A Study On The Effects Of Different Vocabulary Presentation Modes On Vocabulary Learning Of Senior High School Students

Vocabulary is not only a component of the language ability of the second language learner but also the foundation of language acquisition.However,in current high school English teaching,teachers’ monotonous presentation method may result in students’ poor vocabulary acquisition.Therefore,it is of practical significance to explore effective vocabulary presentation methods which can help improve learners’ vocabulary learning efficiency.This study used a teaching experiment combined with interview to investigate the effects of three vocabulary presentation modes(context presentation,image presentation,word list presentation)on students’ vocabulary and part of speech leaning efficiency.The research questions addressed in the study are as follows:(1)What effects do different presentation modes exert on the learning of vocabulary and on the learning of different parts of speech in short-term memory?(2)What effects do different presentation modes exert on the learning of vocabulary and on the learning of different parts of speech in long-term memory?(3)What effects do different presentation modes exert on vocabulary learning forgetting trend of high school students?90 high school students from a senior high school in Shaoyang City were selected as subjects.They were randomly and evenly assigned to three test groups,each being presented with target word in one of the three different modes.An instant and a delayed test(one week later)were administrated to measure the learning of target words.In addition,an interview was also conducted to understand students’ perceptions of different presentation modes.The obtained dates were analyzed using SPSS21.0 and the following conclusions were drawn.(1)In short-term memory,significant differences were found between the three modes on students’ vocabulary learning and part of speech learning efficiency.In terms of vocabulary learning,the learning efficiency of word list was best,followed by the image presentation mode and the context presentation mode.In terms of part of speech learning,the effect of the word list presentation mode on nouns was significantly better than that of the image presentation mode and the context presentation mode,and the word list presentation mode and the image presentation mode were significantly better than the context presentation mode for the learning of verbs and adjectives.(2)In long-term memory,significant differences were found between the three modes on students’ vocabulary and part of speech learning retention efficiency.In terms of vocabulary learning,the image presentation mode was better than the context presentation mode and the word list presentation mode.In terms of part of speech learning,no significant differences were found between the three presentation modes for the learning of nouns.However,the effect of the image method on verbs was significantly better than that of the word list and context presentation modes,and the image presentation mode and the word list presentation mode were significantly better than the effect of the word list method in learning adjectives.(3)The three presentations had a significant impact on the forgetting trend of high school students’ memories.However,the impact trend was different: the vocabulary forgetting speed under the word list presentation mode was significantly faster than the forgetting rate in the image and context presentation mode,and no significant differences were found in the forgetting speed between the image presentation mode and context presentation mode.The results of this study partially confirm the conclusions of previous empirical studies.For example,the largest capacity of vocabulary learning was in the word list group and the image group’s vocabulary retention rate was best.However,due to the difference in subjects and experimental methods,there were also differences.In summary,this study showed that different vocabulary presentation modes affected the effect of vocabulary learning and the vocabulary presentation mode and part-of-speech factors should be comprehensively considered in vocabulary teaching.