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ry knowledge is notsomething that can be fully mastered and it is something that expands anddeepens over the course of a lifetime. Vocabulary is recognized as a vitalfactor for ESL or EFL development in the process of learning English.(Coxhead, 2006; Horst et al, 2005; Lee ＆ Munice, 2006 ). That is, thevocabulary knowledge of learners may determine the quality of listening,speaking, reading and writing performance.Vocabulary knowledge can be viewed from quantitative andqualitative angles. According to Nation and Waring (1997), quantitativevocabulary knowledge concerns with the question “how much vocabularydoes a second language learner need?” So the quantitative vocabularyknowledge can also be called the breadth of vocabulary knowledge.However, Cook (2001) states that “a word is more than its meaning”. Hedefines vocabulary knowledge from the qualitative angle. For Cook,knowing a word involves four aspects: (1) form of the word such as pronunciation and spelling, (2) grammatical properties such asgrammatical categories of the word, (3) lexical properties such as wordcombinations and appropriateness, and (4) meaning- the general andspecific meaning. From Cook’s view, knowing a word is more than justknowing the meaning and form of the word. This view of vocabularyknowledge can also be called the depth of vocabulary knowledge.
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2.2. Approaches to English Vocabulary Teaching
Vocabulary teaching has been the central part of English teaching allthe time and there are many approaches to vocabulary teaching. In theprocess of vocabulary teaching, teachers should be aware of a variety ofdifficulties the students will encounter in the learning process and theyshould adopt appropriate strategies to solve these problems. Someapproaches to vocabulary teaching are presented in the following. The vocabulary teaching generally includes the pronunciation, theform and the meaning. All the three aspects can not be ignored and onlywhen these three aspects are combined organically, can the students graspthe meaning of the word. The pronunciation is the shell of the word andthere would be no word if without the pronunciation. The teachers shoulddirect the students’ attention to the pronunciation of the word especiallyat the initial stage of the vocabulary teaching because the wrongpronunciation will cause the error of expression. The word form is theform of spelling or writing. In the initial stage of the vocabulary teaching,the combination of sound and meaning should be first established and thespelling of the word image can be slightly postponed by step. We can notdeny the importance of the spelling of the word and just highlight adifferent focus at different stages. To know the spelling of a word is therequirement of memorizing and understanding the word. If the meaningof a word is not clear, it will affect communication directly.
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Chapter Three Theoretical Framework.....15
3.1 Explicit Instruction and Implicit Instruction ........15
3.2 Theoretical Bases for the Integration......25
Chapter Four Research Design .....31
4.1 Research Questions.....31
4.2 Participants......31
4.3 Teaching Materials......31
4.4 Instruments......32
4.5 Research Procedures .........33
4.6 Teaching Practice ........34
Chapter Five Data Analysis and Discussion.........37
5.1 Data Analysis ........37
5.2 Discussion of the Dat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。