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.

A Quasi-Experimental Study of English Vocabulary Teaching Based on Incidental Acquisition

Recent years have witnessed a phenomenon that major English teachers in China have adopted the traditional teaching pattern, mechanically linking English pronunciations directly with the meaning of Chinese, which gradually dampens learners’ enthusiasm. The chief purpose of this paper was to design one English vocabulary teaching lesson based on incidental acquisition. More specifically, the questions raised are, on the one hand, whether incidental vocabulary teaching imprints differences on the learning outcomes for middle school students, and, on the other hand, whether incidental acquisition results in positive feedback between teachers and students. The technique we applied was referred to as questionnaires and interviews addressed to a sample of 68 students. Focusing on the effect of incidental vocabulary acquisition, the analysis demonstrated that it could enhance students’ vocabulary capacity. In addition, it was interesting to note that excellent students and average students tended to embrace the new teaching style while underachievers were on the opposite side. On this basis, it is recommended for English teachers to design English vocabulary lessons, adopting visual, auditory, oral, reading or writing training. More precisely, they should use phonics rules and patterns, holistic learning, classified vocabulary teaching, visual illustration or multimedia teaching to give lessons effectively and expand learners’ vocabulary.

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.

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.

On the vocabulary acquisition theories and vocabulary teaching of foreign languages

As one of the important phases of language acquisition process, vocabulary acquisition has great impact on one＇s language competence and communication competence. However, there are still some problems in students＇ vocabulary acquisition. This paper first discusses the current problems in vocabulary teaching, and then analyzes some laws in vocabulary acquisition, and at last it discusses the advantages of making use of Internet in vocabulary teaching, which aims to find a possible solution to the problems.

Implicit Learning and Explicit Learning in Second Language Vocabulary Acquisition

Implicit and explicit learning strategies of SL vocabulary acquisition are summarized based on precious studies and experiments. It is concluded that implicit learning strategies dolittlehelpto SL vocabulary acquisition, but explicit learning strategies play a very important part in SL vocabulary acquisition. Besides, an assumption is proposed: the more obvious explicit learning is in vocabulary acquisition, the more words learners can acquire. It is hoped that this research has certain implications for SL learners and teaching.

An Analysis of Output on English Vocabulary Acquisition

Output Hypothesis was proposed by Swain in 1985,her Output Hypothesis is regarded as the most important and influential one.However,few studies research and analyze the effect of output on vocabulary acquisition.The findings of this study suggest the importance of output in vocabulary acquisition.Furthermore,in the interactive mode output can help learners acquire vocabulary.

A Key Factor Affecting L2( English) Vocabulary Acquisition: L2( English) Proficiency

There are some certain factors affecting L2(English)vocabulary acquisition such as L2(English)proficiency,readers’purpose and the habit of reading,and the difficulty of target words and context,among which the first plays a key role.The paper,through a review of the relevant experimental researches,reaches a conclusion that L2(English)proficiency does influence much upon L2vocabulary acquisition.

The Influence of the Mother Tongue on Second Language Vocabulary Acquisition

Vocabulary, asabearerofmeaning, isconsidered to be the central to language and ofcritical importance to the language acquisition. Learners will subconsciously use their mother tongue in learning a second language, so the mother tongue has a considerable influence on the way a second language is learnt. Languages are different from each other and these differences among languages are called language distance. Language distance isthe majorsource affecting the second language vocabulary acquisition. Clearly, the more aware learnersare of the similarities and differencesbetween L1 and L2, the easierthey will find it to master. However, because of the different conceptual knowledge and'thinking forspeaking', learnersoften produce nonnative wordsorexpressions, even errors, troubled by the trace of the mothertongue. Multi-word items are somehow the exception ratherthan the rule since the mothertongue cannot provide support in the areaof multi-word items.

Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition:Revisiting the Involvement Load Hypothesis

Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.

Second Language Vocabulary Acquisition through Extensive Reading:Pedagogical Implications of Vocabulary Research

A great deal of L2 vocabulary is indeed learned through extensive reading,which could contribute to solving the beginner's paradox.In extensive reading,the vast majority of vocabulary can be learned gradually through repeated exposures in various discourse contexts.Direct instruction of vocabulary cannot possibly account for the vast growth of students'vocabulary.Consequently,teachers should promote extensive reading because it can lead to greater vocabulary growth than any program of explicit instruction alone ever could.Make sure that students should be preoccupied with relevant background knowledge and have great interest in chosen materials.In this paper,the technique of semi-extensive reading is also developed to help learners balance contextual guessing with dictionary use.Furthermore,at the end of this paper,some pedagogical implications are also given.

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.

Mental Lexicon Study and Its Enlightening to Incidental Vocabulary Acquisition of L2

The theories of mental lexicon explain how words are organized and accessed in human brain from the angle of psycho linguistics. It draws great interest to study on the field of psycholinguistics and SLA. This paper focuses on incidental vocabulary acquisition of L2 and explores how to assist learners to reinforce and expand their network of mental lexicon by applying all kinds of mental connection in order to promote the learners to acquire English vocabulary.

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.

English Vocabulary Teaching Based on learners'Acquisition

Vocabulary is very important in language study, but it is not easy for students to learn efficiently. This essay first has a deep insight into the acquisition by learners, and then gives some ideas about teaching vocabulary in ELT classroom.

Incidental L2 Vocabulary Acquisition and Reading:Concerns,Progresses and Future Directions

There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.

The Theory of Meaning on Language Philosophy in Vocabulary Acquisition

The theory of meaning is the focus of philosophy of language,which involves the meaning that words and phrases express.At the same time,it also includes the meaning that sentences express.By researching the theory of meaning of philosophy of language,people absorb merits among different schools,and study how the theory of meaning is reflected in second language acquisition,especially in vocabulary acquisition.

Pedagogical Strategies for Task-Based Vocabulary Acquisition

Vocabulary has been the most difficult part language learners encounter in the process of their language learning and their daily communication. Nevertheless vocabulary teaching and learning has not been given due importance and has become the bottleneck in college English instruction although it is central to language learning. Task-based Instruction Approach, noted for its advanced methodology in facilitating vocabulary learning and teaching, is introduced in the vocabulary teaching implementation in this paper. By analyzing the theoretical basis and features of Task-based Instruction Approach, the author puts forward strategies for vocabulary teaching and learning as well as principles in task design with the aim of improving leamers＇ vocabulary acquiring competence and language competence, fostering learners＇ emotional and cognitive development, and at the same time providing insights into culture of English language

The Effect of a Computerized Program on Tenth Grade Students＇ Acquisition of English Vocabulary

This study investigated the effect of a computerized program on tenth grade students＇ acquisition of English vocabulary. The study also examined if computer games stimulate and motivate EFL （English as a Foreign Language） learners to increase their vocabulary. Subject of the study were 150 students, drawn from Ali Khoulki Al-Sharari Secondary School for boys in Irbid the First Educational Directorate in the first semester of the academic year 2008/2009. A computerized program ＂Games＂ was used to measure students＇ acquisition of English vocabulary including four domains： conversation, synthesis, recall and preservation, and reading. Findings of the study revealed significant differences in means scores between experimental and control groups students, in favor of experimental group students, due to the instructional method used. Furthermore, students in the experimental group reported positive attitudes towards learning English vocabulary using computer games. Based on the findings of the study, the researcher suggested some recommendations and instructional implications.