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Chapter One Literature Review

1.1 L2 Vocabulary Acquisition and Reading
Undoubtedly, vocabulary acquisition is a complex process. Scholars haven’tcome to an agreement as to how to define one acquires a word. Almost every foreignlanguage learner once had such experiences: sometimes when we hear a certain word,we know its meaning, but can’t remember how to spell it; sometimes when we comeacross a word in reading passages, we know its meaning and spelling, but we seldomapply it into usage. The common experiences imply that knowing the meaning or thespelling of a word is far from enough. Acquiring a word requires one to grasp variousaspects of knowledge about it.Firstly, let’s look at the vocabulary knowledge. A word is a complex entity madeup of a set of properties and features. Chomsky (1975) viewed lexis as a set ofdictionary entries. Each of them contains syntactic, phonological and semanticinformation. It sounds a bit incomprehensive. The first and often cited attempt toarticulate comprehensive elements of vocabulary knowledge is usually attributed toRichards (1976: 77-89), who also concerns much the application of vocabularyknowledge into pedagogical practice. In response to the question, “what does it meanto know a word?” he proposed 7 assumptions respectively: frequency, register,position, form, association, meaning-concept, and meaning-association.
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1.2 Lexical Inferencing Strategies

1.2.1 Vocabulary Learning Strategies
As stated more than once before, vocabulary is an important and active part of alanguage. The mastery of vocabulary not only takes place in intentional learning ofschool, but also has to be accumulated over lifetime. What’s more, vocabularyknowledge knows no bound. Nobody dares to say that he has mastered all thevocabularies in a language, even in his mother tongue. However, for L2 learners, whatcan be done is to make use of certain strategies to speed up the acquisition of newwords.As for language learning strategies, R. Ellis (1994: 532-533) suggested thefollowing characteristics: (1) Strategies refer to both general approaches and specificactions or techniques used to learn a language. (2) Strategies are problem-oriented,and the learner employs a strategy to overcome some particular learning problem. (3)Learners are generally aware of the strategies they use and can identify what theyconsist of and they are asked to pay attention to what they are doing and thinking. (4)Strategies involve linguistic behavior (such as, pointing at an object so as to tell itsname) (5) Linguistic strategies can be performed in language learning. (6) Somestrategies are behavioral while others are mental. Thus some strategies are directlyobservable while others not. (7) In the whole, strategies contribute indirectly tolearning by providing learners with data about the second or foreign language theycan process. However some strategies may also contribute directly (e.g. memorizationstrategies directed at specific lexical items or grammatical rules). (8) Strategies usevaries considerably as a result of both the kind of task the learner is engaged in andthe individual learners’ pReferences.
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Chapter Two Research Design

2.1 Research Questions
Three stages of research are adopted in the current study: questionnaire,interview and reading comprehension tests before and after lexical infere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。