with 20 students in each group.One group was the experimental group,presenting the target words in the way of thematic clustering,whi le the other group was the control group,presenting the target words in the way of traditional example sentences.The target words learned by the two groups were basically the same.Each group was given three classes in which eight new words were presented.The entire experiment lasted 60 minutes,including a 35-minute word demonstration and a 25-minute instant test.A week later,the delayed test was performed.In this study,in addition to the experiment,after the third instant test,we randomly selected 3 subjects in each group for interviews and asked 3-4 questions related to the experiment as supplementary materials.Based on this experiment,this paper proposes three questions:1)in the instant test,compared with the traditional example sentence presentation,i s the thematic clustering vocabulary presentation method more conducive to the acquisition of vocabulary depth knowledge?2)in the delayed test,compared with the traditional example sentence presentation,i s the thematic clustering vocabulary presentation method more conducive to the acquisition of vocabulary depth knowledge?3)compared wi th the traditional example sentence presentation method,can the presentation method of thematic clustering facilitate the reaction time of vocabulary test?We collected data through E-Prime and analyzed it through SPSS 23.0.The experimental results showed that both thematic clustering and traditional example sentence presentation in the immcdiate and delayed tests were effective learning methods to promte the acquisition and retention of in-depth vocabulary knowledge,but there were some differences in the different dimensions of vocabulary knowledge between the two.The instant results showed that there were significant advantages in the thematic clustering in terms of receptive lexical knowledge of word meaning and collocation.The delayed tes t resul ts showed that,under the theme clustering approach,the learners maintained a significant advantage in terms of the output and receptivity of lexical knowledge and the receptivity of word col location,and their overall performance in the acquisition of receptivity lexical knowledge was better.The presentation of traditional example sentences,on the other hand,has achieved good results in terms of productive vocabulary knowledge,especially syntactic functions,and has been more of fective than thematic clustering,but not yet signi ficant.The reasons for the differences have been analyzed and discussed in this paper.The research results have some implications for the current second language teaching of Chinese:1)vocabulary teaching varies from person to person.For learners who have not mastered the meaning of new words,a thematic clustering method can be used to present the vocabulary.2)teachers should try to extract the theme of the text according to the textbook,construct the schema,and select the theme familiar to learners as the entry point to ensure that the schema can play a role.3)The corpus method can help teachers to select theme words and improve the efficiency and scienti ficity of lesson preparation.