Effects of Word Presentation Modes on EFL Vocabulary Learning

Hongtao JIANG


This research, using Latin Square Design experiment, aims to examine the effects of different presentation modes on EFL students’ vocabulary learning and retention. 141 Chinese freshmen of undergraduates were divided into three groups and participated in an experiment. Materials consisted of reading comprehension and Nation’s Vocabulary Levels Test for pretests and the posttests were composed of instant vocabulary test, delayed vocabulary test 1 (Word Association Test), and test 2 (Vocabulary Knowledge Levels Test designed by Wesche and Paribakht). Results indicated that there were no significant differences between the effects of the three modes (vocabulary list, picture mode and incidental context) on students’ vocabulary learning and short-term recall, and that the three modes significantly affected students’ long-term vocabulary retention with the differences between receptive vocabulary knowledge and productive one. In addition, their effects on the acquisition of words with different parts of speech were not always the same. All in all, picture mode had most significant positive effect on vocabulary recall and production/output, but there was no significant difference between vocabulary list and accidental context. Reasons for the results were explained from the perspectives of modal theory, condition limitations for L2 learning and advantage of context for picture presentation. Finally, implications for L2 vocabulary teaching were also discussed.


EFL vocabulary teaching; Presentation modes; EFL vocabulary retention; Modal theory

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DOI: http://dx.doi.org/10.3968/n


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