英语论文网

Chapter 2 Research Rationale and Questions

2.1 The Rationale for Doing the Present Research
From the above discussions, it could be found that vocabulary has now been regarded tobe playing a central place in foreign language teaching and learning and vocabularyacquisition is not an easy job. Considering its importance and high status, many researcheshave been done in this area, including the researches on the role L1 plays in vocabularyteaching and learning. However, most L2 vocabulary acquisition researches seem to befocused mainly on the retention dimension ─ on how new word retention is affected byvarious factors. And a lot of researchers seem to be interested mainly in the role of L1translation, whether positive or negative, on vocabulary retention.As an EFL practitioner, I have been teaching English in a university in China for about20 years where English is considered to be a necessary tool for academic and professionaldevelopment and where learners ‘frequently encounter unknown words in text material andneed to learn and retain the meanings of some of these words for later use’(Lawson andHogben 1996: 272). In the course, I have found a very common phenomenon which seems tohave been neglected by many researchers --- when classroom vocabulary instructions aredelivered in China, instructors not only explain the meanings of lexical items, whetherthrough L1 translation, L2 definition or the combination of L1 translation and L2 definition,but also provide sufficient English examples to demonstrate the use of the lexical items inproper contexts. It seems that in the instruction course, lexical items are not only intended forretention, but also for proper use
……………

2.2 Research Questions
The following questions were addressed in the research:
1. Does teaching and learning new English vocabulary through either L1 translation or thecombination of L1 translation and L2 definition result in better short-term retention, ascompared to teaching and learning through L2 definition?
2. Does teaching and learning new English vocabulary through either L1 translation or thecombination of L1 translation and L2 definition result in better long-term retention, ascompared to teaching and learning through L2 definition?
3. Is teaching and learning new English vocabulary through either L1 translation or thecombination of L1 translation and L2 definition more effective than teaching and learningthrough L2 definition in terms of appropriate use?
……………

Chapter 3 Research Methodology......50
3.1 Research Design........50
3.2 Participants....50
3.3 Materials........51
3.4 Procedures.....54
3.5 Scoring and Data Analysis.... 56
Chapter 4 Research Results....59
4.1 Results.....59
4.2 Research Question 1: L1 Translation and Short-term Retention......64
4.3 Research Question 2: L1 Translation and Long-term Retention......65
4.4 Research Question 3: L1 Translation and Appropriate ………66
4.5 Research Question 4: Learners’ Attitudes towards and Beliefs........67
Chapter 5 Discussion....... 73
5.1 The Positive Role L1 Translation Plays in English Vocabulary Teaching...... 73
5.2 The Neutral Role L1 Translation Plays in English Vocabulary Teaching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。