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.

Effects of Glosses and Involvement Loads on Incidental Vocabulary Acquisition

The present study aims at exploring the effects of different glosses and involvement loads on incidental vocabulary acquisition among non-English majors.It investigates whether glosses and involvement load would have an effect on the learners’immediate word gain and promote their word knowledge retention.The experiment chooses 96 non-English freshmen at a university in Si Chuan Province.Results indicate that Translation task with multiple-choice glosses is the most effective,and reading comprehension task with single glosses is the worst.

The Effect of Input and Output on Second Language Vocabulary Acquisition and Implications for Vocabulary Teaching

Vocabulary is the basis of language learning. The study of vocabulary is an important part of second language acquisition research field. This article mainly reviews external factors that influence the second language vocabulary acquisition research at home in recent years. It emphatically summarizes the effect of input and output on vocabulary acquisition, vocabulary teaching,that will provide some suggestions for the future vocabulary acquisition.

The Effects of Reading Anxiety and Learning Motivation on EFL Stu⁃ dents’Incidental Vocabulary Acquisition During Reading

This study explores the effects of two affective factors,reading anxiety and learning motivation on incidental vocabulary acquisition(IVA)under Chinese context.Fifty-two sophomores form a comprehensive university in southern China were enrolled in this study;data were collected through questionnaires,IVA test,and semi-structured interviews.This study identified the signifi⁃cant relationship between IVA and learning motivation but reading anxiety was non-significant.The findings contributed empirical evidence to the effects of affective factors on Chinese students’incidental vocabulary acquisition.

The Importance of Dictionary Use in Vocabulary Acquisition—A Research Based on the Junior Students of WICT

Vocabulary learning is very important in language learning, while dictionary use plays an obvious role in vocabulary acquisition. The author investigates dictionary use in vocabulary learning among the junior students in Wuxi Institute of Communications Technology(WICT)and reveals the significant differences between the good learners and the poor learners in their attitude and use of the dictionary. Accordingly, the author offers some suggestions on dictionary use to solve the problems found in vocabulary acquisition.

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.

A Review of Research on L2 Vocabulary Acquisition through Reading

The crucial role of lexis in both first and second language acquisition has long been acknowledged by researchers.With that notion, many researchers and instructors has paid much attention to L2 vocabulary acquisition. The paper here attempts to give a brief review of some related research and is supposed to spark some ideas about L2 vocabulary acquisition on a theoretical and pedagogical basis.

Application of Information Processing Theory in Second Language Vocabulary Acquisition

Vocabulary acquisition is an intricate process,which has a close relationship with memory.In cognitive psychology,a large number of studies on memory system have been conducted based on the information processing theory,placing great value on second language learners’cognitive process.This study intends to probe into second language vocabulary acquisition from the perspective of information processing theory in hope to help learners acquire vocabulary more scientifically and efficiently.

Learner Autonomy and EFL Vocabulary Acquisition in Hainan University

This paper explored EFL learners’perceptions of learner autonomy(LA)in Hainan University.Two findings have been found in the research.Firstly,the third-year students were found to be the least autonomous learners.Secondly,the learners were exceedingly dependent on their teachers for explanation and guidance for in-class learning.The teacher’s role is dominant to the learners.In this sense,it is not that the learners lack the ability to learn independently.Rather it is likely to be due to their traditional beliefs about the superior dominance of their teachers’role that make them become more dependent in learning.Relevant implications were discussed.

A Cognitive Psychological Study on the Acquisition of Chinese Word’s Coloring Meaning--Chinese as a Second Language

Lexical meaning mainly includes rational meaning,grammatical meaning,and coloring meaning.Mastering the coloring meaning of vocabulary is of great significance for foreign students to use Chinese vocabulary correctly.This study mainly examines the psychological mechanism of Chinese second language learners mastering the coloring meaning of words,examines the psychological characteristics of students mastering the color meaning of words from the perspectives of second language learning theory and cognitive theory,establishes a cognitive schema for coloring meaning learning,and proposes corresponding learning models and teaching strategies.

Suggestions on English Vocabulary Knowledge Acquisition for Vocational College Students

Vocabulary,as one of the fundamental aspects of language,is vital for communication and language learning.Vocational college students should do their best to master the basic 2,000 words after entering college,and then concentrate on academic and technical vocabulary.Meanwhile,the teachers can do many things to help the students enlarge their vocabulary.This thesis provides suggestions on vocabulary acquisition for teachers and learners.

PROTOTYPIC EFFECTS IN VOCABULARY ACQUISITION: EVIDENCE FROM CHINESE LEARNERS OF ENGLISH

This paper is based on the assumption that semantic categories vary from one language to another and prototypes of semantic categories are culture-specific. Prototypicality has its effects in acquisition of second foreign language vocabulary. The author hypothesizes that focal member words and basic level words are acquired earlier than non-focal member words and words on other levels of lexical hierarchies when prototypes of the target language correspond to those of the mother tongue in the same semantic categories. The results of a vocabulary test on beginner, intermediate and advanced learners of English as foreign language confirm the hypothesis. The paper concludes that learning a second foreign language means, to an extent, learning to categorize the worm in a different way, and prototypic effects should be given due attention in vocabulary instruction.

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.

An Investigation of Two Ways of Teaching Vocabulary to L2 Learners

As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The present study comparatively investigate two strategies of teaching vocabulary to non-English lower-intermediate learners. One is the traditional grammatical description and drilling way, the other is the semantic mapping. Six new words were taught by using these two ways respectively,and a sample test was applied to check students' mastery of these words at the end of the class. The test results show that there is no significant difference between the learning outcomes of these two different teaching approaches, but learners turned out to be more engaged when the teacher conducted the semantic links teaching method. Therefore, perhaps, a combination of these two approaches would be a good choice for those L2 learners.

To What Extent are Intentional and Incidental Approaches Effective Ways of Learning Vocabulary?

Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.

Semantics and English Teaching

Vocabulary teaching is important but difficult in language acquisition and teaching.Language teachers aims at finding a way to help learners acquire the meaning of words without so much difficulties.With the appearance of semantic theories,it is easy for us to reveal the veil of vocabulary learning.This paper introduces some theories of semantics and their application in vocabulary acquisition and teaching put forward some suggestions for vocabulary pedagogy and teaching strategies.

An Effective Way of Foreign Language Learning Through Reading

This study examined the overall effectiveness of reading proficiency especially the extensive reading in ESL.In order to investi-gate the process of acquisition more efficiently,author used reading-to-write approach to investigate the connection between readingand foreign language learning.The research also shows that learners need to be provided with plenty of interesting and comprehensiblebooks and they are supposed to use strategies that they will acquire anyway as they read.