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1.1 Background of the Study
As international cooperation is accelerated with the globalization of information, politicsand economy, more competent talents possessing not only solid professional knowledge butalso excellent foreign language ability are required to meet society's changing needs, whichexerts more pressure on foreign language teaching and propels its constant innovation anddevelopment, for the traditional foreign language teaching emphasizes too much on thetraining of basic language skills, but overlooks students' interests and their mastering ofcontent knowledge. Nowadays, in order to cultivate composite-type talents, researchers andeducators are bending themselves to the exploration of effective foreign language teachingmethodology. Since the 80s of the 20^ century, the focus of foreign or second languageteaching abroad has gradually shifted from simply emphasizing grammar and structureteaching to an integration of both language and content teaching, thus Content-basedInstruction (CBI) begins to gain its popularity‘ Because of this approach's successfulapplication in some western countries and its obvious advantages in improving students,language skills as well as content knowledge, CBI has won many educators' favor since itsfirst recommendation in China. Some universities such as Dalian University of ForeignLanguages and University of International Business and Economics have made their efforts inthis teaching pattern's application in China's education environment. Though certaingratifying results have been achieved, CBI model is still in an exploring stage in the Chineseforeign language teaching setting and researchers are uncertain about its possible side-effects.Therefore, the impacts of implementing CBI are still worth probing into.
It is widely recognized that vocabulary is the "building block" of the "language mansion”and a necessary groundwork for meaningful communication. And second languagevocabulary is seen as one of the single best predictors of second language proficiency ⑴.Meara and Fitzpatrickpoint out that "communicative effectiveness is achieved moresuccessfully by learners with a larger vocabulary than by learners with a smaller one". Meara[2] also states that "successful L2 learners are avid collectors of words". So the importance ofvocabulary cannot be overestimated, and it is no wonder that vocabulary study is carried outthroughout the whole process of foreign language learning. Since CBl uses authentic teachingmaterials with too many new words for the students to absorb and its main focus is on makingstudents grasp the content knowledge, whether it is more beneficial or not to improvestudents' vocabulary needs to be explored,A number of L2 vocabulary acquisition researches have explored the relationshipbetween vocabulary and writing. Some researchers have found that vocabulary size issignificantly relevant with the quality of writing [3] Others also indicate unequivocally thatwriting difficulties result from lack of vocabulary [亏]问.Muncie [？] admits that process writingis an excellent opportunity for improving vocabulary and an effective way to convertreceptive vocabulary into productive vocabulary. Therefore, writing, among other things, is aneffective way to show learners' vocabulary abilities. Using writing as an implement to elicitvocabulary could be very fruitful for exploring students' productive vo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。