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ns on junior middle school students'vocabulary learning.In addition,most schoolcouldn't apply any other different ways to check students'vocabulary acquisition except thetest on the identification or the spelling of vocabulary,though they all know that the learningprocess of a word is changing and complicated.Whether it was a problem of theory orpractice,a more delicate way of word test is needed to assess students'vocabulary acquisition.

Chapter Two Literature Review

2.1 Definition of Key Terms

2.1.1 Word Clustering Presentations

According to some scholars such as Koren,Kofman,and Berger(2005),word clusteringis described as a strategy through the use of which situational memory retrieval,wordassociations,and task fluency can be improved.Papathanasiou(2009)states that wordclustering,a type of word grouping through which different words can be variously related,can also be considered a way of presenting words that facilitate L2 learners'vocabularylearning.Based on previous studies about word clustering,thematic clustering and semanticclustering are two popular vocabulary presentations in foreign/second language classes(Tagashria et al.,2010).

Thematic clustering presentation is considered to be the presentation of a cluster ofwords,drawn from a frame or schema,which are based on mental associations and a commonthematic concept,such as a set of words like apple,red,eat,health,and help(Tinkham,1997).Words under thematic clustering presentation belong to the same thematic structure,eventscript,or cognitive context,and the similarity between words is low.Words are linked andshared through the encyclopedic knowledge and cognitive contexts associated with the wordsrather than overlapping lexical information.It is the micro-context constructed by thematicclustering that lays out fragments of language users'assumptions about the world andfacilitates learners'effective perception and dynamic construction of new vocabularies'meaning.(Ran,2012;Zhang et al.,2018).Due to the deep processing encouraged by thematicclustering presentation,there is a positive learning outcome in learning the meaning of vocabulary(Elgort,2011).

2.2 Theoretical Foundations

This part will provide the theoretical foundations for the learning effect posed by semantic clustering presentation and thematic clustering presentation on the junior middleschool students'multidimensional vocabulary knowledge acquisition.The introduction abouttheory will begin with semantic field theory,then move to schema theory,and end at the depthof processing theory.

2.2.1 Semantic Field Theory

The semantic field is a set of lexical items in which words applicable to a conceptualdomain are organized by a number of relationships.The semantic field theory was proposedby the German linguist J.Trier in the 1930s,which suggests that words are not isolatedindividuals but can be linked to each other by common semantic features and that relatedwords based on such semantic links form a semantic field(Zhou,2001).All words in alanguage can be placed in a particular semantic field,and the relationship between semanticfields is similar to the relationship between sets of numbers.It has been added that semanticfields are the bridge between individual words and the lexicon as a whole,so they can beembedded in various linguistic structures as well as composed by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。