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...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.展开更多
This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a signific...This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a significant correlation with listening comprehension; vocabulary breadth contributes more to EFL learners＇ listening comprehension. The findings of this study give pedagogical implications for the teaching of listening in China.展开更多
文摘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.
基金funded by the Philosophy and Social Science Foundation of Yunnan Province(No.YB2013072)
文摘This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a significant correlation with listening comprehension; vocabulary breadth contributes more to EFL learners＇ listening comprehension. The findings of this study give pedagogical implications for the teaching of listening in China.
