英语论文网

orEnglish proficiency is the only measurement of their academic records. .Most studentsrote-learn all words in their textbooks or even in a dictionary in order to pass exams, butthey quickly forget what they have learned just before the exams. Compared with thebasic level vocabulary in middle school, College English has a larger vocabulary sizeand rarer meaning. The goal of vocabulary learning by rote is so tough that even Englishmajors can hardly achieve, not to mention college students. Eventually students are sureto be afraid of the difficulty and lose their confidence in English learning.Thirdly, there is a lack of vocabulary consolidation and actual use. Emphasizingvocabulary explanation and mechanical drills, traditional College English teaching hasneglected students’ actual use of vocabulary in real situations. Even though sometimesrole-play activities are designed in English classrooms, they can just be regarded asdialogue exercises students already recited in advance. In these exercises, the twoparties of the conversation don’t care about the meaning of other’s words, and their onlypurpose is to recite what they should say. In class, students have no idea how to use newwords, while after class, they have no idea where to use them. As a result, students don’treview regularly and they just recall the smallest number of words. Moreover, thelimited numbers of words stored in students’ mind are not likely to be expressednaturally and fluently in real life,https://www.51lunwen.org/wordings/  and their language skills, including listening, speaking,reading, writing and translation, are difficult to be developed.

 

1.2 Purpose of the Research研究目的
In view of various problems in English learning and teaching, and based on theprevious studies on language learning strategies and training, the purpose of this thesisis to prove that Task-Based vocabulary learning strategy training embedded in dailylearning activities is an effective way to change college students’ beliefs in vocabularylearning, affect their strategy use, and improve their academic records of vocabularylearning by means of an empirical study so as to ease their burden of vocabularylearning and improve their English learning efficiency.

 

1.3 Significance of the Research研究意义
Vocabulary, as a basic element of language, plays a vital role in English learning.As Wilkins (Wang, 2006: 132) says, “Without grammar very little can be conveyed,without vocabulary nothing can be conveyed.” Vocabulary size lays a solid foundationfor the mastery of listening, speaking, reading and writing, so the success of languagelearning depends heavily on learners’ ability to use vocabulary. In a sense, vocabularylearning decides the success or failure in English learning. According to the CollegeEnglish Curriculum Requirements (Ministry of Education, 2007: 1-2), three levels ofrequirements are set in College English: basic requirements, intermediate requirementsand advanced requirements. The basic requirements are the minimum level that allnon-English majors have to reach before graduation. And each level of requirements hasexplicitly stated vocabulary size respectively. The basic requirements has recommendedthat students should acquire a total of 4795 words and 700 phrases, and they should beproficient in using at least 2000 words when expressing themselves in speaking orwriting. However, it is not so easy for college students to command so many words. 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。