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    2. 刊物属性
    3. 刊物名称:英语广场
    4. 国内刊号:CN 13-1298/G4
    5. 国际刊号:ISSN 1009-6426
    6. 数据库收录:中国知网
    7. 投稿邮箱:
        tougao@esteachers.com
    8. 当前位置:英语广场 > 优秀论文 >
      时间:2017-06-17 来源:英语广场

        【Abstract】Successful second language acquisition encompasses multi-processes concerning how different linguistic subsystems develop, such as morphology, grammar, vocabulary and semantics,, among which vocabulary learning plays an essential role in second language learning.Despite of the importance, many students find it difficult to learn and remember English words. In this way, they cannot practice other language skills effectively and feel demotivated. There is no doubt learners will go through different vocabulary learning phrases and adopt different strategies in order to fulfill various needs during their language learning processes. This paper will focus on the initial phrase of vocabulary acquisition: explicit vocabulary learning ,and analyze two strategies that are suitable for college students who are at this phrase. The aim is to help teachers and students have a better understanding of vocabulary learning and to give some suggestion.
        【Key words】English Vocabulary Acquisition; Explicit learning; Strategies
        1. Introduction
        In the past decades, many researchers emphasize the importance of lexical knowledge and they believe that vocabulary as the building blocks can lay a solid foundation for the following language proficiency improvement (Maley 1986; Grabe & Stroller, 1997). Four basic language skills (listening, reading, writing and speaking) can be effectively developed only the learner has gained a certain member of vocabulary. In this regard, the lack of word knowledge may impede student’s ability to function in L2 and success in the classroom and workplace. According to Furnham & Petrides (2003), increasing a student’s word knowledge can positively influence his or her world knowledge, comprehension ability, even the willingness and happiness to further language learning. One possible reason for vocabulary knowledge’s contribution to one’s emotion is that language learners may feel secure and comfortable when they are doing language learning tasks or activities if they have equipped themselves with “sufficient words” ( sufficient here is a kind of psychological suggestion, learners will feel relaxed and actively communicate with others when they get this hint from themselves). From this perspective, vocabulary knowledge has a large impact on learner’s ability to communicate, this interactive ability is not only constrained to oral communication with other speakers, but also interaction with texts.
        Given the importance of vocabulary to the efficacy of SLA process, it is worthwhile for language teachers and SLA researchers to explore how to teach vocabulary efficiently and effectively. During the exploring process, scholar’s different points of view as to some questions raise a hot debate. Some of them believe it is difficult to teach vocabulary in a separate way since words are not isolated items with other aspects of a language, students can gain vocabulary when they are using other language skills. Someone thinks teachers can teach students the vocabulary knowledge, but students themselves should be responsible for word retention. Others may argue that although students can monitor the establishment and development of their mental lexicons, teachers should be facilitators by giving vocabulary learning instructions and strategies, which may help students gain word knowledge in an effective way.
       

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