Vocabulary Learning Sequence:A Lexical Experiment

The present research studies vocabulary learning under a framework which is proposed by Nation (2007).He classifies a language course into four strands: meaning-focused input, meaning-focused output, language-focused learning and fluency development. In this research the framework is referred to as the Four-strand Framework (FSF).Two learning sequences are designed based on FSF:rote learning-meaning-focused input-meaning-focused output-language-focused vocabulary learning (learning sequence1) and meaning-focused input-meaning-focused output-language-focused vocabulary learning-rote learning (learning sequence2). The research aims to compare the above two learning sequences and the following three questions will be answered:(1) Do learners gain or loss vocabulary knowledge in each step of learning sequence1?(2) Do learners gain or loss vocabulary knowledge in each step of learning sequence2?(3) Which learning sequence is more effective for vocabulary learning? The current research is an experimental research, with learning sequence as independent variable and vocabulary knowledge as dependent variable.55college seniors majoring in English in two groups participated in the experiment.8target words were embedded in4kinds of learning activities. Two groups of participants learned the words in two different learning sequences separately. Learners’receptive and productive vocabulary knowledge is tested after each activity. The results of the experiment suggest that:(1) In learning sequence1, there is no change in receptive vocabulary knowledge, and there are significant gains in productive vocabulary knowledge between step1and2, step2and3.(2) In learning sequence2, there are significant gains in receptive and productive vocabulary knowledge between every two steps. Learning sequence2builds vocabulary knowledge in a stable and incremental way, which may result in better retention.(3) There is no significant difference between the final outcomes of the two learning sequences. The participants learn the target words well receptively and productively.The research provides some empirical evidence for FSF. The findings may help language teachers to synthesize vocabulary teaching to a language course. By the end of the research a four-step vocabulary learning framework was established. It specifies FSF to the field of vocabulary learning.