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Chapter TwoLITERATURE REVIEW

2.1 Introduction
Today, most researchers understand the importance of vocabulary knowledge in L2learning. Everyone who has ever learned a foreign language will agree that vocabularyknowledge is a prerequisite for the development of language proficiency. This chapterwill first address the role of vocabulary in second language learning, and thenclassroom instruction on vocabulary, followed by a review of conceptual frameworks ofvocabulary knowledge and different dimensions of vocabulary knowledge concerned inthe present research. Lastly development of vocabulary size, especially RVS and PVS isbrought into fore.
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2.2 Role of Vocabulary in L2 Learning
In the past 30 years, there has been a growing volume of vocabulary research insecond and foreign language settings. Vocabulary has unquestionably received greaterattention in the field of L2 acquisition in recent years due to the fact that vocabulary isinstrumental for language learners (Nation, 2001a). Much thought and research hasbeen devoted to exploring L2 vocabulary and verity is obtained that an adequateamount of vocabulary is needed in order for learners to expeditiously develop theirlanguage and to succeed in their academic lives (Coady, 1997; Nation, 2001a; Grabe &Stroller, 2002). No meaningful communication can take place without a rich vocabularyand communication competence relies heavily on vocabulary (McCarthy, 1990). Meara(1996) points out learners with large amount of vocabularies are more proficient in awide range of language skills than learners with small vocabularies. A good stock ofvocabulary is the key to using the language effectively (Dubin & Olshtain, 1986).Laufer (1997) also indicated that for both native speakers and second language learners,comprehension is not possible without understanding its vocabulary,. Without sufficientknowledge of vocabulary, learners may have a hard time achieving languagecomprehension (Laufer, 1997; Koda, 2005). Other factors, e.g. background knowledge,reading strategies, and syntactic complexity, may also have an effect on learning asecond language. However, without enough words to drawn upon, the roles of thesefactors will be minimal. For instance, Koda (2005) notes that background knowledgemay sometimes lead learners, particularly rookie learners, to misunderstand textualinformation. Koda explains that learners  background knowledge may not be inaccordance with the information presented in the text. With ample vocabulary, learnerswill be capable of understanding information necessary for them to utilize theirbackground knowledge more efficaciously. With sufficient vocabulary and ability to useappropriate vocabulary, learners are able to fully apprehend sentence structure, content,and lead to better comprehension and interpretation of a second language. Graspingmore vocabulary, there is a greater chance that learners adopt the conventions of therelevant discourse community (Corson, 1997). Vocabulary is, assuredly, crucial andindispensable for L2 learning.
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Chapter Three RESEARCH METHODOLOGY........25
3.1 Introduction.......25
3.2 Research Questions.......25
3.3 Subjects.......26
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