英语论文网

caro 2001; Tien 2004; Turnbull and Arnett 2002).Owing to this obvious code-switching by teachers in foreign language classrooms, manyresearchers have re-examined the ‘L2-only’ policy. In general, they warn against excessiveFurthermore, this thesis is structured as follows. In the introductory part, the importantstatuses of English and English language teaching and learning, especially among non-nativespeakers, are discussed. The controversy over whether L1 should be used in ESL/EFLclassrooms is briefly explored from both sides. Then, the topic is narrowed down to theimportance of English vocabulary teaching and learning, the importance of instructionalintervention and the use of L1 translation in intentional and systematic teaching of Englishvocabulary. In the literature review chapter, both the arguments for and against L1 use inEnglish language teaching and learning and the arguments for and against the use of L1translation in English vocabulary teaching and learning are discussed to present the currentexploration over the issue of L1 use. The historical and current statuses of vocabulary are alsopresented. The true meaning of knowing a word is explored. The second chapter presents therationale for doing the present research and puts forward the research questions, explainingwhy short-term retention, long-term retention, especially appropriate use are investigated andwhy the learners’ attitudes towards and beliefs about the use of L1 as well as their actualstrategy use in English vocabulary teaching and learning are probed. The third chapterdescribes the methodology of the research which is based on examining the effectiveness ofthe use of Chinese translation in teaching English vocabulary to Chinese EFL learners interms of short-term retention, long-term retention and appropriate use. In this chapter, theresearch design, the participants, the research materials, the research procedures, and scoringand data analysis are presented individually. The fourth chapter mainly focuses on theresearch results. 

Chapter 2 Research Rationale and Questions.....................................45
2.1 The Rationale for Doing the Present Research............................................. 45
2.2 Research Questions........................................................... 47
Chapter 3 Research Methodology.....................................................50
3.1 Research Design....................................................50
3.2 Participants...............................................50
3.3 Materials........................................................................51
3.4 Procedures....................................................................4
3.5 Scoring and Data Analysis.......................................................56
Chapter 4 Research Results..................................................59
4.1 Results...........................................................................59

Conclusion结论

本研究试图探讨学生的母语在英语词汇教学和学习方面所扮演的角色。为此，我们针对150位已中文为母语，并具有同样的英语语言能力水平的对象进行了调研。主要研究结果可概括为三个方面。首先，使用母语进行翻译，不管从短期记忆还是长期记忆来说，可以使英语词汇教学和学习更有效。因为调查者观察到，与通过英语定义学习相比，通过结合了中文翻译和英文定义，或者中文翻译，参与者有更好的短期记忆和长期记忆时。This research attempted to explore the role the learners’ L1 plays in the area of English vocabulary teaching and learning. For this purpose, 150 Chinese EFL learners sharing the same L1 and the same 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。