The Effect of Complex Word Dictation in Junior High School: From the Perspective of English Vocabulary Acquisition

Abstract

The impact of students' English word memory is strongly related to their learning of the language, specifically in hearing, reading, writing, and other areas. In the wake of learning English, word dictation is a useful tool for encouraging word memorizing in students and measuring its impact. Teachers in junior middle schools frequently employ this method of instruction, and it is extensively employed in China when teaching a foreign language. The effects of different dictation techniques vary on pupils' English learning and word retention. Traditional word dictation solely considers a word's form, leaving out its semantic, morphological, syntactic, regular, and pragmatic components. Therefore, this essay collects seven-day dictation statistics by students in junior II with descriptive statistics and ANOVA, aiming to examine the impact of a complicated word dictation task that is driven by multidimensional vocabulary knowledge output on junior high school student's vocabulary acquisition. The finding indicates that in the complex word dictation task, the learning of learners at the preliminary level is marked by "twists and turns, but overall development," and that both high- and low-level learners exhibit a trend of advancement, albeit one with a modest rise. Although it may take longer for learners to increase their vocabulary level, the outcomes are positive in the long term.