A Study On The Application Of Thematic Clustering Presentation In English Vocabulary Teaching Of Senior Grade One

Vocabulary,as the basis of second language learning,is one of the main contents of English learning.But in the English teaching,the effectiveness of vocabulary presentation is often ignored.Vocabulary presentation is an important and necessary step,but researchers have not reached a consensus on the way of presentation in vocabulary teaching.With the development of research,thematic clustering presentation has gradually attracted the attention in the vocabulary research field.This thesis aims to explore the effect of thematic clustering presentation on students’ English vocabulary learning by comparing with word-list presentation.The study mainly investigated the effect of thematic clustering presentation on English vocabulary learning of senior one students through the vocabulary teaching experiment.The research subjects were 82 students from two parallel classes in a Middle School of Zhangzhou.According to the pre-test,there was no significant difference in the English vocabulary level of the students who came from these two classes.Therefore,the author regarded Class 3 as the experimental class,giving thematic clustering presentation to students on their vocabulary learning and regarded Class 5 as the control class,giving students word-list presentation on their vocabulary learning.In this process,the author used Vocabulary Knowledge Scale to collect students’ vocabulary scores.The study aims to verify the following three hypotheses: 1)The thematic clustering presentation is more effective than the word-list presentation in improving students’ vocabulary scores;2)The thematic clustering presentation is more effective than the word-list presentation in improving the learning effect of nouns,verbs and adjectives;3)The thematic clustering presentation is more effective than the word-list presentation in the vocabulary retention.After the experiment,the author randomly selected six students from the experimental class to have a interview,with three students from the high level group and three students from the low level group,in order to confirm the quantitative research data in this study.The major findings of the present study are summarized as follows: Firstly,in the immediate post-test,the English vocabulary scores of experimental class are higher than that of control class,and there is a significant difference（p = 0.049 < 0.05）in vocabulary scores between the two classes.It indicates that the thematic clustering presentation is more effective than the word-list presentation in improving students’ vocabulary scores.Secondly,in the immediate post-test,the scores of noun,verb and adjective of experimental class are higher than that of control class,and there is a significant difference between two classes in the scores of noun（p = 0.016 < 0.05）and verb（p = 0.016 < 0.05）,but there is no significant difference in the adjective（p = 0.094 > 0.05）.It indicates that the thematic clustering presentation is more effective than the word-list presentation in the learning of nouns and verbs.Thirdly,in the delayed post-test,the English vocabulary scores of experimental class is higher than that of control class,there is a significant difference（p = 0.003 < 0.05）in the vocabulary scores between the two classes.It indicates that the thematic clustering presentation is more effective in the long-term memory,which has a better vocabulary retention than word-list presentation.Finally,according to the research results and the problems encountered in the experiment,the author puts forward relevant teaching suggestions on the application of thematic clustering in English vocabulary teaching,in order to improve students’ vocabulary learning efficiency.