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Chapter Two Literature Review

2.1 Review on Vocabulary Teaching
Vocabulary absolutely constitutes a crucial part os language learning, butvocabulary instruction has not always been a priority in language teaching research orpractice. The teaching and learning of vocabulary have been undervalued in the fieldof SLA through its varying stages and up to the present day (Zimmerman, 1994).Richards (1976) alerts us the fact that vocabulary is typically neglected in foreign orsecond language instruction, owing this insufficiency, to the influence from thedominant linguistic theories at that time—Structuralism. Carter and McCarthy (1988)conclude that: Although it suffered neglect for a long time, vocabulary pedagogy hasbenefited in the last fifteen years or so from theoretical advance in the linguisticsstudy of the lexicon, from psycholinguistics investigations into the mental lexicon,from the communicative trend in teaching, which has brought the learner into focus,and from developments in computers. What is perhaps missing in all this is moreknowledge about what happens in classrooms when vocabulary crops up.As Candlin (1988) asserted the study of vocabulary is at the heart of languageteaching in term of organization of syllabus, the evaluation of learner performanceand the provision of learning resources. The majority of second language learners takevocabulary as their top priority because they know that the possession of an adequateand appropriate vocabulary is essential for their mastery of that language and effectivecommunication. Since the important status of vocabulary teaching, many authors havedone some research.
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2.2 Previous studies on vocabulary teaching abroad
The studies of vocabulary teaching can be mainly divided into three periods. They are Structural Semantics (1930-1975), Logic Semantics, which is developedafter 1970, and Cognitive Semantics, which is developed after 1975. With thedeveloping of cognitive psychology, the psychological linguists have found thatcognitive development affect the language learning and acquisition. From theperspective of the learners' cognitive ability and cognitive process, and using the newresearch results of psychological linguistics study English vocabulary teaching is anobvious trend of the research field in nearly 12 years. Little attention is paid tovocabulary teaching before 1970. Language teaching and vocabulary instruction aredeveloped by the advance of linguistics, spycholinguistics and other related theories.The importance of vocabulary teaching gets more attention day by day. P. Meara, theBritich psychologist published his article called Vocabulary Acquisition: a neglectedaspect of language learning in Language Teaching &Linguistics in 1980. From thenon, many scholars offer many viewpoints on vocabulary teaching. They carry out theirresearches from different aspects: such as lexicon, mental lexicon, teaching materialsand other factors which would influence vocabulary teaching. Oxford and Scrcella(1994) recommends strongly that direct vocabulary teaching instruction is necessary.
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Chapter Three Theoretical Frame .....17
3.2 Frame ......18
3.3 Scripts ......21
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