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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-27编辑:lgg点击率:4475
论文字数:36520论文编号:org201406261243557593语种:英语 English地区:中国价格:$ 66
摘要:The study aims to examine the passive and active vocabulary students of Englishmajors by means of self-developed vocabulary tests. The vocabulary tests weredesigned by referring to A General List of Vocabulary for English Majors andVocabulary Levels Test (VLT) created by Nation in 1990 so as to adjust the foreignapproach to the need of students in China.
CHAPTER TWOLITERATURE REVIEW
2,1 Lexical Knowledge and Its Development
Lexical knowledge refers to the knowledge available for a language user torecognize a word and use it in an appropriate way. Vocabulary knowledge usuallydevelops with age, and serves as a useful and fundamental tool for communication andintellectual development. Acquiring an extensive vocabulary is one of the largestchallenges in learning a second language.In recent years, second language (L2) vocabulary researchers have put forwardmany but complementary frameworks with the aim of defining what it means to know aword. Majority of researchers are in an agreement that lexical knowledge involvesdegrees of knowledge. They deem that it should be built as a continuum, made up of afew dimensions of knowledge. A lot of what written on word knowledge originatesfrom the well-known vocabulary knowledge framework of Richards (1976). Hecategorizes word knowledge into seven aspects (e.g. syntactic behavior, associations,semantic value, different meanings, underlying form and derivations). Nation (1990)identifieseight types of word knowledge (e.g. form, grammatical pattern, meaning,function, relation with other words). Chapelle (1998) holds that a definition ofvocabulary should include four dimensions: (a) vocabulary size, (b) knowledge of wordcharacteristics, (c) lexicon organization, and (d) processes of lexical access. Qian (2002)7makes progress on the collective strength of earlier models of vocabulary knowledge infour related dimensions: (a) vocabulary size,(b) depth of vocabulary knowledge, (c)lexical organization, and (d) automaticity of receptive-productive knowledge.
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2.2 Learning Strategy and Vocabulary Learning Strategy
Learning strategies are processes that assist learning. At the beginning periods ofnew language task,the related strategies are often intentional. When the strategy growswell-known during the continual use,it might be automatically utilized.Classification of learning strategiesAmong lots of various systems on the basis of different theories,the mostimportant ones are those of O’ Malley and Chamot(1990), 0xford(1990),Wen(1996)and Cohen(2000).Oxford's classificationThe most comprehensive kind of learning strategy until now is put forward byOxford is (Ellis,1994). Oxford (1990) distributes language learning strategies into twomain categories: direct and indirect strategies which are further divided into sixsubcategories. The first one consists of "strategies directly involving the targetlanguage, in a way that they “demand mental processing of the language”(Oxford,1990),while the second one "provide indirect support for language learning throughfocusing, planning, evaluating, seeking opportunities, controlling anxiety, increasingcooperation empathy and other means”(Oxford, 1990).
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Chapter Three METHODOLOGY........ 30
3.1 Objectives ........30
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