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er understand the reason to make the current choice.In the previous studies, the commonly-used theoretical foundations for strategytraining on English vocabulary learning include the theory of depths of processing (Craik& Lockhart, 1972)，input hypothesis (Krashen, 1982)，interaction hypothesis (Long, 1996)and zone of proximal development theory (ZPD) (Vygotsky, 1978). The first three theoriesbelong to linguistics theories and are very important in the field of English teaching，whichseem appropriate when they are employed in strategy training on language learning. Thus’it is natural for researchers like Ellis (1997) and Nation (1990) to employ these theories intheir studies on vocabulary learning.However，the present study chooses ZPD theory, a socio-cultural theory，which hasbeen chosen not as often as other theories to be a theoretical foundation for strategytraining on vocabulary learning, and attempts to prove that ZPD theory might be one of themost suitable explanatory frameworks for strategy training.
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2.2 Definition of ZPD
ZPD is one of the major concepts defined by Vygotsky. Though functions as asociocultural theory to psychology and psycholinguistics, ZPD is investigated and appliedfrequently by researchers in the field of English teaching. Vygotsky's thinking on ZPD begins to crystallize as he confronts issues relating to IQand IQ testing, which are controversial during his time. Several of Vygotsky'scontemporaries observe，however, that once in school，children with an initially high IQfrequently manifest a decrease in their IQ score，while those with low initial IQ scoresoften tend to show score gains (Van der Veer & Valsiner，1991). Vygotsky (1978) arguesthat one cannot fully understand children's developmental level without also determiningthat development's upper boundary, which is determined by the kind of tasks that childrencan do with someone else's assistance. In other words, two children may exhibit the sameIQ score，supposedly indicating that they have achieved the same developmental level andthus readiness for instruction, but one of them might well be able to perform more complextasks under someone else's guidance than the other could with the same assistance.Vygotsky refers to this difference between actual and potential IQ as the ZPD.
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Chapter Three Methodology........ 29
3.1 Research Questions........ 29
3.2 Participants ........30
3.3 Instruments........ 30
3.3.1 Questionnaire ........30
3.3.2 Test ........  39
3.4 Strategy Training........ 41
3.5 Data Analysis........ 43
Chapter Four Results and Discussion........ 44
4.1 Analysis on ASU........44
4.2 Sensitivity of S-ST........ 47
4.2.1 Scores of Strategies........ 47
4.2.2 Comparison of Strategies........ 51
4.3 Vocabulary Size ........53
4.4 Sensitivity of L-ST........ 56
Chapter Five Implications........ 60
5.1 Implications on Vocabulary Teaching........62
5.2 Implications on Vocabulary Learning........66

Chapter Five Implications

5.1 Implications on Vocabulary Teaching
ZPD is one of the most important concepts of Vygots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。