The Empirical Research On English Vocabulary Teaching Strategy

The studies of vocabulary acquisition and its related areas of lexical research in second language acquisition have been underestimated within the fields of language teaching and applied linguistics for long periods of time. In recent years, however, a gradual but striking shift has taken place with greater attention focused on learner autonomy and independence than on teachers'teaching. Emphasis is thus laid upon language learning strategies. However, as for college students of non-English majors, vocabulary learning still gets them very much puzzled and cannot be independent of teachers'instructions. Therefore, efficient strategies for teaching vocabulary are of essential and critical importance. The author of the present thesis attempts to give some tentative suggestions on how language teachers try best to help students store and retrieve vocabulary in the target language acquisition.Based on the theories of schema and categorization etc., six applicable teaching strategies are put forward in this paper. With a view to obtaining scientific statistics,an experimental survey aiming to testify the effectiveness of the proposed teaching strategies is conducted. Ultimately, the marked differences of the means between the Experimental Group A, B and the Control Group in the final tests indicate that the teaching strategies mentioned have a significant effect on vocabulary learning.This paper consists of seven chapters as follows:Chapter One starts with a brief introduction concerning importance of language teaching strategies, current problems of college vocabulary teaching in China as well as major considerations of this paper.Chapter Two firstly introduces relevant literature including the following aspects: basic concepts concerning teaching strategy and vocabulary knowledge, such as productive vs. receptive vocabulary knowledge, depth and breadth of vocabulary, what to teach about vocabulary knowledge, etc. and current research findings on...