As the reverse of language acquisition, language attrition refers to the loss of language ability resulting from little or no use of certain languages over a period of time. Among the three factors of language, vocabu...As the reverse of language acquisition, language attrition refers to the loss of language ability resulting from little or no use of certain languages over a period of time. Among the three factors of language, vocabulary tends to be more vulnerable to attrition compared with syntax and phoneme. Therefore, a study based on vocabulary attrition is of greater importance. By reviewing the literatures on language attrition and outlining the influencing factors of language attrition, the paper tends to figure out the corresponding strategies which are effective in college English vocabulary teaching.展开更多
Vocabulary is a fundamental element of a language. It undertakes the task of conveying semantic meanings. And it guarantees the implement of language communication. Thus, accumulation of a certain amount of vocabulary...Vocabulary is a fundamental element of a language. It undertakes the task of conveying semantic meanings. And it guarantees the implement of language communication. Thus, accumulation of a certain amount of vocabulary and the master of proper use of them is the essential condition of skillful employment of a language. The current lexical teaching in College English is far from satisfaction. Based on the findings of psycholinguistic research, this paper intends to explore an effective way to help the students enlarge their vocabulary and use them correctly with the help of various psychological associations with English vocabulary through analysis of some lexical mistakes committed in students＇ daily writing exercises.展开更多
At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected ...At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected from CLEC, written for the exam of CET-4. The results showed that errors were mainly expressed form the aspects of usage of words and forms, and rooted from three sources, the shortage on knowledge of grammar and the lack of standardization on language usage, intralingual transfer and the interlingual transfer. Then, this paper touched upon the principles and methods of English writing to provide with some suggestions for the teaching of English writing in China.展开更多
This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention...This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention has a key effect on the learner＇s cognitive vocabulary learning by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The fact proves that enhancing attention in input could promote students＇ vocabulary acquisition and help them form efficient vocabulary learning strategy suitable for their levels of proficiency.展开更多
This paper discusses the lexical approach in college English teaching and learning. The lexical approach can help students learn to use English in an idiomatic way rather than in a Chinese way which may cause misunder...This paper discusses the lexical approach in college English teaching and learning. The lexical approach can help students learn to use English in an idiomatic way rather than in a Chinese way which may cause misunderstanding or confusion of native English speakers. As for the college English Teaching in China, the lexical approach works better than the traditional word-based teaching and learning. It can help students to learn ＂real＂ or ＂authentic＂ English and improve the students＇ ability to use English in all-around way.展开更多
This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concern...This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.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
This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expe...This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The results show that enhancing attention in input could promote students＇ vocabulary acquisition and help them form vocabulary learning strategy suitable for their levels of proficiency.展开更多
This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 fi...This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.展开更多
文摘As the reverse of language acquisition, language attrition refers to the loss of language ability resulting from little or no use of certain languages over a period of time. Among the three factors of language, vocabulary tends to be more vulnerable to attrition compared with syntax and phoneme. Therefore, a study based on vocabulary attrition is of greater importance. By reviewing the literatures on language attrition and outlining the influencing factors of language attrition, the paper tends to figure out the corresponding strategies which are effective in college English vocabulary teaching.
文摘Vocabulary is a fundamental element of a language. It undertakes the task of conveying semantic meanings. And it guarantees the implement of language communication. Thus, accumulation of a certain amount of vocabulary and the master of proper use of them is the essential condition of skillful employment of a language. The current lexical teaching in College English is far from satisfaction. Based on the findings of psycholinguistic research, this paper intends to explore an effective way to help the students enlarge their vocabulary and use them correctly with the help of various psychological associations with English vocabulary through analysis of some lexical mistakes committed in students＇ daily writing exercises.
文摘At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected from CLEC, written for the exam of CET-4. The results showed that errors were mainly expressed form the aspects of usage of words and forms, and rooted from three sources, the shortage on knowledge of grammar and the lack of standardization on language usage, intralingual transfer and the interlingual transfer. Then, this paper touched upon the principles and methods of English writing to provide with some suggestions for the teaching of English writing in China.
文摘This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention has a key effect on the learner＇s cognitive vocabulary learning by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The fact proves that enhancing attention in input could promote students＇ vocabulary acquisition and help them form efficient vocabulary learning strategy suitable for their levels of proficiency.
文摘This paper discusses the lexical approach in college English teaching and learning. The lexical approach can help students learn to use English in an idiomatic way rather than in a Chinese way which may cause misunderstanding or confusion of native English speakers. As for the college English Teaching in China, the lexical approach works better than the traditional word-based teaching and learning. It can help students to learn ＂real＂ or ＂authentic＂ English and improve the students＇ ability to use English in all-around way.
文摘This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.
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.
文摘This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The results show that enhancing attention in input could promote students＇ vocabulary acquisition and help them form vocabulary learning strategy suitable for their levels of proficiency.
文摘This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.
