Influence Of Middle School Students’ English Disciplinary Domain Knowledge On Lexical Acquire And Represention

Disciplinary Domain Knowledge refers to all the knowledge students acquiredon one speciifc area. In detail, it means knowledge plates and cognition processschema that integrated from the knowledge commons in correlation, logic, andoperation by its disciplinary and cognitive attributes. The knowledge is divided intodoctrinal content knowledge, cognitive process knowledge and problematic conditionknowledge. It has such features as integration, dynamic and interaction. A lot of resul?ts indicate that disciplinary domain knowledge can improve the eiffciency ofabsorbing the new knowledge.Meanwhile, studies in second language acquisitionshow that the level of lexical knowledge plays a important role in lexical representati-on.However,in the disciplinary domain about English,the form of the disciplinarydomain knowledge and the effect of it on lexical representational needs to be exploredin depth.The study presented in this paper combines the theory of disciplinary domainknowledge and vocabulary knowledge frameworks in second language acquisition tocompile the vocabulary test,which is conducted to explore which variable or set of va?riables could be identified as the “best”predictor(s) of the vocabulary knowledge ofo’ur countrys middle school students.Based on this, the relationship between vocabul?ary and English academic achievement, lexical representation are investigated. Theresults are as follows:1.Wecan ifnd the smallest “best” set of predictors of lexical knowledge,it is a t-wo-predictor model consisting of veriifable self-report and vocabulary size.lt is as go?od as the full model and is relatively easy to work with,which makes its application invarious classroom testing situations time and resource-efifcient.2.For our countr’ys middle school students, showing evidence of familiarity wi?th words from various frequency bands would yield more dependable results regardin-g their lexical competence than using more sophisticated instruments for measuring t- he quality and quantity of their knowledge. In addition, the receptive-productive dim?ension as well as the breadth of vocabulary, in particular vocabulary size，seem to bethe two dimensions that are more revealing of the overall state of learner’s vocabu?laries than the dimension of quality.3.The difference between rich and poor disciplinary domain knowledge groupsis signiifcant on the overall level of English academic achievement, rich students ex?cel poor students.The difference between poor students and excellent students is signi?ifcant in procedural knowledge and conditional knowledge, rich groups are signiifcan?tly higher than poor students.However,the difference between two groups in doctrinalcontent knowledge is not signiifcant.4.The abundance of disciplinary domain knowledge about English plays a greatrole in lexical representational lexical representation.In two priming-category judgem?ent experiments based individually on these mantic and phonological information，richdisciplinary domain knowledge group activate faster and more accurate than poor gro?up.