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Chapter I Introduction

1.1 Background of the study
With this situation in emphasis in recent years, SLA researchers and teachers are faced with the challenge of how best to help students learn vocabulary effectively in the target language. Vocabulary learning is often not an easy job for learners, especially for secondary vocational school students. It is due to a variety of reasons. Firstly, vocabulary is the most sizeable and unmanageable component in the learning of any language (Nation, 1990). Words convey much more than a simple definition. Learning L2 vocabulary is a complex task which involves many aspects. Those days are gone that learners would be provided with a list of words and their meanings. Learners not only need to know the meaning of a word, but also they should know when and how to use it. All this makes vocabulary learning a demanding task.

这种情况强调，近年来，SLA研究者和教师面临的挑战是如何最好地帮助学生有效地学习词汇在目标语言。词汇的学习是为学习者往往不是一件容易的工作，特别是对中等职业学校学生。这是由于各种各样的原因。首先，词汇是最大型及最难以管理的组成部分，在学习任何语言（国，1990年）。词传达远不止一个简单的定义。学习第二语言词汇是一项复杂的任务，涉及到很多方面。那些日子已经一去不复返了，学习者将词及其含义的列表。学习者不仅需要知道一个词的意思，也是他们应该知道什么时候以及如何使用它。这一切都使得词汇学习一项艰巨的任务。

Chapter II Literature Review

In this chapter, theoretical and empirical researches on L2 vocabulary learning andsemantic mapping both at home and abroad are expressed. The thesis is based on the theoriesof Modal Memory Model, the Mental Lexicon and Information Process of Memory.

2.1 Researches on semantic mapping

2.1.1 Description of semantic mapping
There are various definitions of semantic mapping among different researchers.Semantic maps have been described and labeled in different ways, such as semantic webs,word webbing, clusters, word maps, word diagrams, concept mapping and so on.Semantic mapping generally refers to a technique which graphically illustrates wordassociation and falls under the general category of graphic organizers. It is used in differentsubject areas in order to help learners to understand relationships and form concepts aboutbroader topics. Sokmen (1992) indicates that semantic mapping involves brainstormingassociations and drawing a diagram of the relationships between words. Johnson, Pittelmanand Heimlich (1986) describe it as “categorical structuring of information in graphic form”.The basis of semantic mapping is the relationships among the words. Usually thisinvolves some type of sense relationship, such as synonymy, antonymy, coordination,hyponymy, meronymy, or others. Semantic maps make these relationships between words“explicit” (Gairns and Redman, 1986). Stahl and Vancil (1986) suggest that discussion of therelationships between the words or the semantic map is a very important part of theprocedure.Semantic mapping, as an instructional strategy, involves a variety of basic memory andcomprehension techniques (such as grouping, making associations, and using visual memoryof the semantic maps) that incorporate relating old knowledge to new (Oxford, 1990).Many researchers, such as Johnson & Pearson (1984), Hague (1987), discuss theprocedures of constructing a semantic map. Hague (1987) outlines the major steps tosemantic mapping as below:

Chapter III Research Design........... 27-48
    3.1 Research hypotheses...........27-28
    3.2 Research subjects........... 28
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