Through the analyses on the current situation of the vocabulary teaching and learning of College English,the necessity for improvement of vocabulary teaching is explained for exploring an effective way of the vocabula...Through the analyses on the current situation of the vocabulary teaching and learning of College English,the necessity for improvement of vocabulary teaching is explained for exploring an effective way of the vocabulary teaching and learning with the aid of modern technology.展开更多
With the extensive application of corpus in foreign language teaching,data-driven English vocabulary teaching has opened up a broad prospect,especially in curriculum design,classroom teaching methods and language test...With the extensive application of corpus in foreign language teaching,data-driven English vocabulary teaching has opened up a broad prospect,especially in curriculum design,classroom teaching methods and language testing,etc.Corpus presents a large number of authentic language materials in the form of data and context,which helps to attract the attention of language learners and strengthen their memory.This paper mainly discusses the application of corpus in vocabulary teaching from the aspects of word frequency,collocation,semantic prosody and so on-taking synonyms‘quite’,‘rather’,‘fairly’as an example.展开更多
This study examines the effects of different gloss types,namely LI textonly,L2 text-only,LI text plus picture,and L2 text plus picture on vocabulary retention in a multimedia reading environment.This investigation is ...This study examines the effects of different gloss types,namely LI textonly,L2 text-only,LI text plus picture,and L2 text plus picture on vocabulary retention in a multimedia reading environment.This investigation is based on the cognitive theory of multimedia learning and the revised hierarchical model with image.Sixteen participants read a computerized text under one of four gloss conditions and took an immediate and delayed vocabulary retention test.Quantitative analyses in this study were based on responses to a survey,and performance data drawn from the recognition and production tasks in the vocabulary retention test.Qualitative evidence was obtained through interviews with the participants regarding their attitudes to the use of multimedia glosses.Results of this study suggested that LI and L2 did not differ in terms of their effects on vocabulary retention.In addition,a combination of text and picture was more effective than text-only in sustaining recall of the glossed words.Survey and interview responses indicated the participants’mixed opinions about LI and L2 definitions and their strong preferences for pictures.The positive effect of L2 plus picture type glosses for long-term retention suggested the possible important role of mental involvement in the process of L2 vocabulary acquisition.展开更多
文摘Through the analyses on the current situation of the vocabulary teaching and learning of College English,the necessity for improvement of vocabulary teaching is explained for exploring an effective way of the vocabulary teaching and learning with the aid of modern technology.
文摘With the extensive application of corpus in foreign language teaching,data-driven English vocabulary teaching has opened up a broad prospect,especially in curriculum design,classroom teaching methods and language testing,etc.Corpus presents a large number of authentic language materials in the form of data and context,which helps to attract the attention of language learners and strengthen their memory.This paper mainly discusses the application of corpus in vocabulary teaching from the aspects of word frequency,collocation,semantic prosody and so on-taking synonyms‘quite’,‘rather’,‘fairly’as an example.
文摘This study examines the effects of different gloss types,namely LI textonly,L2 text-only,LI text plus picture,and L2 text plus picture on vocabulary retention in a multimedia reading environment.This investigation is based on the cognitive theory of multimedia learning and the revised hierarchical model with image.Sixteen participants read a computerized text under one of four gloss conditions and took an immediate and delayed vocabulary retention test.Quantitative analyses in this study were based on responses to a survey,and performance data drawn from the recognition and production tasks in the vocabulary retention test.Qualitative evidence was obtained through interviews with the participants regarding their attitudes to the use of multimedia glosses.Results of this study suggested that LI and L2 did not differ in terms of their effects on vocabulary retention.In addition,a combination of text and picture was more effective than text-only in sustaining recall of the glossed words.Survey and interview responses indicated the participants’mixed opinions about LI and L2 definitions and their strong preferences for pictures.The positive effect of L2 plus picture type glosses for long-term retention suggested the possible important role of mental involvement in the process of L2 vocabulary acquisition.
