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摘要：There is thus no doubt that over the past thirty years the teaching of vocabulary hasbeen of secondary importance. A few recent studies have also noted the paucity of research inthe area of foreign language vocabulary acquisition.

d towards helping students become autonomous learners who are able to build，expandand refine their vocabularies on their own，both in and out of classrooms.
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Chapter 2 Relevant Literature Review

2.1 Teaching the active use of vocabulary
Marianne Celce-Murcia and Fred Rosensweig (1979) in their Teaching Vocabulary in theESL Classroom clearly stated that different teaching techniques are appropriate for differentwords and that the technique used depends to a large extent on the objectives the teacher hasfor teaching the vocabulary.In "Teaching the active use of the meaning of a word，’ they recommended a generalapproach for teaching vocabulary. Following statement is what they set forth before thegeneral approach for vocabulary teaching is introduced: Although there are many differentways to teach a vocabulary item (cf. Mackey, 1965, chapter 8), it is possible to recommendone general approach which can be used either with deliberate planning or for an imprompfeexplanation. The easiest and clearest way to present this approach is in a formula which,though not rigid, can be used as a guide. The approach allows the teacher to present five or sixselected words in about twenty minutes. It is the most general of the techniques presentedbelow and can be applied to teaching almost any words.Step 1: lead-in. The teacher establishes a context in which to teach the word. This canbe done by asking a question or by simply making a statement.
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2.2 Contextual factors affecting vocabulary learning and development
Researches carried out by linguists and pedagogists show that many factorsaffect L2 vocabulary development within context，which consist of linguisticcomplexity (including structural difficulty and density of new lexical items) of texts，background knowledge and frequency of exposures to new vocabulary. In this chapter，theformer three factors will be dealt with individually with a view to each factor's effects oncomprehension, thus on vocabulary acquisition from context. The latter is assumed tofunction directly. If language structures make up the skeleton of language, then it is vocabulary thatprovides the vital organs and the flesh (Harmer, 1991). The combination of structural andlexical difficulty is linguistic complexity. Obviously, readers' control of both syntax andsemantics affects comprehension and thus affects vocabulary acquisition from context.
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Chapter 3 Research Questions and Methodologyg........ 21
3.1 Research questions (Why this theme for the dissertation? 21
3.2 Research methodology 22
3.2.1 Questionnaire A and its data summary explanationg........ 22
3.2.2 The pedagogical implications of the data analysisg........       24
3.2.3 Qualitative methodologyg........ 24
Chapter 4 The Procedures of the Seven-Step Vocabularyg........ 27
4.1 Introduction and backgroundg........   27
4.2 The usual procedures for the seven-step vocabularyg........28
4.3 Studies on the essence and underpinnings of the seven-stepg........ 31
4.4 Summary g........   35
Chapter 5 Studies on Vocabulary Learning Strategiesg........ 37
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