The Effect Of Lengthened Writing Approach On L2 Vocabulary Acquisition

L2 vocabulary learning has long been recognized as central in second language acquisition, In China, with the development of the society and the international communication, College graduates with good command of English are urgently needed, so more and more importance has been attached to college English teaching and learning. As the biggest problem most Chinese EFL learners confront is vocabulary, the purpose of this study is to explore an effective and efficient way to expand the lexicon and enhance the vocabulary power of the Chinese EFL learners.This thesis mainly aims at investigating whether the Lengthened Writing Approach can effectively promote the vocabulary learning of Chinese EFL learners which includes the following aspects: (1) whether the new words retain longer in the learners'memory, after being used in their writings, (2) whether the use of L1 in L2 vocabulary teaching can facilitate the learners'acquisition, (3) whether the teacher's purposeful requirements play a positive role in the learners'using of new words in their writings, and (4) what the reactions of the subjects to the Lengthened Writing Approach are.In order to find answers to these questions, 4 research instruments—written task, tests, questionnaire and retrospective interview—were administered to the subjects (112 first-year undergraduates of non-English majors at Qingdao University of Science and Technology, including 55 in experimental group, 57 in control group). Data were collected over a span of more than 8 weeks; the subjects were given two English passages inside class and learned the new words and expressions in them under the help of the teacher with different teaching approach (for the experimental group, the teacher explained these words and expressions both in English and Chinese, and the subjects were asked to underline each of these words and expressions and...