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Chapter One    Introduction 

1.1 Background of the Research
Vocabulary is the indispensable part of both first and second language. It’s one of the cornerstones in language teaching as well as learning. What’s more, it’s closely related  with  four  basic  language  skills  including  listening,  speaking,  reading  and writing.  Thus  it  can  be  seen  that  vocabulary  knowledge  plays  an  essential  part  in literacy skills (Pulido& Hambrick, 2008, pp. 164-190). The insufficiency in language skills results from an inadequate vocabulary.Language  acquisition  boils  down  to  vocabulary  acquisition  (Gass  &  Selinker, 2001,  p.  213).  In  recent  years,  more  and  more  attention  has  been  attached  to  the researches  of  second  language  vocabulary  acquisition  by  researchers  in  all  fields  at home  and  abroad.  Overviews  have  been  made  by  some  researchers  from  diverse aspects. Liangya Lan (2015, p. 19) summarized approaches to vocabulary acquisition in second language acquisition while Zhaowei (2014, pp. 29-31) made a comparative analysis of vocabulary acquisition at home and abroad in aspects of content, method, participants  and  material  as  well.  Wang  Liuqi&  Su  Haili  (2015,  pp.  52-56)  proved that  second  language  level  and  type  of  semantic  relation  between  bilingual vocabulary are the significant variable influencing bilingual transformation and use.    Along with the development of cognitive psychology, the combination between the  process  of  second  language  acquisition  and  psychological  mechanism  of language  acquisition  is  becoming  a  focus  gradually.  In  terms  of  vocabulary acquisition, the input relationship of word meaning and form has been a hot topic all the time.  
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1.2 Purpose of the Research
In  light  of  Input  Enhancement  Hypothesis,  and  Type  of  Processing  ResourceAllocation,  this  research  explores  the  input  relation  between  form  and  meaning. Furthermore,  the  study  intends  to  examine  the  effect  on  the  Chinese  learners’ productive  vocabulary  acquisition  in  immediate  test  as  well  as  in  delayed  test. Furthermore, whether there is difference between immediate and delayed productive vocabulary  acquisition  under  the  same  input  enhancement  sequence  of  word  form and meaning is discussed. There  are  three  ways  of  enhanced  input  of  word  form  and  meaning:  1) meaning-first  input  enhancement  in  which  the  meaning  input  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。