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毕业论文关键词：词汇教学策略；显性教学；隐性教学；搭配；构词法；语境教学
Contents
1. Introduction 1
2. Theoretical basis 1
2.1 The definition of Vocabulary teaching strategies 1
2.2 Explicit/intentional approaches and implicit/incidental approaches 1
2.3 Teaching vocabulary in isolation or in context 1
2.4 Word- formation 2
2.5 Collocations 3
3. Methods 5
3.1 Research design 5
3.2 Participants 5
3.3 Data collection 5
3.3.1 Vocabulary taught in ten weeks 5
3.3.2 Teaching process 7
3.3.3 Interview 7
3.4 Data analysis 7
4. Results 8
4.1 Vocabulary taught in ten weeks 8
4.1.1 Teaching vocabulary in context 8
4.1.2 Combining of explicit and implicit approaches 8
4.1.3 Focusing on collocations and word-formation 8
4.2 Interview 9
5. Discussion 11
6. Conclusion 13
References 14
Appendix I 16
1. Introduction
Vocabulary is considered as an essential part in second/foreign language learning process. Learners with a firm vocabulary foundation may experience an accelerated learning curve in later stages of language learning and perform the skills of listening, speaking, reading, and writing successfully. In addition, vocabulary serves as the foundation of real-life communication. The more vocabulary a learner understands, the more skillful expressions he/she can make. Since vocabulary plays such a great important role in second/foreign language learning and daily communication, a great number of vocabulary teaching strategies have sprung up. A number of English teachers pick their favorite strategies, but overlook whether the strategies are suitable for their students or not. Accordingly, the purpose of this study is to examine the state of vocabulary teaching strategies’ using.
2. Theoretical basis
2.1 The definition of Vocabulary teaching strategies
Vocabulary teaching strategies refer to everything teachers do or should do in order to help learners learn the vocabulary of the target language (Hatch & Brown, 2000). These include the following procedures: introducing and presenting the meaning and form of a lexical item, stimulating learners to revise, practice and consolidate, i.e. recycle vocabulary through various tasks, as well as other procedures related to vocabulary teaching, such as giving advice to learners on how to memorize lexical items, monitoring, and evaluating learners’ progress.
2.2 Explicit/intentional approaches and implicit/incidental approaches
Explicit/intentional approaches (Kasahara, 2011; Nation, 2001) suffer the criticism of decontextualization and fail to improve learners' utilization of learned vocabulary. As for implicit/incidental approaches (Laufer, 2005; Laufer & Hulstijn, 2001), it is hard for EFL learners to participate in such vocabulary learning strategies because of the lack of sufficient English resources and supportive English environments. Beginning learners with limited vocabulary and reading ability may not benefit from such vocabulary pedagogy.