英语论文网

once  proposed  several components  of  vocabulary  knowledge,  such  as  meaning,  pronunciation,  spelling, application and  so on. Later, Nation (1990) acclaimed that word  knowledge could be classified into four dimensions and eight sub-dimensions, which are form, collocations, grammatical functions and meaning. What’s more, each dimension is further measured from two aspects, the receptive aspect and productive aspect. The mastery of receptive knowledge  means  that  learners have  the  ability to identify a  word’s  pronunciation, spelling and  meaning.  And  the mastery of productive knowledge  means that learners are able  to produce or use words  for certain purposes in  real life.  It  is  valuable  and essential  to  make  a  classification  between  receptive  knowledge  and  productive knowledge due to a lot of foreign language  learners only know  the pronunciation and meaning of words but they are unable to use those words in reality. Up to now, though many  scholars doubt  the  feasibility of this  framework,  it  is  generally  accepted that Nation’s framework of word knowledge is more systematic and conclusive. 

Afterwards,  based  on the framework proposed in 1990, Nation (2001) came up with three new categories of word knowledge from both the receptive and productive dimensions, which  involves  form, meaning  and  use.  In  order to measure students’ vocabulary  acquisition in details, this study mainly takes use of Nation’s (2001) word knowledge  framework to measure students’ acquisition of vocabulary meaning.  The measurement  of  students’  acquisition  of  word  meaning  is  mainly  through  doing exercises about matching form and meaning together.

Chapter Three Research Methodology .................................... 41

3.1 Research Questions ....................... 41

3.2 Participants .................................. 42

3.3 Instruments .............................. 43

Chapter Four Results and Discussion ........................... 51

4.1 Descriptive statistics...................................... 52

4.1.1 Results of Control Group .............................. 52

4.1.2 Results of Treatment Group One .......................... 54

Chapter Five Conclusion and Implications ................................... 72

5.1 Major Findings of the Study.................................. 72

5.2 Pedagogical Implications.................................... 73

Chapter Four Results and Discussion

4.1 Descriptive Statistics

The  experimental test was  aimed  at evaluating  students’ situation of IVA  in real time. Conversely, the delayed test was used to value  students’ retention of those target words.  Both  the  experimental  test  and  delayed  test  were&nb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。