School of Foreign Language, Hunan University of Science and Engineering, 425199, Yongzhou, Hunan, China.
School of Information Science and Engineering, Hunan Women& apos; University, 410004, Changsha, Hunan, China.
BMC Psychol. 2024 Mar 1;12(1):113. doi: 10.1186/s40359-024-01612-0.
The acquisition of a rich vocabulary is foundational to language proficiency. In the pedagogical pursuit of effective vocabulary teaching, educators explore diverse methodologies. Researchers investigated the impact of different neurocognitive, metacognitive, and socio-cultural strategies on enhancing vocabulary learning, particularly among Chinese English Language Learners.
The study aims to determine the effectiveness of techniques derived from these theories compared to traditional teaching methods in enhancing vocabulary recall and recognition among English language learners.
A quasi-experimental pre-test/post-test design was employed for the experimental and control groups, comprising 90 Chinese EFL learners selected from educational institutions in 2022-2023. The experimental group (n = 45) received instruction involving visual imagery, multisensory rotation, circle rotation, and mind mapping over eight sessions, while the control group (n = 45) received traditional teaching methods.
Statistical analysis, utilizing covariance and analysis of variance with SPSS software version 22, revealed significant improvements in recall and vocabulary recognition within and between the experimental and control groups.
The results indicate that incorporating techniques based on Neuro-Cognitive, Multimedia, Socio-Cultural, and Metacognitive theories positively influences vocabulary recall and recognition. This suggests the efficacy of these innovative methods in enhancing English language learning, highlighting their potential for broader integration into EFL instruction.
丰富词汇量的习得是语言能力的基础。在有效的词汇教学法的探索中，教育工作者尝试了各种方法。本研究旨在探讨神经认知、多媒体、社会文化和元认知等不同策略对中国英语学习者词汇学习的影响。
本研究旨在确定这些理论衍生的方法与传统教学法相比，在提高英语学习者词汇回忆和识别方面的效果。
本研究采用了准实验前测-后测设计，实验组和对照组各有 90 名 2022-2023 年在教育机构学习的中国英语学习者参与。实验组（n=45）接受了 8 次包含视觉想象、多感官旋转、圆圈旋转和思维导图的教学，而对照组（n=45）接受了传统教学法。
使用 SPSS 软件版本 22 的协方差和方差分析进行统计分析，结果表明实验组和对照组在回忆和词汇识别方面都有显著提高。
结果表明，基于神经认知、多媒体、社会文化和元认知理论的方法对词汇回忆和识别有积极影响。这表明这些创新方法在提高英语语言学习方面是有效的，强调了它们在 EFL 教学中更广泛应用的潜力。
