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fers to the number of words for which a person can tellsome significant aspects of meaning. And the depth of vocabulary knowledge is the degreea person can understand the multiple aspects of word meaning. The two dimensions ofvocabulary knowledge require the development of more instruments to assess thevocabulary knowledge. To be more specific, the assessment of vocabulary knowledge isnot only to assess the learners’ vocabulary size, but also to assess the multiple facets ofvocabulary knowledge. Therefore, this section is to review some basic ideas of vocabularyknowledge concerning the breadth and depth as well as the instruments adopted to assessthe vocabulary knowledge. The empirical research on breadth and depth of vocabularyknowledge also will be reviewed.
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2.2 Studies of second language vocabulary teaching
During the 20th century, there emerged many second language teaching approachesabroad. Vocabulary teaching, as an indispensable part of second language teaching,proceeds with the development of second language teaching.The book Approaches and Methods in Language Teaching introduces these teachingmethods with great detail (Richards, Theodore, Rodgers, 2000).Grammar-translation Method, the oldest teaching method, is based on the translationwhich is the basic way to learn language. At that time, language learning mainly focuses onthe mastery of grammar and vocabulary. Later the Direct Method appeared. This methodclaims that vocabulary should be learned in the sentences, putting the words into practice.The appearance of the Oral Approach and Situational Language Teaching in the 1930sdeclines the position of vocabulary teaching. In Situational Language Teaching, languageis taught by practicing basic structures in meaningful situation- based activities. Itemphasizes the combination of structures and situation. Vocabulary is used to practice thestructures.The Audiolingual Method, emerging under the background of World War II, attachesgreat importance to the oral skills. Vocabulary is neglected.
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III Theoretical Framework...... 20
3.1 Levels of Processing........ 20
3.2 Vanpatten’s Input Processing....... 21
3.3 Skehan’s Information Processing ...... 22
3.4 Summary........ 23
IV Research Methodology...... 25
4.1 Research questions .... 25
4.2 Research design ......... 27
4.3 Data-collection and data-analysis........-32
V Results and Discussion ....... 33
5.1 Results ..... 33
5.2 Discussion...... 47
5.3 Summary........ 56

Chapter Five Results and Discussion

51 Results
In order to answer the research questions in the experiment, the present research firstanalyzed the scores. Two independent variables are involved in this experiment. They arepresentation mode of vocabulary knowledge and time. The presentation modes ofvocabulary knowledge include inductive learning type and deductive learning type. Thedependent variable involved is the scores of the vocabulary tests. The mean scores for thevocabulary tests were compared to verify the effectiveness of the independent variables.Besides, one-way ANOVA was done to confirm whether there were significant differencesbetween the groups each time. In a word, the results are analyzed mainly through suchthree kinds of data analysis as the descriptive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。