The Influence Of Vocabulary Presentation On Rural Middle School Students’ English Vocabulary Learning

In this research,the influence of vocabulary presentation on rural middle school students’ English vocabulary learning is the main object.There is no doubt that vocabulary is extremely important for English learning,especially for the golden period of junior high school.In this context,it becomes an urgent task to find a way for students to remember vocabulary firmly.In particular,the English learning effect of those students in rural areas is relatively poor.From the perspective of psycholinguistics,presentation is vital for vocabulary learning.As a consequence,it is feasible to improve the effect of vocabulary learning effectively through the appropriate presentation.As for the significance of this research,it is to make students learn and remember English effectively and easily by finding a more effective vocabulary learning way.In detail,this study mainly focuses on the following three aspects on the basis of Addition Theory and Deep Processing-Level Theory: 1.What is the current situation of the research targets’ English vocabulary learning? 2.What is the effect of different vocabulary teaching methods on rural students’ learning? 3.Which vocabulary remembering method is the most effective for the the research targets?First,with rural middle school students as the research targets,a questionnaire survey is conducted to acquire the real situation of the English vocabulary education in rural middle schools.Next,a total of 125 Grade-2 students in three same-level classes of a rural middle school in Suihua Beilin District are chosen as the research targets.Then,three different vocabulary presentation modes are applied to make a 20-minute English vocabulary teaching experiment in the experimental class,which include context mode,as well as multimedia mode and vocabulary mode.By taking ten words as the specific experimental materials to make an immediate test after finishing the class teaching,while a delayed test is made a week later as well.Based on it,the experimental data is analyzed by using spass21.0.According to the experimental results,the following suggestions are proposed:(1)It is suggested that teachers should try to present English vocabulary with pictures in rural middle schools,especially for teaching the students of lower grade with weak English foundation.They shall choose those clear,concise and colorful ones,which should be closed to the students’ real life.In this way,the students can have a deepened first impression,while their attention can be drawn and the original information can be connected,so that they can remember and maintain vocabulary easily.(2)According to the research results,it is intuitively shown that the image representation method can achieve better memory effect,while the less effective word-list method,as a traditional method,has the unique advantage of facilitating teachers’ teaching and testing.As the most common presentation way in teaching activities,word-list method is often used to test the students’ vocabulary mastery in the stage examination,which is absolutely more suitable for short-term memory.Although students can remember more new words within a short time,it will not take long for them to forget completely.In addition,they can only remember these words mechanically,instead of understanding the usage or using situation,which is the disadvantages of this method.As a consequence,all teachers shall consider this problem before making teaching plans,trying to make students generate deep processing information by processing vocabulary like adding some examples.It can promote long-term memory.On the other hand,it is also necessary for the teachers to guide students to use vocabulary in the specific situation,thus enabling them to understand its meaning.(3)To memorize vocabulary for longer period,context mode is suggested,because it has better learning effect.To remember more words within a relatively short time,it is suggested to use multimedia presentation for improving the learning effect.