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se given by the FrameNet project helps to find the frame ofany word. So Frame Semantics theory is applicable both theoretically and practically.In a word, this empirical study based on Frame Semantics theory is meaningful andplausible.

1.3 Structure of the Thesis
This thesis consists of five parts: literature review; theoretical framework; process of theexperiment; collection and analysis of experiment data; conclusion.In Chapter 2 literature review，after the definition and importance of vocabulary andvocabulary teaching were substantially covered，the basic vocabulary knowledge likefrequency, productive and receptive knowledge of vocabulary was introduced. Besides, thevocabulary teaching method and the current trends both in the west and in china werereviewed. And the related studies of Frame Semantics and vocabulary teaching were alsoprovided in this part. The purpose of this chapter is to have a review of vocabulary teachingand thus find the research question of this thesis.Chapter 3 theoretical framework mainly deals with the following aspects: basic notions,relevant theories, and the theoretical framework. This chapter was provided to findimplications for the research question proposed in chapter 2. Only through the substantialstudy of the theory, can we know how to apply it to the research question.In Chapter 4，the process of experiment is described in details: the hypothesis, thepurpose，the subjects, the instruments, the variables and the procedures of the experiment. Allthis information is to tell how the experiment is done.Chapter 5 is quite important because this part analyzes the data collected in theexperiment and draws a conclusion that the vocabulary teaching method based on FrameSemantics is more effective than the traditional teaching method in college vocabularyteaching, especially in teaching the productive aspect of active vocabulary. This chaptergenerally verifies the hypothesis of this study. In other words, this experiment is successful.Finally, the last part is the conclusion of the thesis by dealing with the major findings,pedagogical implications，the limitations and the suggestions for the further study,

Chapter Two Literature Review

2.1 Vocabulary
There is no common definition for vocabulary in dictionaries and the definition variesaccording to different linguists. In the 19th century, western linguists gave a famous definition:"A word, then, is a free form which does not consist entirely of (two or more) lesser free forms;in brief, a word is a minimum free form” (Bloomfield 1984:178). In The Introduction ofVocabulary Semantics and Pedagogy, Hatch and Brown (2001:1) note that "the termvocabulary refers to a list or set of words for a particular language or a list or set of words thatindividual speakers of a language might use." Penny Ur (2000:60) defines vocabulary as "thewords in the foreign language". According to Lewis (1997)，vocabulary is not the equivalentof items in a dictionary but rather it should include chunks or multi-word chunks. In this paper,the author do not focus too much on how to distinguish the various definitions of vocabularyor word but rather on the individual word or several words having a stable meaning, e.g.chunks or idioms.

2.1.2 The Status of Vocabulary
It is commonly accepted that phonetics, grammar and vocabulary are the three basiccomponents in a language.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。