The Impact Of Learning Style And Subtitle Input Mode On The English Incidental Vocabulary Acquisition Of Senior High School Students

With the wide application of multimedia information technology in English classroom,a large number of English acoustic videos have been introduced as materials for vocabulary teaching.How to promote learners’ incidental acquisition of English vocabulary through multimedia teaching has gradually become the focus of second language acquisition research.According to the literature reviewed,it can be found that since different learners have different perceptual preferences,scholars gradually take this cognitive factor into consideration as a research variable.However,no consensus has been reached on which subtitle method can best promote the incidental vocabulary acquisition of learners with different learning styles.Since English level is related to learners’ vocabulary acquisition effect,this study comprehensively considers three important factors,namely learners’ learning style,subtitle input method and English level.Based on the theory of learning style and the theory of dual coding,this study explores the related issues of incidental acquisition of English vocabulary in high school studentsThis study takes 70 senior high school students in Zhangzhou City as subjects investigating the types of students’ perceptual learning styles and the scores of students before the tests are given on incidental vocabulary acquisition when watching different forms of English videos,the main effects and interactions of the three factors are analyzed.The discussions are made on the influences of cognitive learning styles,subtitle input methods and English level on incidental vocabulary acquisition.The study questions are as follows:(1)What is the influence of perceptual learning style onincidental vocabulary acquisition of high school students?(2)What is the influence of subtitle input onincidental vocabulary acquisition of high school students?(3)Do perceptual learning styles and subtitle input have an interactive effect onincidentalvocabulary acquisition of high school students?In this paper,SPSS26.0 software was used to conduct descriptive statistics on scores of the immediate and delayed tests of vocabulary incidental acquisition,and three-factor ANOVA was conducted on subtitled input,cognitive learning style and English level.Results are as follows :(1)In the ANOVA test on the data of the immediate test,the main effect of perceptual learning style(F= 5.696,P= 0.02< 0.05)was significant.And in the ANOVA tests of the delayed test,perceptual learning style had no major effect(F= 2.844,P=.096>0.05).(2)In the ANOVA test on the data of the immediate test,the main effect of subtitle input modes(F= 30.071,P=.000< 0.05)was significant.And in the ANOVA tests of the delayed test,the main effect of subtitle input modes was also significant(F=33.758,P=.000<0.05).(3)In the ANOVA test on the data of the immediate test,the interaction between perceptual learning style and subtitle input modes was significant in a 2-way ANOVA(F=11.879,P=.001<0.05),and the interaction effect among the three factors is significant(F=3.105,P=.034<0.05)in 3-way ANOVA.Besides,In the ANOVA tests of the delayed test,the interaction between perceptual learning style and subtitle input modes was not significant in a 2-way ANOVA(F=.867,P=.355>0.05),and the interaction effect among the three factors was also not significant(F=.250,P=.861>0.05)in 3-way ANOVA.Suggestions for English vocabulary and listening teaching are as follows: Firstly,EFL Teachers should reasonably select video materials according to students’ overall English level before multimedia teaching.Secondly,Teachers can mobilize students’ multiple senses through multimedia teaching to achieve the purpose of repeated input,and help students timely review vocabulary,promote students’ deep processing of target words,and finally achieve more efficient vocabulary acquisition.