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
The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 ...The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 non-English majored EFL learners at Prince of Songkla University (PSU) in Thailand and South China Agricultural University (SCAU). It was found that the passive recognition vocabulary sizes of PSU and SCAU students were above 3,000 word families when their one-year Foundation English course ended. With regard to active recall vocabulary sizes, PSU students had 1,118 and SCAU students had 1,456 word families. Significant correlations were found between passive recognition and active recall vocabularies of PSU students (.625) and their SCAU counterparts (.619). However, correlations between passive recognition vocabulary size and free active written vocabulary size were different in the two learning contexts with a slightly significant positive correlation for SCAU students (.232) and no significant correlation for PSU learners.展开更多
This study investigated the relationships among different dimensions of vocabulary knowledge （passive, controlled active and free active vocabulary knowledge） and how they affect EFL learners＇ writing quality. Part...This study investigated the relationships among different dimensions of vocabulary knowledge （passive, controlled active and free active vocabulary knowledge） and how they affect EFL learners＇ writing quality. Participants were a whole class of web-based English learners （N = 31） of tertiary level in the Chinese mainland. The results show that free active （above 2000） vocabulary knowledge has a much stronger correlation with controlled active than passive vocabulary knowledge, and writing quality has a stronger correlation with free active vocabulary knowledge than with the other two dimensions of vocabulary knowledge.展开更多
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The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 non-English majored EFL learners at Prince of Songkla University (PSU) in Thailand and South China Agricultural University (SCAU). It was found that the passive recognition vocabulary sizes of PSU and SCAU students were above 3,000 word families when their one-year Foundation English course ended. With regard to active recall vocabulary sizes, PSU students had 1,118 and SCAU students had 1,456 word families. Significant correlations were found between passive recognition and active recall vocabularies of PSU students (.625) and their SCAU counterparts (.619). However, correlations between passive recognition vocabulary size and free active written vocabulary size were different in the two learning contexts with a slightly significant positive correlation for SCAU students (.232) and no significant correlation for PSU learners.
文摘This study investigated the relationships among different dimensions of vocabulary knowledge （passive, controlled active and free active vocabulary knowledge） and how they affect EFL learners＇ writing quality. Participants were a whole class of web-based English learners （N = 31） of tertiary level in the Chinese mainland. The results show that free active （above 2000） vocabulary knowledge has a much stronger correlation with controlled active than passive vocabulary knowledge, and writing quality has a stronger correlation with free active vocabulary knowledge than with the other two dimensions of vocabulary knowledge.
