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Chapter One Introduction

1.1 The reasons for selecting the topic
Vocabulary has been occupying a significant place in language learning. Manyscholars (Laufer, 1991; Meara, 1984; McCarthy, 1990) have discussed the importance ofvocabulary in second language acquisition. According to them, vocabulary can be viewedas the basic element of all language skills which include listening, speaking, reading,writing and translation. In the opinion of McCarthy(1990), even if the learners havemastered the grammar quite successfully and flexibly, and even if they can pronounce thewords like the native speakers, without knowing the words, they can not use a foreign orsecond language to communicate with others in a meaningful way. In addition to thestandpoint of these scholars, Vermmeer(1992) holds the view that it is critical for thelearners to master the vocabulary knowledge so as to understand others and be understoodby others. So, in the process of learning a language, vocabulary knowledge learning shouldbe given the top priority. Obviously, vocabulary is doubtlessly an indispensable element inlanguage learning. One cannot conduct the communication without using the words toexpress varieties of specific meanings.Since vocabulary is of great significance, the acquisition of vocabulary becomes thepremise of mastering the language skills. This demands instructors to adopt a moreefficient method to teach vocabulary. Therefore, the present research is conducted to find abetter approach to vocabulary teaching and learning.
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1.2 The objective of the study
This study is to investigate the effect of the different English vocabulary presentationmodes on high school students’ vocabulary acquisition by means of an experiment. On theone hand, this study aims to find whether different vocabulary teaching treatments haveeffects on vocabulary acquisition. On the other hand, if there are effects, which kind oftreatment will better promote vocabulary acquisition? The ultimate aim is to contribute tothe vocabulary acquisition in second language learning. To conclude, the research tries toanswer the questions below:Question 1What effect does each vocabulary presentation mode in the study have on the high schoolstudents’ English vocabulary knowledge acquisition?Question 2Which mode is better at facilitating high school students to acquire English vocabularyknowledge, the examplar-based inductive input processing mode or the rule-baseddeductive input processing mode?
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Chapter Two Literature Review

2.1 Research on breadth and depth of vocabulary knowledge
Previously, second language vocabulary acquisition was usually considered to enlargelearners’ vocabulary size. However, with the emergence of more and more research ofvocabulary knowledge done by linguistic scholars, it is widely acknowledged thatvocabulary knowledge is composed of various dimensions. Among a variety of definitionsof vocabulary knowledge, the most influential one is proposed by Anderson (1983). Hedefines the vocabulary knowledge from the perspective of quantitative (breadth ofvocabulary knowledge) and qualitative (depth of vocabulary knowledge) aspects. Theterms “breadth” and “depth” began to appear in literature since the early 20th century. Thebreadth of vocabulary knowledge re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。