Much research has been done on how to help students to improve their language skills of listening, speaking, reading, and writing, but how to help students with the acquisition of vocabulary which is essential to the ...Much research has been done on how to help students to improve their language skills of listening, speaking, reading, and writing, but how to help students with the acquisition of vocabulary which is essential to the development of language skills has been neglected. This paper is an attempt to explore the teacher＇s role in helping students with vocabulary acquisition. Word knowledge is discussed, selection of words to be taught, techniques for presentation and strategies for self-learning.展开更多
It is doubtless that vocabulary acquisition plays a crucial role in using a foreign language. When vocabulary gets the attention it deserves, that is, when students acquire explicit vocabulary through deep processing ...It is doubtless that vocabulary acquisition plays a crucial role in using a foreign language. When vocabulary gets the attention it deserves, that is, when students acquire explicit vocabulary through deep processing and re-encountering, they should also be aware that vocabulary acquisition is a task that involves various cognitive strategies. In this paper, some typical disadvantages of current word teaching are mainly analyzed, and suggestions for more efficient lexical oresentation are provided.展开更多
The purpose of this study was to explore factors related to strategy use of Thai pre-university students in Thailand. The subjects of the investigation were selected based on convenience and availability. A researcher...The purpose of this study was to explore factors related to strategy use of Thai pre-university students in Thailand. The subjects of the investigation were selected based on convenience and availability. A researcher-generated language learning strategy questionnaire with the Alpha coefficient （α）. 96 were used as the main instrument for the data collection. The questionnaire was designed based on information taken from the students＇ interview. The variables for the present investigation include extra-class support and level of language proficiency. The four extracted factors emerged as a result of varimax rotation conducted on the correlations of 20 in-class language learning strategies, which varied significantly in relation to the two variables. The four factors includes Factor 1 strategies for strategies for the classroom preparation, Factor 2 strategies for learning new vocabulary in the classroom lessons, Factor 3 strategies for solving classroom problems, and Factor 4 strategies for concentrating while studying in class. The result of the varimax rotation shows that all of the four factors were found strongly related to extra-class support and level of language proficiency.展开更多
As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong de...As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong desire to improve their English level in order to make them more adaptable when they step into this competitive society after graduation. On the other hand, most students are facing a great difficulty in learning a large number of vocabularies though they do spend a lot of time and energy on it. Also, recent researches show that students don＇t like the classroom that is still teacher-centered and lecture-based. They want to be more involved in class and more responsible for their own studies. Hence, it is important to equip students with necessary strategies for dealing with vocabulary learning activities. In this paper, three strategies are recommended： extensive listening ＆ reading and contextual guesswork, communicative activities and group-work and the use of dictionary.展开更多
In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the ...In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the special language unit words, phrases, sentences, prefabricated resistance, can be stored as a whole and extract which plays important role in language acquisition. Teaching Chinese as a foreign language, the theory of lexical chunks in such aspects as help memorization and build up your language sense showed a huge advantage. To explore the teaching methods of lexical chunks has important significance to improve the effectiveness of Chinese teaching. Our research proposed the novel paradigm for the education which will be meanin~,ful and helnful.展开更多
The teaching model of English lexicology based on tasks and network starts by follow philosophy of intuitive thinking and using the task-based teaching method. It is characteristic mg of the educational five consecuti...The teaching model of English lexicology based on tasks and network starts by follow philosophy of intuitive thinking and using the task-based teaching method. It is characteristic mg of the educational five consecutive stages of students＇ presentation of PPT, the teacher＇s evaluation, the teacher＇s presentation, classroom interaction, and summary to enable students actively participate in class teaching and to guide them to construct RVL （the root-based vector lexicon）. The lexicon is constructed with the help of vector in the form of a diamond structure by utilizing the root ＂anthrop＂ functioning as a priming root and roots like ＂vest＂, ＂vor＂, ＂hab＂, ＂mov＂, and ＂somn＇ serving as target roots it motivates directly. The lexicon avails to accept new roots and make them mixed with existing roots by meaning relation or collocation to help students retrieve words effectively and enhance their ability of studying English vocabulary展开更多
In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the curr...In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases （i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies） and move- specific lexical phrases （i.e., lexical phrases specific to the move/steps） as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students＇ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students＇ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.展开更多
文摘Much research has been done on how to help students to improve their language skills of listening, speaking, reading, and writing, but how to help students with the acquisition of vocabulary which is essential to the development of language skills has been neglected. This paper is an attempt to explore the teacher＇s role in helping students with vocabulary acquisition. Word knowledge is discussed, selection of words to be taught, techniques for presentation and strategies for self-learning.
文摘It is doubtless that vocabulary acquisition plays a crucial role in using a foreign language. When vocabulary gets the attention it deserves, that is, when students acquire explicit vocabulary through deep processing and re-encountering, they should also be aware that vocabulary acquisition is a task that involves various cognitive strategies. In this paper, some typical disadvantages of current word teaching are mainly analyzed, and suggestions for more efficient lexical oresentation are provided.
文摘The purpose of this study was to explore factors related to strategy use of Thai pre-university students in Thailand. The subjects of the investigation were selected based on convenience and availability. A researcher-generated language learning strategy questionnaire with the Alpha coefficient （α）. 96 were used as the main instrument for the data collection. The questionnaire was designed based on information taken from the students＇ interview. The variables for the present investigation include extra-class support and level of language proficiency. The four extracted factors emerged as a result of varimax rotation conducted on the correlations of 20 in-class language learning strategies, which varied significantly in relation to the two variables. The four factors includes Factor 1 strategies for strategies for the classroom preparation, Factor 2 strategies for learning new vocabulary in the classroom lessons, Factor 3 strategies for solving classroom problems, and Factor 4 strategies for concentrating while studying in class. The result of the varimax rotation shows that all of the four factors were found strongly related to extra-class support and level of language proficiency.
文摘As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong desire to improve their English level in order to make them more adaptable when they step into this competitive society after graduation. On the other hand, most students are facing a great difficulty in learning a large number of vocabularies though they do spend a lot of time and energy on it. Also, recent researches show that students don＇t like the classroom that is still teacher-centered and lecture-based. They want to be more involved in class and more responsible for their own studies. Hence, it is important to equip students with necessary strategies for dealing with vocabulary learning activities. In this paper, three strategies are recommended： extensive listening ＆ reading and contextual guesswork, communicative activities and group-work and the use of dictionary.
文摘In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the special language unit words, phrases, sentences, prefabricated resistance, can be stored as a whole and extract which plays important role in language acquisition. Teaching Chinese as a foreign language, the theory of lexical chunks in such aspects as help memorization and build up your language sense showed a huge advantage. To explore the teaching methods of lexical chunks has important significance to improve the effectiveness of Chinese teaching. Our research proposed the novel paradigm for the education which will be meanin~,ful and helnful.
文摘The teaching model of English lexicology based on tasks and network starts by follow philosophy of intuitive thinking and using the task-based teaching method. It is characteristic mg of the educational five consecutive stages of students＇ presentation of PPT, the teacher＇s evaluation, the teacher＇s presentation, classroom interaction, and summary to enable students actively participate in class teaching and to guide them to construct RVL （the root-based vector lexicon）. The lexicon is constructed with the help of vector in the form of a diamond structure by utilizing the root ＂anthrop＂ functioning as a priming root and roots like ＂vest＂, ＂vor＂, ＂hab＂, ＂mov＂, and ＂somn＇ serving as target roots it motivates directly. The lexicon avails to accept new roots and make them mixed with existing roots by meaning relation or collocation to help students retrieve words effectively and enhance their ability of studying English vocabulary
文摘In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases （i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies） and move- specific lexical phrases （i.e., lexical phrases specific to the move/steps） as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students＇ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students＇ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.
