JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v7i10.5464ArticleA Study on Mobile Terminal-Based Deep Learning of English Vocabulary from a Multimodal Perspectivehttps://artdesignp.com/journal/JCER/7/10/10.26689/jcer.v7i10.5464DangJi,Yan Zhang20237102023-11-07Within the cognitive theory of multimedia learning framework, this study explores the practical path to realize the deep learning of mobile terminal-based English vocabulary. It also discusses how to stimulate learners’ positive emotions to learn actively, construct a mental lexicon, and encourage learners to use high-order thinking to realize the transfer and innovation of knowledge.

College Foreign Language Teaching Steering Committee of the Ministry of Education, 2020, College English Teaching Guide (2020 Edition), Higher Education Press.

He L, Li J, 2005, Promoting Students’ Deep Learning. Modern Teaching, 2005(5): 29–30.

Ma Y, Zheng X, Zhao R, et al., 2022, Research on the Occurrence Mechanism of Deep Learning and Multi-Modal Data Evaluation. Journal of Distance Education, 2022(1): 50–60.

Dang J, 2017, Action Research on Multi-Modal College English Audio-Visual and Listening Teaching. Journal of Anhui Electronic Information Vocational and Technical College, 2017(4): 68–71.

Liu W, 2011, The Impact of Multimedia Presentation Methods on Adult Foreign Language Vocabulary Acquisition. Foreign Languages and Foreign Language Teaching, 2011(6): 41–46.

Lu J, 2012, Research on the Correlation Between Information Presentation Methods and Vocabulary Memory Effects of College Students. Educational Theory and Practice, 2012(27): 42–44.

Cui M, Zhou C, 2015, Research on the Effect of Multimedia Presentation Methods in Direct Learning of Foreign Language Vocabulary. Journal of the PLA Foreign Languages Institute, 2015(3): 88–95.

Kroll JF, Tokowicz N, 2001, The Development of Conceptual Representation for Words in a Second Language. One Mind, Two Languages, 2001(2): 47–71.

Li P, 2015, Research on the Information Processing Model of English Vocabulary Acquisition from a Multimodal Perspective. Journal of Huaihai Institute of Technology (Humanities and Social Sciences Edition), 2015(2): 138–140.

Chen J, 2020, Empirical Research on Multi-Modal Mobile Learning in Professional English Vocabulary Teaching.Campus English, 2020(4): 59–60.

Zheng Q, Xu Y, 2020, Research on the Impact of Multimodal Presentation Methods on English Vocabulary Learning Anxiety. Journal of Xi’an International Studies University, 2020(6): 49–53.

Mayer RE, Moreno R, 2003, Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1): 43–52.

Li S, Gao Y, 2016, Empirical Study on the Effectiveness of Mobile Technology-Assisted Foreign Language Teaching on English Vocabulary Acquisition. Foreign Language Circle, 2016(4): 73–81.

Baddeley A, 1998, Human Memory, Allyn & Bacon, Boston.

Chandler P, Sweller J, 1991, Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 1991(4): 293–332.

Liu L, Qin X, 2014, An Empirical Study on the Impact of Vocabulary Presentation Methods on English Vocabulary Learning. Foreign Language Circle, 2014(2): 67–75.

Wei H, 2019, Research on Teaching Strategies to Promote Deep Learning. Foreign Language Teaching in Primary and Secondary Schools (Middle School), 2019(12): 1–7.