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1.2 The Research Purpose of This Study
Limitation mentioned above provides a new area for studying vocabulary teaching.Students are eager to acquire a large quantity of vocabulary to improve their English skills,accordingly, teachers’ guidance in vocabulary learning is in urgent need. Teachers indeedneed some satisfactory teaching strategies. Aiming at the problem proposed by Dai Manchunabove, we are trying to find some solutions based on the theory of levels of categorization incognitive linguistics. To accomplish the purpose of this study, the following two researchobjectives were developed.Objective 1 is to work out the vocabulary strategies based on the theory of levels ofcategorization through analyzing vocabulary learning strategies, which can improve learners’breadth and depth knowledge of vocabulary.Objective 2 focuses on testing the effectiveness of these strategies proposed above, andinvestigates whether these strategies can be applied in teaching practice.

Chapter Two Literature Review

This chapter is going to review the relevant literature of levels of categorization andVLS, including the definition of categorization, and levels and categorization. Besides, thestudy of vocabulary teaching based on categorization both at home and abroad will beillustrated, through which the deficiency as well as the research gap in this field will be foundout.

2.1 Definition of Categorization
Categories consist of objects or events that we have grouped together because we feelthey are somehow related. The ability to categorize enables us to interact with ourenvironment without becoming overwhelmed by its complexity. Therefore, the classificationof different objects or events can be conceived as a mental process, which served as thestarting point for the psychological and conceptual view of word meaning at the heart ofcognitive linguistics. This mental process of classification is now commonly calledcategorization, and its product is the cognitive categories (Ungerer & Schmid, 2008). For thelinguist, categorization is an important issue because it underlies the use of words and the useof language in general. Since producing and understanding language undoubtedly involvecognitive process, categorization is something necessary that takes place in our minds, andthe categories resulting from it can be understood as mental concepts stored in our mind. Fivebenefits of forming categories based on Stephen K. Reed (1992) are listed as follows:Firstly, categorizing object “reduces the complexity of the environment.” When weclassify discriminably different objects as being equivalent, we respond to them in terms oftheir class membership rather than as unique items.Secondly, categorizing is “the means by which objects of the world are identified.” Weusually feel that we have recognized a pattern when we can classify it into a familiar categorysuch as dog, chair, or the letter A.Thirdly, the third achievement is a consequence of the first two: the establishment ofcategories “reduces the need for constant learning.” We do not have to be taught about novelobjects if we can classify them; we can use our knowledge of items in the category torespond to the novel object.

Chapter Three Vocabulary Teaching Strategies..........38-52
    3.1 Deep Processing Strategy on Basic-level Terms.......... 38-46
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