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
Traditionally speaking, when teaching vocabulary in the class, teachers tend to put emphasis on the words＇ basic meaning or their meaning in the text. However, vocabulary development in the depth is not so reinforced...Traditionally speaking, when teaching vocabulary in the class, teachers tend to put emphasis on the words＇ basic meaning or their meaning in the text. However, vocabulary development in the depth is not so reinforced, including the introduction of the social and cultural background of the words, use in the context, etc. Therefore, many learners can＇t avoid encountering the difficulty to bridge the gap between vocabulary learning and vocabulary application. This paper, which is based on the theory of language cognition, holds that vocabulary teaching and learning in the depth is of equal importance in language education. What＇s more, some vocabulary teaching method, focused on improving non-English-majored college learners＇ vocabulary, is put forward for reference.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
This exploratory study aims at probing into the quantitative and qualitative lexical development of freshmen and sophomores in University of Science and Technology of China, one of the top universities in China. An in...This exploratory study aims at probing into the quantitative and qualitative lexical development of freshmen and sophomores in University of Science and Technology of China, one of the top universities in China. An investigation on lexical size and depth was administered to 76 freshmen who just registered in the university, and 104 sophomores who had finished the college English course. The vocabulary size test was developed on the basis of Paul Nation's Vocabulary Levels Test, whereas vocabulary depth test was based on the lexical competency framework (Nation 1999), measuring the three types of word knowledge: spelling, meaning, and word-class knowledge of six target words. The results suggest that (1) the freshmen had a start-up vocabulary size of about 3800 words and sophomores knew about 5000 words; (2) both groups of subjects had little trouble with spelling, but their grammatical knowledge and meaning knowledge were limited; (3) meaning reception was much better than meaning production, and the reception-production gap widened in the given learning session; (4) correlations between vocabulary size and word knowledge types were relatively significant and changed with subjects' L2 proficiency, and vocabulary size test was not a good indicator of depth of word knowledge.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.
文摘Traditionally speaking, when teaching vocabulary in the class, teachers tend to put emphasis on the words＇ basic meaning or their meaning in the text. However, vocabulary development in the depth is not so reinforced, including the introduction of the social and cultural background of the words, use in the context, etc. Therefore, many learners can＇t avoid encountering the difficulty to bridge the gap between vocabulary learning and vocabulary application. This paper, which is based on the theory of language cognition, holds that vocabulary teaching and learning in the depth is of equal importance in language education. What＇s more, some vocabulary teaching method, focused on improving non-English-majored college learners＇ vocabulary, is put forward for reference.
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.
文摘This exploratory study aims at probing into the quantitative and qualitative lexical development of freshmen and sophomores in University of Science and Technology of China, one of the top universities in China. An investigation on lexical size and depth was administered to 76 freshmen who just registered in the university, and 104 sophomores who had finished the college English course. The vocabulary size test was developed on the basis of Paul Nation's Vocabulary Levels Test, whereas vocabulary depth test was based on the lexical competency framework (Nation 1999), measuring the three types of word knowledge: spelling, meaning, and word-class knowledge of six target words. The results suggest that (1) the freshmen had a start-up vocabulary size of about 3800 words and sophomores knew about 5000 words; (2) both groups of subjects had little trouble with spelling, but their grammatical knowledge and meaning knowledge were limited; (3) meaning reception was much better than meaning production, and the reception-production gap widened in the given learning session; (4) correlations between vocabulary size and word knowledge types were relatively significant and changed with subjects' L2 proficiency, and vocabulary size test was not a good indicator of depth of word knowledge.
