| Vocabulary is a core knowledge field in foreign language teaching.However,the research focus on the traditional mainstream linguistics lies in the analysis of grammatical structures in language,and vocabulary is only regarded as the filler of grammatical structures.Actually,in English learning,the role of vocabulary is very important.Besides,the most critical period for laying the foundation for English learning is at the junior high school learning stage,and most of the vocabulary learned during this period is the basic vocabulary,and it is especially important to master the core vocabulary well during this period.In the English learning stage of junior high,there are some widespread problems such as single vocabulary learning methods and high rate of forgetting.Cognitive psychology holds that people’s understanding of the information they receive changes depending on how it is presented.However,a direct effect on memory length is how well the information is understood.In other words,in English vocabulary learning,if we can use reasonable and effective vocabulary expression,it will help us a lot to improve the junior high school students’ vocabulary memory.Therefore,it has the practical value to find a reasonable and effective vocabulary presentation method through some experimental studies,which can effectively improve the vocabulary learning effect of junior high school students.In this paper,the author selects 99 students as the experimental objects,and uses the Theory of Information Processing and Add Theory as the theoretical basis of the experiment.Through scientific and reasonable experiments,two different vocabulary presentation methods are tested(word list presentation and presentation through context),and the effects of these two different ways of vocabulary presentation on Long-term memory and Short-term memory in vocabulary retention are examined.The author divides the 99 junior high school students into two experimental groups : the word list experimental group and context experimental group according to the different presentation ways.For the selected 10 new words,the two experimental groups are given 15 minutes to remember the target words.Then,there will be a Short-term memory test immediately,and then,a test for Long-term memory after a week.In both tests,The ways of presentation is different in two experimental groups,but the time and content of the tests are identical.When the experiment ends,the author uses SPSS25.0 to describe the statistical analysis of experimental data,and analyze Descriptive Statistics and Independent-samples T test.It is found that the word list presentation is better than the context presentation in the Short-term memory test.After a week,context presentation is superior to word list presentation in terms of vocabulary retention.By discussing the experimental process of this research,the following conclusions and inspirations are drawn: in English teaching,teachers should proceed from reality and try to choose suitable ways of target words presentation for different teaching objects and teaching purposes;If Short-term surprise learning is needed,then the word list presentation could be used,and for Long-term memory,you can use context presentation.However,no matter which vocabulary presentation method is used in teaching,it is not negligible to strengthen review and consolidation.In the review stage,teachers can help students turn Short-term memory into Long-term by leading students to make sentences or contact context to create context memory. |
