A Frame-Based Vocabulary Teaching And Its Impact On The Senior One Students' False Friend Phenomenon In English Writing

In recent years, English writing plays a more and more important role in the university entrance examinations. So the requirements for students'writing are becoming higher and higher, and so is the language appropriateness used in English writing. This study concerns the phenomenon of false friends in language use, which is the most difficult to overcome. Owing to the semantic system established with L1 vocabulary, English learners are likely to rely on their L1 language system and thus pay less attention to the subtle difference between English words and their first language translations. This thesis therefore focus on three groups of false friends "work, job, career", "purpose, aim, goal", "scene, scenery, sight, view" from the perspective of the cognitive linguistics'frame theory and attempt to achieve these two following purposes:(1) To find out the current status on the false friends phenomenon in high school English writing.(2) To find out whether the phenomenon of false friends which occurs in the high school students'writing process can be cut down by the explanation based on framework for teaching vocabulary and to what extent can it be corrected.In order to achieve these two purposes above, in the process of the study, I had the participants do the word survey twice on these three groups of false friends--"work, job, career", "purpose, aim, goal", "scene, scenery, sight, view" and three translation papers on these three groups of false friends as well as three essay writings before and after the research.Through comparing the pretest, posttest of the correct rate of false friends which the students used in the translation and composition papers and students'vocabulary knowledge on these three groups of false friends by analyzing the questionnaires that were carried out pretest and posttest, it revealed the following major findings:(1) At present, the phenomenon of false friends in English in high school is a widespread phenomenon, and is still a big challenge for English learners to face.(2) The phenomenon of false friends which occurs in the high school students' writing process can be cut down by the explanation based on framework for teaching new word items and the students can make a great progress in the using of the false words by an average accuracy of near 80%.Basing on the major findings above, implications for English teaching are proposed.(1) Culture teaching should be a certain part in teaching and English teachers play an important part in spreading the culture of a foreign language.(2) Word association is an important way to deal with false friends and through comparisons between word association responses and their using context, students are able to clarify and use the false friends correctly.(3) English textbooks for secondary school should present appropriate Chinese translation equivalents and provide some common phrases and sentences of a new word for the students to facilitate students'understanding of a new word's usage.