Yijin Zhao
ABSTRACT
Vocabulary memory is very important for the learning of English language. One of the main factors affecting vocabulary learning and memory is vocabulary presentation modes. In this study, total nine categories of vocabulary presentation modes are summarized, and the short-term and long-term memory effects of English vocabulary in different vocabulary presentation modes with classical word-list presentation as the baseline are examined by a meta-analysis of 27 empirical studies about Chinese learners. The results showed that thematic clustering and context presentation have the best effects for short-term and long-term memory respectively. In terms of educational levels, thematic clustering and picture presentation are most suitable for middle school students' short-term and long-term memory respectively, while for high school, the presentation modes with the best short-term and long-term effects are word-list and context guessing respectively. These findings will provide implications for future English vocabulary learning.
- Cui, M., & Zhou, C.F. 2015. Effects of multimedia presentation on direct learning of foreign language vocabulary. Journal of PLA University of Foreign Language, (3),88-95. https://www.docin.com/p-1513547173.htmlGoogle Scholar
- Karina Vidal. 2011. A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition. Language Learing, 219-258. https://doi.org/10.1111/j.1467-9922.2010.00593.xGoogle ScholarCross Ref
- Zhang, B.C., & Wei, H. 2004. A Study on Presentation Models in English Vocabulary Teaching. Foreign Languages and Their Teaching, (4),24-27. https://doi.org/ 10.13458/j .cnki .flatt .002870Google ScholarCross Ref
- Wang, F. 2010. An Experimental Study on the Effects of Vocabulary Presentation Modes on Vocabulary Retention of Non-English Major College Students of Low Proficiency. JOURNAL OF EDUCATIONAL INSTITUTE OF JILIN PROVINCE, 12(26),183-184. https://wenku.baidu.com/view/71974ff75ef7ba0d4a733b19?fr=xueshuGoogle Scholar
- Jiang, J. 2020. A Study on the Effects of Different Presentation Modes on Vocabulary Learning of Senior High School Students[Master's thesis, Northwest Normal University]. China National Knowledge Infrastructure.Google Scholar
- You, Y.R. 2020. An empirical study on the influence of different vocabulary presentation modes on vocabulary memory effect of Vocational School Students [Master's thesis, HUAIBEI NORMAL UNIVERSITY]. China National Knowledge Infrastructure. https://doi.org/10.27699/d.cnki.ghbmt.2020.000342Google ScholarCross Ref
- Liu, L., & Qin, X.Q. 2014. Empirical research on the presentation model’ effects on English vocabulary learning. (2),67-75. Foreign Language World. https://doi.org/CNKI:SUN:WYJY.0.2014-02-010Google Scholar
- Shufang, Wang., & Chang In Lee. 2021. Multimedia Gloss Presentation: Learners’ Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension. Frontiers in Psychology, 1-15. https://doi.org/10.3389/fpsyg.2020.602520Google ScholarCross Ref
- Liu, W.H. 2011. Effects of the Multimedia Presentation Mode on Adult Foreign Language Vocabulary Acquisition. FOREIGN LANGUEGE AND THEIR TEACHING, (6), 41-46. https://doi.org/10.13458/j.cnki.flatt.000439Google ScholarCross Ref
- Zhao, P. 2007. On the comparison of vocabulary presentation methods in traditional vocabulary teaching and vcabulary teching assisted with multimedia overhead projector. Foreign Language World, (6), 53-58. http://www.cqvip.com/qk/96947x/2007006/26279097.htmlGoogle Scholar
- Xiao L.X. 2005. On Some Basic Problems of Meta-analysis Method. Journal of Shanxi Teachers University (Social Science Edition), 32(3), 34-38. https://www.docin.com/p-2177206701.htmlGoogle Scholar
- Zeng, J.X. 2007. The Influence of Modes of Word Presentation on Intentional Vocabulary Learning. FOREIGN LANGUAGE RESEARCH, (4), 131-135. https://doi.org/10.16263/j.cnki.23-1071/h.2007.04.027Google ScholarCross Ref
- Hatime, C., & Sema, U. 2009. A comparative analysis of teaching vocabulary in context and by definition. Procedia - Social and Behavioral Sciences, (1), 1568-1572. https://doi.org/10.1016/j.sbspro.2009.01.275Google ScholarCross Ref
- Huang, Y. 2007. Exploring the Effects of Vocabulary Presentation Modes on Vocabulary Retention under Intentional Learning Condition [Master's thesis, CHONGQING UNIVERSITY]. China National Knowledge Infrastructure. https://doi.org/10.7666/d.y1139710Google ScholarCross Ref
- Hashemi, R. H., & Gowdasiaei, F. 2005. An attribute-treatment interaction study: lexical-set versus semantically unrelated vocabulary instruction. Regional Language Centre Journal, 36(3), 341-361. https://doi.org/10.1177/0033688205060054Google ScholarCross Ref
- Reynolds, B.L. 2015. The effects of word form variation and frequency on second language incidental vocabulary acquisition through reading. Applied Linguistics Review, 6(4), 467-497. https://doi.org/10.1515/applirev-2015-0021Google ScholarCross Ref
- Evagelia, P. 2009. An investigation of two ways of presenting vocabulary. ELT Journal, (63), 313-322. https://doi.org/10.1093/elt/ccp014Google ScholarCross Ref
- Hong, W., & Feng, C. 2014. Facilitatory or inhibitory? The effect of semantic relatedness on L2 collocation learning. Modern Foreign Languages (Bimonthly), 96-106+147Google Scholar
- Zhang, P., Chen, Y.Y., & Xu, Y. Y. 2018. New Word Presenting Modes and Dynamic Development of L2 Association. FOREIGN LANGUAGE RESEARCH, (4),49-56. https://doi.org/10.16263/j.cnki.23-1071/h.2018.04.009Google ScholarCross Ref
- Hippner-Page, T. 2000. Semantic clustering versus thematic clustering of English vocabulary words for second language instruction: Which method is more effective? ERIC, (26), 445-550. https://eric.ed.gov/?id=ED445550Google Scholar
- Li, S.Y. 2012. An Empirical Research of Senior English Vocabulary Acquisition under the Teaching Model of Example Sentences [Master's thesis, Henan University]. China National Knowledge InfrastructureGoogle Scholar
- Wen, H. S. 2010. An empirical study of English vocabulary presentation and memory effects. Education and Vocation, (24), 190-192. 10.13615/j.cnki.1004-3985.2010.24.001Google Scholar
- Nuyen, N.T.T., & Nga, K.T.T. 2003. The effectiveness of learning vocabulary through games. Asian EFL JournalGoogle Scholar
- Liu, X.L., & Yang, Z.Q. 2003. A study on the effectiveness of games in vocabulary introduction teaching. University Education Science, (4),54-56Google Scholar
- Liu, H. P. 2005. Presenting English Vocabulary through Games to the Graduating Class of High School [Master's thesis, Sehool of Foreign Languages Central China Normal University]. China National Knowledge InfrastructureGoogle Scholar
- Anderson, R. (Ed). 1984. Second Language: A Cross-linguistic Perspective. RowleyGoogle Scholar
- Yi, Y.L. 2012. An Experimental Study on Presentation Modes in Vocabulary Learning of secondary vocational School Students [Master's thesis, Hunan University of Science and Technology]. China National Knowledge Infrastructure. https://doi.org/10.7666/d.Y2737606Google ScholarCross Ref
- Elaish, M. M., Shuib, L., Ghani, N. A., & Yadegaridehkordi, E. 2017. Mobile English language learning (MELL): A literature review. Educational Review, 71(2), 257-276. https://doi.org/10.1080/00131911.2017.1382445Google ScholarCross Ref
- Hedges, L. V. 1981. Distribution theory for glass's estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107-128. https://doi.org/10.2307/1164588Google ScholarCross Ref
- Craik, F. I. M., & Lockhart. R. S. 1972. Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior, (11), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-XGoogle ScholarCross Ref
Index Terms
- A study on the effects of English vocabulary presentation modes on vocabulary memory for Chinese learners: a meta-analysis
Recommendations
Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition: Subtitles' Effects on English Capability
This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary ...
Unlimited vocabulary speech recognition for agglutinative languages
HLT-NAACL '06: Proceedings of the main conference on Human Language Technology Conference of the North American Chapter of the Association of Computational LinguisticsIt is practically impossible to build a word-based lexicon for speech recognition in agglutinative languages that would cover all the relevant words. The problem is that words are generally built by concatenating several prefixes and suffixes to the ...
Automatic Generation of English Vocabulary Tests
CSEDU 2015: Proceedings of the 7th International Conference on Computer Supported Education - Volume 1This paper presents a novel method for automatically generating English vocabulary tests using TOEFL vocabulary
questions as a model. English vocabulary questions in TOEFL is a multiple-choice question consisting
of four components: a target word, a ...
Comments