英语论文网

is  enhanced  firstly  by means  of  summarizing  after  finishing  reading  a  passage  that  contains  target  words and  their  Chinese  meaning  and  the  word  form  is  enhanced  through  inputting  the pronunciation  or  phonetic  symbols  and  some  lexical  chunks  related  to  the  target words.  2)  form-first  input  enhancement  in  which  word  form  input  is  enhanced  by means of learning relating pronunciation and relating lexical chunks firstly and then summarizing after reading the same passage. 3) simultaneous input enhancement: in which  second  language  learners  read  the  passage  containing  both  the  Chinese meaning, the phonetic symbols and the concerning lexical chunks of the target words. After  this,  an  immediate  test  on  learners’  productive  vocabulary  acquisition  is conducted,  while  a  delayed  test  is  carried  out  a  week  later.  The  testing  paper including three parts: word spelling, synonyms association and collocations.
.........

Chapter Two    Literature Review  

This  chapter  presents  a  review  of  the  relative  vocabulary  knowledge,  theories and  studies  on  the  second  language  vocabulary  and  the  vocabulary  acquisition  in second language acquisition. It begins with an introduction of vocabulary knowledge and acquisition, and then follows an overview of the related theories including Input Enhancement  Hypothesis,  and  Type  of  Processing  Resources  Allocation  Model (TOPRA).  And  then,  a  historical  retrospect  of  the  related  studies  about  vocabulary acquisition  in  second  language  acquisition  is  brought  together  to  display.  At  last, some  limitations  together  with  implications  are  summarized  and  also  the  questions untouched or inadequately addressed are discussed in the end.

2.1 Vocabulary and Vocabulary Knowledge   
Some  researchers  subdivided  linguistic  knowledge  into  lexical  and  grammatical knowledge.  Knowing  a  vocabulary  involves  understanding  a  great  deal  of multidimensional  and  complicated  vocabulary  knowledge  (Henriksen,  1999,  pp. 303-317;  Nation,  2001,  p.  27;  Read,  2000).  “Without  grammar  very  little  can  be conveyed;  without  vocabulary  nothing  can  be  conveyed.”  (Wilkins,  1972,  p.  111) Therefore,  vocabulary  plays  the  fundamental  role  in  both  second  language  learning and teaching. Many researchers state the importan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。