An Empirical Study On The Effects Of Vocabulary Presentation Methods Of English Vocabulary Memorization Of Junior School Students

Vocabulary learning is the most basic and important part of English learning,which directly affects students’ comprehensive language ability,including listening,speaking,reading,writing and other abilities.In the English learning for students in middle school,difficulties can be found in word memory.Some students complained that even if they could remember the spelling and meaning of the words,still they often failed to use them correctly.English vocabulary learning is a long and complex process,but there are many ways and teaching strategies to it.To promote our English teaching quality and help students overcome difficulties in vocabulary learning,this paper explore the common ways of vocabulary presentation on junior middle school English teaching and students’ English vocabulary acquisition by using word list presentation and multimodal vocabulary presentation,taking into account of the students’ knowledge structure and cognitive level.Based on theory of memory and addition theory,the study focuses on the following three questions:(1)How do different methods of vocabulary presentation affect students’ short-term memory?(2)What is the effect of different methods of vocabulary presentation on students’ long-term memory?(3)What is the effect of different methods of vocabulary presentation on students’ depth of vocabulary? In order to solve the above problems,this paper mainly adopts interview,experiment and questionnaire.The interview method is divided into two parts,one is an interview with teachers,the other is an interview with students.Before the experiment,the author interviewed 21 teachers from different regions,in order to find out the teachers’ understanding and application of multimodal vocabulary presentation method and word list presentation method.After the experiment,the author interviewed 20 students who came from different grades in order to find out their opinions and suggestions on the two ways of vocabulary presentation method.The subjects of the experiment of this paper are students from two parallel classes(Class 2 and Class 5)in grade 7 of Sanshui Foreign Language School in Foshan.Four experimental teaching sessions are conducted,in which word list presentation and multimodal vocabulary presentation are respectively applied to the two classes for vocabulary teaching.82 students from two classes were tested four times with four short-term memory tests and four long-term memory tests.The short-term memory test refers to a test of new words within 10 minutes after they are taught to students,and the long-term memory test refers to a 10-minute-test of the relevant words one week after the vocabulary lesson.SPSS 20.system was used to analyze the data of the four short-term memory tests and the four long-term memory tests,including the Descriptive Statistical,Independent Sample T-Test.The subjects of this questionnaire survey are Class 2 and Class 5 of Grade 7.The questions cover the students’ attitudes towards multimodal vocabulary presentation method and word list presentation method,the influences of the two vocabulary presentation methods on students’ learning effect and autonomous learning ability.The findings of this study are as follows:(1)There is no significant difference between word list presentation and multimodal vocabulary presentation in the short-term memory learning of new words for junior middle school students,though the latter is slightly better in teaching effect.(2)Multimodal vocabulary presentation is significantly better than the word list presentation in the long-term memory learning of new words for junior middle school students.(3)The presentation of multimodal vocabulary enables students not only to recognize the shape and basic meaning of the word,but also to master other meanings and use of the word.What’s more,students can also master the meaning of the word in the passage.Therefore,in terms of the depth of the vocabulary,multimodal vocabulary presentation method is significantly better than word list presentation method.Word list presentation method and multimodal presentation method have their own advantages.Word list presentation method can help students remember a large number of words in a short time,especially for the students who are about to take part in the test.Multimodal vocabulary presentation method makes vocabulary teaching not so single and boring,which can help students remember vocabulary and deepen the memory of vocabulary.There are many ways to present vocabulary.When choosing the way to present vocabulary,teachers can choose a combination of different methods to present vocabulary according to the specific situation and help students remember the words.Due to the limited theoretical level and objective conditions of the author,the experiment has some limitations.In the later research,a study may focus on the influence of different ways of vocabulary presentation method on the acquisition of students of different genders,or the influence of different ways of vocabulary presentation method on the acquisition of students of different ages.