Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-21编辑:lgg点击率:3813
论文字数:36200论文编号:org201407081044567654语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇有关英语阅读论文。文章给你主要谈及了基于非英语专业阅读教学的词汇学习问题。通过阅读学习词汇反过来促进英语阅读水平的提高。
Chapter One Introduction
1.1Background of the study
Foreign language instructors and learners are well aware of the fact that learning asecond language involves the learning of a large number of words. Not surprisingly, manylearners are somewhat apprehensive when faced with such an enormous task, which isboring and time-consuming (Gai, 2003).Not only learners, language teachers also face a dilemma in vocabulary teachingsituation (He, 2004). They acknowledge the importance of lexical item learning in Englishinstructing and would like to teach their students a lot in an interesting and efficient way(Liu, 2004). But it is not possible for them to take most of the class time to teachvocabulary alone. Apart from that, memory will fade with age, and not everything is fun tolearn. Some information is dull (Wu, 1998). Moving a new word from short-term memoryto long-term memory always seems not so easy in practice (Wu, 2010).Under such circumstances, incidental vocabulary acquisition might become analternative for teachers and students when they find themselves in the dilemma (Lv, 2000).Incidental vocabulary acquisition can be exploited as an approach which is more effectivethan the traditional school ways of teaching (Wei, 2007). This method can not only beconducted during class time but after class as well if teachers inform students about howthe method works out. It overcomes the shortcomings of memorization and offers a fun andefficient way for students to learn those new words (Zhou, 2000).
……………
1.2 Significance of the study
Learners regard English as a second language, and the major purpose of languagelearning is to gain the upgrading of the whole English proficiency, for which the enrichingof vocabulary quantity is quite significant (Zhao, 2002). Then the effects of Englishproficiency on incidental vocabulary acquisition are another purpose deserving to beemphasized. Because the lexical term being acquired would rely on the learner's ownselection of input messages, incidental vocabulary acquisition is individualized andlearner-based. The influence of incidental vocabulary acquisition, from the perspective of alearner-based point of attitude, is to assist second language students, in a certain sense, tolearn word and facilitate their learning potential. As incidental vocabulary acquisition isnot the same as intentional learning, the students themselves are taking a key point on thewhole research (Zhao, 2007).Researcher workers and theorists admit the significance of reading for L2 learners’vocabulary development and compose that learners incidentally acquire a statisticallysignificant quantity of unfamiliar words when they are reading passage for fullcomprehension (, Liu, 2004). There is also restricted proof to testify the effect of FFI onincidental vocabulary acquisition in addition to the empirical studies based on the depth ofprocessing model. Even if some empirical studies (Laufer-Dvorkin, 2006; Mou, 2009;Batia, 2011, etc.) provide some proof for it, some research questions are also unfamiliarsuch as the influences of different tasks in different educational circumstances on learners’lexical items retention, the influences of different tasks (input task and output task) withthe equivalent involvement load (i.e., the same involvement index) on English learners’lexical items retention. And some of the researches supp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。