A Study On Vocabulary Presentation Modes In Junior High School English Vocabulary Teaching And Learning

Vocabulary plays a pivotal role in English learning,and vocabulary presentation mode is one factor that greatly affects vocabulary acquisition.For junior high school students,Grade Seven is a critical period when laying the groundwork for English study.Therefore,choosing an appropriate and effective vocabulary presentation mode to present new words in classroom teaching can contribute to a better understanding and a deeper impression of the target words.There are a variety of English vocabulary presentation modes in junior high school.Based on the classification of scholars such as Gairn & Redman and the research needs of this thesis,the author focuses on the intuitive presentation mode,verbal presentation mode and other presentation mode.The instruments used in this thesis are the questionnaire,interviews,and classroom observations based on Krashen’s Input Hypothesis and Craik’s Information Processing Theory.In Nanning ASEAN high school,the author has selected 175 students and 4 teachers from Grade Seven as research subjects,and tries to answer the following three questions:1.Which vocabulary presentation mode is the most frequently used in junior high school English vocabulary teaching?2.What effects do different vocabulary presentation modes have on students’ involvement?3.What problems do teachers encounter when using these vocabulary presentation modes?Through data analysis and discussion,the following research findings are listed as follows:Firstly,intuitive presentation mode(tangible items presentation method,videos presentation method and records presentation method)is the most frequently used in junior high school English vocabulary teaching.Students’ attention can be captured because intuitive presentation mode can activate sensory memories of new vocabulary accumulated during their daily life and aid in memorizing and recognizing new words.Secondly,the overall situation of students’ involvement in these three vocabulary presentation modes is favorable.In comparing these three vocabulary presentation modes used by teachers,the mean value of students’ involvement rate from high to low can be described as follows: Intuitive presentation mode(M= 4.21)> verbal presentation mode(M=3.69)> other presentation mode(M= 3.45).Thirdly,while using these vocabulary presentation modes,teachers encounter the following problems: The intuitive presentation mode takes up too much class time and easily distracts the students’ attention;students are required to have a large vocabulary size for verbal presentation mode.In light of the research findings,the author proposes the following suggestions: First,teachers are supposed to combine the intuitive presentation mode with the verbal presentation mode based on students’ needs as appropriate.At the same time,teachers should optimize the intuitive presentation mode as much as possible and take more students’ needs into consideration.Second,students should combine the vocabulary presentation modes used by teachers with their own learning methods and characteristics,as well as enlarge their own vocabulary size by all means.