An Experimental Study Of The Empirical Mnemonic Methods And Traditional Word-Formation Instruction In L2 Vocabulary Development In The Classroom Setting

It is a common sense to every L2 learner that vocabulary is the basic building material of the language edifice, but the studies on the L2 vocabulary acquisition had been compared to Cinderella in the scope of applied linguistics. Only until the late of the 20^th century, has L2 vocabulary teaching been highlighted and the modern systematic and theoretical studies on L2 vocabulary teaching came into shape and promptly developed. The transition from the peripheral to the central lasted more than 100 years.How to acquire L2 vocabulary effectively has become the focus of the SLVA. Western scholars focus their attention on the keyword method, which has been proved to be powerful for western L2 learners. The Chinese L2 learners can not benefit much from this approach. Word-formation is one of the popular methods in EFL classroom setting and mnemonics are widespread devices in guidance teaching material among L2 learners.An experimental study was conducted to verify the hypotheses that mnemonics is more effective than traditional word-formation instruction in the perspectives of diachronic and synchronic. The underlying reasons for the advantages of mnemonics...