| Mastering a certain amount of vocabulary is one of the most necessary conditions for successfully learning a language.Vocabulary learning is the most basic problem throughout the whole process of language learning.In China,the graduates of higher vocational colleges will be in the first line of production,construction,service and management.Therefore,a certain English learning ability is a necessary skill for higher vocational college students in growing into application-oriented talents of modern technology,improving their employment competitiveness and developing their career.However,students in higher vocational colleges have a weak English foundation and low learning efficiency.So English teaching,especially vocabulary teaching,is a problem that troubles English teachers in higher vocational colleges.It is of great practical significance to explore effective ways of vocabulary presentation for improving the effect of vocabulary memory and vocabulary teaching.This study took 60 freshmen from the class of 2019 in a vocational college in Inner Mongolia as the research objects.It is based on the theory of psychological lexicon and information processing.This study aimed to compare the memorizing effect of clustering vocabulary presentation and traditional vocabulary presentation.The research questions of this study are as follows: 1.After vocabulary is taught in the way of clustering vocabulary presentation mode,is the vocabulary memorizing effect of students in the experimental class significantly different from that of the control class? 2.Under the clustering vocabulary presentation mode or the traditional vocabulary presentation mode,which is better for the students’ mastery of vocabulary in the real-time test or the time-delay retention? 3.What is the attitude of students with different English proficiency towards the clustering vocabulary presentation?In this study,English proficiency test,pilot experiment,one real-time test and two delayed tests were conducted successively.Experimental data were processed by the social science statistical software(SPSS 25.0).This study draws the following conclusions: 1.In the real-time test,there was no significant difference in vocabulary memorizing effect between the experimental class and the control class,that is,in terms of short-term memory,the two vocabulary presentation methods had the same effect in vocabulary memorizing;2.The delay test results show that there is a significant difference between the experimental class and the control class in vocabulary memorizing,that is,the clustering presentation teaching method is better than the traditional vocabulary presentation method in terms of memory retention;3.After interviews,researchers found that clustering presentation was not suitable for students who scored very low in English level 3 test,because their English vocabulary was very poor and it was difficult to form semantic connections or lexical category clustering.Therefore,traditional vocabulary presentation is much easier for poor foundation learners to find and memorize vocabulary.Through the experimental research,we get some revelation: English teachers should help students build mental lexicon consciously in the teaching,vocabulary stimulus nodes are also added.To make students acquire some knowledge of English national culture,and to learn some English country life material context gradually are helpful to establish the connection of clustering algorithm and induce deed and functional context resonance.Teachers should also consider a series of positional effects when presenting new words in English class,and adjust the order and time of vocabulary presentation appropriately,so as to make students memorize new words best. |
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