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Chapter One Introduction

1.1 Research Background
It is generally acknowledged that vocabulary is one of the indispensablecomponents of the language system. It plays a crucial role in the second languageteaching and learning. As Wilkins (1972) notes, “Without grammar, very little can beconveyed, without vocabulary, nothing can be conveyed.” It is indeed true that nomatter how well the student learns grammar, no matter how successfully the sounds ofL2 are mastered, without words to express a wide range of meanings, communicationjust can not happen in any meaningful way (McCarthy, 1990). Terrell also think thatvocabulary study was the key to understanding and expressing (cited in WandQinghua, 1998). In his view, even without knowing too much grammar, foreignlanguage learners can understand and express themselves in the foreign language withenough vocabulary. It seems that language acquisition begins with word learningrather than syntax triggering in theoretical. There is no wonder that Canale and Swain(1980) once noted that the development of linguistic competence was a key to thedevelopment of communicative competence, while vocabulary was one of the coreelements of linguistic competence that made communication possible. In fact,vocabulary acquisition is not only at the heart of a language learner’s linguisticcompetence and communicative competence but also the central task of L2acquisition. There is a close connection between vocabulary and the main fivelanguage skills, namely listening, speaking, reading, writing and translating. Without aproper amount of vocabulary, the five basic skills of a language would not be acquiredin the process of the second language learning.
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1.2 Research Objective
The importance of vocabulary in a language strongly suggests that in teaching aforeign language it is necessary to put vocabulary in a focal place. However, thepresent situation of vocabulary teaching and learning in the English classroom insenior high school is far from satisfaction. Before conducting this research, the author has been teaching English in a seniorhigh school for more than three years. During that period, the author found that,regardless of whether they are beginners or extremely advanced, most students arefaced with the same problem in the process of English learning. They complained thatmemorizing vocabulary is not only time-consuming but also boring. For most L2learners, they remember the new words usually in mechanical ways such as repeatingand recycling. These ways are also called rote learning, a very common memorizationtechnique which has a long history in language learning. The students seemaccustomed to rote learning. They repeat the target language items either silently oraloud and may write down the items in their exercise book. It can be very valuable inthe early stages of language learning because such kind of repetition gives thestudents the opportunity to manipulate the oral and written forms of language itemsand the students feel a strong sense of progress and achievement from this type ofactivity. However, whether it is a useful way to commit the language items into longterm memory is still to be seen.
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Chapter Two Literature Review

2.1 Relevant Definitions
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