DCT-based vocabulary

From the above result analysis of the research, it can be concluded that after teaching with two different methods, the effect of vocabulary memory and understanding is different. And the application of DCT-based vocabulary teaching methods is helpful for the students to remember and understand the meaning of the vocabulary.

The conclusion part includes a summary of the paper and its limitations. Also, some suggestions for future research will be given.

Dual Coding Theory provides another perspective for the teaching methods of English vocabulary. The three teaching methods based on DCT can make students receive both verbal and non-verbal stimuli. The biggest difference of the DCT-based vocabulary teaching methods from traditional vocabulary teaching methods is that it can activate non-verbal system of cognition process by generating imagery in learners' mind. In this way, the links between the words learned and imagery representations will be established so that the understanding and memory of the meaning of the words can be enhanced. This paper aims to find out the effect of the three DCT-based vocabulary teaching methods to English major students through an experiment. The finding of this paper is that imagery is an useful way to help learning vocabulary, which is consistent with the conclusion of the research in literature review. Therefore, the application of DCT into vocabulary teaching is effective and can provide another option for vocabulary teaching in class.Limitations of This paper and Suggestions for Future Research

In the research of this paper, the subjects of the experiment is limited and there is still much to improve about the way to do experiment and analyze data, but the results and data got from it are still of some reference value to vocabulary teaching. More research need to be done to testify the effect of DCT-based vocabulary teaching methods on vocabulary learning, The experiment done mainly focuses on the effect of imagery on short-time memory of vocabulary, therefore, future research can be done to testify its effect on long-time memory of vocabulary.

Teaching Material for CG Shackle (n./v.):A metal fastening for confining the ankle or wrist of a prisoner; A restraint to actioneg: To break the shackle of feudal system.eg: Her wrists are bound by a pair of shackle. Aubergine (n./ adj.):Egg-plant, a large purple vegetable; the color of purple redeg: Aubergine is a very common dish in school canteen.eg: Aubergine is an alternative to replace black. Souvenir (n./ v.):Something you buy or keep to help you remember a holiday or special eventeg: My friends bought some souvenir for me.eg: You can find different kinds of souvenir in the hotel shop. Workaholic(n.):A person who works too much and finds it difficult to stopeg: She is a workaholic and always stay up late at night.eg: Pressure makes more and more people become workaholic. Hideous(adj.):Very ugly or unpleasant eg: There is a hideous scar on his face.eg: The voice came from a tall, hideous man. Undermine(v.):To gradually make sb. or sth. less strong or effectiveeg: Rivers undermine their banks.eg: The soldiers undermined the wall.