A Study of the Use and Translation of Archaic Functional Vocabulary in the Berne Convention

The archaic functional vocabulary is highly with the legal features of formality and conservativeness and still holding a place in legal English.The Berne Convention is a good example to study the use and translation of the archaic functional vocabulary.By studying what archaic functional words or phrases are used in the Berne Convention,their meanings and the different use frequencies of them between the Berne Convention and the Copy Right Law of PRC,it has been found that arhcaic adverbs are used of low frequency,while some adjectives or adjectival groups as well as some prepositions or prepositional phrases are used of high frequencies.The use frequencies of the archaic functional vocabulary is higher in the Berne Convention than those in the Copy Right law of PRC.Some suggestions can be put forward to help improve translating Chinese legal documents into English or writing English legal documents.

The Effectiveness of Explicit Vocabulary Instruction on Productive Vocabulary Learning in Writing Among Intermediate School Learners in Saudi Arabia

This study aimed to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing among intermediate school learners in Saudi Arabia,verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test,and verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.The study community consisted of all intermediate school students in the Kingdom of Saudi Arabia,while the study sample included 30 students.The experimental method was adopted to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing and the achievement test was used as the study tool.The study reached many results including there were no statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test and there were no statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.According to these results,some recommendations and proposals were made including training English teachers at the intermediate school level in the Kingdom of Saudi Arabia,on explicit vocabulary instruction and conducting future researches on the trends of English teachers at the intermediate school level,in the Kingdom of Saudi Arabia,regarding the adoption of explicit vocabulary instruction while teaching the English language.

An Empirical Study of Depth of Vocabulary Knowledge and Vocabulary Learning Metacognitive Strategies of Non-English Majors

This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.

Research on Vocabulary Learning in English Classroom Teaching Based on Corpus

The difficulty of learning English is not only related to interest,but also related to the correctness of learning methods.Especially in English teaching,a comprehensive and in-depth mastery of vocabulary can improve the level of English language,learn English knowledge better,and improve the level of cross-cultural communication.The application of corpus in English classroom vocabulary teaching can provide more educational space for vocabulary teaching,enrich teaching methods,and at the same time,facilitate students to learn vocabulary and lay a foundation for learning English language.To this end,this article first describes the important role of corpus application in vocabulary learning in English classroom teaching.Secondly,it discusses the difficulties of vocabulary learning and the factors that affect the quality of learning.Finally,in order to enhance the learning effect of students and improve the teaching level,several learning strategies have been formulated to continuously highlight the practicality of the corpus.

A Quasi-Experimental Study of English Vocabulary Teaching Based on Incidental Acquisition

Recent years have witnessed a phenomenon that major English teachers in China have adopted the traditional teaching pattern, mechanically linking English pronunciations directly with the meaning of Chinese, which gradually dampens learners’ enthusiasm. The chief purpose of this paper was to design one English vocabulary teaching lesson based on incidental acquisition. More specifically, the questions raised are, on the one hand, whether incidental vocabulary teaching imprints differences on the learning outcomes for middle school students, and, on the other hand, whether incidental acquisition results in positive feedback between teachers and students. The technique we applied was referred to as questionnaires and interviews addressed to a sample of 68 students. Focusing on the effect of incidental vocabulary acquisition, the analysis demonstrated that it could enhance students’ vocabulary capacity. In addition, it was interesting to note that excellent students and average students tended to embrace the new teaching style while underachievers were on the opposite side. On this basis, it is recommended for English teachers to design English vocabulary lessons, adopting visual, auditory, oral, reading or writing training. More precisely, they should use phonics rules and patterns, holistic learning, classified vocabulary teaching, visual illustration or multimedia teaching to give lessons effectively and expand learners’ vocabulary.

Ecological Classroom Model for Vocabulary Teaching Based on Markov Chain

This paper explores the current English vocabulary teaching classroom based on an eco-linguistic perspective and the Markov chain,points out the ecological imbalance in the English vocabulary classroom,and proposes measures to solve the problem and strategies to build an ecological English vocabulary learning classroom,in order to provide some reference for future English vocabulary curriculum reform and curriculum design.In this paper,a random sample of 20 students from each class was taken from an advanced arts class and an advanced science class.The results show that after a semester of teaching process,the overall English scores of the arts and science classes improved,and since,the arts classes improved more and the teachers’teaching quality was better.

English Translation of Chinese Traditional Cultural Vocabulary Under the Context of Cultural Dissemination

The influence of Chinese culture in English-speaking countries is still not as significant as that of Japan and other East Asian countries.Therefore,it is necessary to explore the English translation of vocabulary with Chinese elements.Based on the main purpose of cultural dissemination,this article briefly classifies vocabulary with Chinese elements,explores translation strategies for Chinese traditional cultural vocabulary,and summarizes the actual cultural propaganda effects.The article also provides insights and suggestions for subsequent strategy applications.

Unveiling the Pedagogical Potency of Quizlet:Enhancing Vocabulary Acquisition and Academic Performance Among Business English Major Students in China

The effectiveness of Quizlet,an online vocabulary learning tool,in enhancing vocabulary acquisition and academic performance among Business English major students in China was investigated in this study.With emphasis on the importance of vocabulary proficiency for English learners,especially those in English-related majors,this research aimed to understand the impact of Quizlet on vocabulary mastery and its connection to overall academic success.A one-academic-year longitudinal experiment was carried out involving two classes,utilizing quantitative methods for assessing vocabulary retention and academic progress.Improvement was seen in the final exam rankings and vocabulary retention rates in Quizlet-engaged classes.Hopefully,this study could provide valuable insights for educators,curriculum designers,and researchers,guiding the optimization of language acquisition strategies in the digital age.

A Study on Second Language Vocabulary Acquisition Under the Categorization Theory

In cognitive linguistics,debates on the status and functions of categorization have been a heated issue.In semantics and second language acquisition,scholars have discussed and achieved vocabulary acquisition from different perspectives and academic levels.Vocabulary learning exerts a fundamental role in second language vocabulary acquisition(SLVA),and it is closely related to learners’cognitive competence.However,studies on second language vocabulary acquisition under the categorization theory in cognitive linguistics have received less attention from linguists when compared with other studies.This paper employs two representative dimensions,the basic-level effect and the prototype effect,under the categorization theory to further delve into the implications on second language vocabulary acquisition.This article first provides a comprehensive introduction to the nature and the approaches of the categorization theory,and then analyzes the relations and implications for second language vocabulary acquisition under the categorization theory from the perspective of the basic-level and the prototype effects.The research results showed that the basic-level effect on SLVA is mainly on the classification of word categories distinguished from the superordinate and subordinate categories,while the prototype effect is more on understanding the complexity and use of word meaning.

A Study on Mobile Terminal-Based Deep Learning of English Vocabulary from a Multimodal Perspective

Within the cognitive theory of multimedia learning framework,this study explores the practical path to realize the deep learning of mobile terminal-based English vocabulary.It also discusses how to stimulate learners’positive emotions to learn actively,construct a mental lexicon,and encourage learners to use high-order thinking to realize the transfer and innovation of knowledge.

A Study on the Vocabulary Size of First-Year College Students

Vocabulary, as the information carrier, plays an indispensable role of language. Likely, vocabulary learning is a significant part in English learning, so vocabulary acquisition becomes one of the hottest SLA research fields. This study tests the vocabulary size of 61 first- year students in Jiangsu Maritime Institute by applying the adjusted Nation's Vocabulary Level Test(VLT), laying basis for further researches and studies on vocabulary acquisition and development of those students.

An Investigation on Vocabulary Learning Strategies of Business English Majors

The vocabulary learning strategies are very common in English learning. Basing on O'Malley & Chamot's classification framework of vocabulary learning strategies, the present study conducts research by the questionnaires and interviews of junior Business English Majors to know the current real situation of business English vocabulary learning strategies used by business English Majors. After analyzing and discussing the problems which are reflected in the questionnaire and interview, the researcher puts forward some suggestions on vocabulary learning and teaching in Business English. The researcher hopes it is helpful for Business English Majors to learn Business English vocabulary.

Review of Keeping Vocabulary Notebooks on Vocabulary Acquisition

Vocabulary notebooks relates to a notebook kept by each individual student with the aim of learning and expanding new vocabularies.Such vocabulary learning approach has been advocated for many years,and its advantages have been proved by many language teaching professionals.

Involvement Load Hypothesis and Senior Middle School Students' Vocabulary Retention

The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.

The Negative Transfer of Mother Tongue in Vocabulary of Non-English Majors in Vocational Colleges

The transfer of mother tongue has always been influencing students in second language acquisition.This paper attempts to analyze the negative transfer in vocabulary of non-English majors in vocational colleges and briefly proposes some strategies to reduce the negative transfer of mother tongue.

A Study on English Vocabulary Learning Strategies of College Students

The present study attempts to investigate Chinese non-English majors' vocabulary learning strategies.The descriptive statistics is carried out on the learners' vocabulary learning strategies;a correlational study is conducted between the students' vocabulary learning strategies and their vocabulary test scores.The result shows that students still prefer to learn vocabulary through the traditional way and that the dictionary strategies and rehearsal strategies are negatively related to vocabulary test scores,while all the other five categories are positively related to them.The pedagogical implications of this study are suggested for college teachers' instructions of vocabulary learning strategies.

A Synthesis of the Studies on Vocabulary Learning Strategies in ESL and EFL Learning

Vocabulary is the core of language learning.The efficiency of vocabulary learning may influence language learning outcome.Vocabulary learning strategies can help the learners to learn vocabulary more efficiently,and they are very useful and beneficial for language learners.This paper synthesizes the research on vocabulary learning strategies in ESL and EFL learning,including the studies on the definitions of vocabulary learning strategies,classifications of vocabulary learning strategies and previous main research areas.The previous research areas mainly involve in the following aspects:patterns and taxonomies of vocabulary learning strategies,gender difference and vocabulary learning strategies,language proficiency and vocabulary learning strategies,major or disciplinary difference and vocabulary learning strategies,vocabulary learning strategies used frequently and effectively,vocabulary learning strategies and learning outcomes,and vocabulary learning strategy training.

Prototypes and Vocabulary Teaching

The prototype theory suggests that many metal concepts we have are really prototypes.It claims that children first learn words that are "basic" because they reflect aspects of the world,prototypes, which stand out automatically from the rest of what they see.Basic level words should be taught first.

Redesign Vocabulary Exercises In college English Intensive Reading Course book

Nowadays,more and more university students have Teacher’s Book for College English. They know answers of exercises from it before they do them. Some of them just copy down the right answers and wait for teacher’s praise. In this situation, College English teachers should redesign the exercises after each unit so that students will be interested and involved in learning. This study thus suggests several ways to redesign the vocabulary exercises from “ College English". It expects, on the one hand, to raise College English teachers’ awareness of the necessity to change the exercises. On the other hand, it expects to give them an inspiration, and example of designing more appropriate exercises so as to reinforce students’ vocabulary and enhance their language awareness.