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Chapter One Introduction

1.1 The Research Background
Among the three major components of English language, vocabulary transfers allkinds of information and plays a crucial role in human communication. It is widelyrecognized that a smooth speech cannot go without the mastery of a certain amount ofessential vocabulary. Wilkins (1972) claims, “Without grammar very little can beconveyed, without vocabulary nothing can be conveyed.” If we take languageacquisition as a tall building, then vocabulary is the basic unit of language, withoutwhich the mansion of language cannot be built. So possessing a certain amount ofvocabulary is the premise and foundation of English learning and application. Formost language learners, vocabulary learning is the core of teaching organization,learning evaluation and knowledge storage (Carter, 1988).As the basis of English study and improvement, vocabulary learning accounts forgreat significance throughout the process of English learning, thus it is an importantlink in the process of English teaching. However, in the course of college Englishteaching at present, the teachers depend too much on the glossary, and try to inculcatethat much attention should be paid on the words spelling and pronunciation. Many ofthem prefer to require the learners to read after them without any extension andassociation of the words meaning, which makes the teaching process rather stiff andboring. The lack of a systematic teaching strategy is another restriction for theteachers to mobilize the enthusiasm of the language learners. Besides, with theextension of different new teaching methods, such as communicative approach,English teaching tends more to reading and speaking, which to some extent leads tothe ignorance of vocabulary teaching in intensive reading class.
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1.2 The Purpose and Significance of the Present Research
As a crucial part of foreign language acquisition, vocabulary learning has longbeen regarded as an important field in research on English teaching. For a long time, alot of researches have been focused in this field, and great accomplishment has beenachieved. Nevertheless, the researches of vocabulary acquisition in the past tend moreto the strategies of enlarging the total amount of vocabulary, which is mostly specificto the studies of receptive vocabulary, and few researches especially empiricalresearches have been done on productive vocabulary acquisition. Besides, with theexpansion of modern teaching methods, some traditional approaches such asrecitation, imitation and association, have been abandoned to some extent. However,the mode of Chinese college English teaching is still class-based, which relies muchon the comprehensive input provided by the teacher. So the traditional teachingapproaches such as recitation, imitation and association are positive which cannot bedisregarded, on the contrary, they all should be promoted (He Ziran, 2005).
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Chapter Two Literature Review

2.1 Vocabulary Acquisition
The concept of incidental acquisition was originally applied to psychology at thebeginning of 20thcentury (Hulstijn, 2001). However, the term incidental vocabularyacquisition was proposed by Nagy, Herman and Anderson (1985) on the basis of theirresearch on children’s native vocabulary acquisition. Intentional vocabulary learningis a kind of learning through reciting word lists 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。