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tance to English learning. Besides, thestudents faced great pressure since they had to master the expertise in their major andthe time spent on English teaching is limited. As a result, teachers should pay moreattention to get the English teaching adapt to students’ English proficiency after theygraduated from senior high schools and enrolled in universities.
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Chapter 2. Literature Review

2.1 Previous ResearchesAbroad about Vocabulary Teaching
As one of the fundamental part of language teaching, vocabulary teaching hasattracted large numbers of attraction since ancient time and there have been manyscholars and teachers who contributed to the development of vocabulary teaching.Compared with the Chinese studies about this topic, the western studies could betraced back to an earlier time. In the following part, the most important teachingtheories will be introduced.Before 19thcentury, there were no teaching methods that were used among alllanguage classes and the teachers then focused more on teaching students to readmore books in other languages, instead of communicating with others. At that time,grammar-translation method was more famous among language teachers. Applyingthis method, the teacher tended to follow the steps of reviewing words learned in thelast class, presenting new words, explaining grammars, analyzing the texts, reviewingthe teaching content and making assignment for homework. It is obvious that theteachers pay more attention to the teaching content, instead of the students, but thismethod was so influential that it is still used in today’s language classes.After 19thcentury, direct teaching method started to become famous. Thismethod refers to the one that the teachers make use of pictures or body languages topresent the meanings of words. This method was extremely useful for teachingobscure words since it helped language learners connect the words with the real world.As a result, even the obscure words could leave a deep impression on them.However, such a method was not useful when the teacher was required to teach someobscure words such as functional words. Even though direct method was not perfect,it was still one of the most important method employed in language teaching.
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2.2 Previous Researches in China about Vocabulary Teaching
Compared with the western studies about vocabulary learning and teaching, thestudies about this topic in China are less creative but the advantages lies in that thestudies are more application-oriented and are even more useful for the languageteaching and learning. The vocabulary teaching in China started from the time whenthe English course was set up in Chinese schools. At the beginning, English learningis extremely difficult for Chinese learners since Chinese and English belonged todifferent linguistic branches: English belongs to the West-Germanic family whileChinese belongs to the Sino-Tibetan family. In order to improve the efficiency ofEnglish teaching, teachers taught students by means of translating method andteachers usually taught English following the steps of leading students to read Englishsentences, explaining the words in Chinese, introducing the usages, and doingexercises to practice using the words. The defects of that teaching method wasself-evident: teacher focused too much attention on translating the Englishexpressions into Chinese and ignored the pronunciation of the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。