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1.1 Research Background
词汇是整个身体语言生活中的意义和原代细胞的基本单元。这是构成语言知识的三个主要组成部分之一。人们无法做出有效的沟通，如果他们不能掌握足够的词汇。学习者将失去对英语的兴趣，如果他们不知道如何扩大自己的词汇量。著名语言学家威尔金斯（1972：9-10）说：“没有语法，很少可以传达;没有词汇，没有什么可以传达”。维米尔（1992：147）也指出，“知道的话，是理解和被理解的关键。学习新的语言的大部分由学习新单词。语法知识不作很大的语言能力“。丰富的研究表明，词汇习得与其他重视有关内容的语言学习和一般的语言能力有密切的关系。麦卡锡（1990）指出，有意义的沟通大多依赖外国语言文字。 Levine和雷沃（1998：37）进一步指出，“英语作为外语（EFL）的学生缺乏足够的词汇经常被引用的文本理解的障碍之一。”此外，幸田来未（1989年：529）宣布第二语言（L2）发展的研究表明，“目标语言词汇知识贡献显著阅读理解”。劳费尔Shmueli（1997：90）进一步证实，词汇是高度连接到第二语言的“通用语言能力”。Vocabulary is the basic unit of meaning and the primary cell in the whole body oflanguage. It is one of the three major components that constitute language knowledge. Peoplecan’t make effective communication if they can’t grasp sufficient vocabulary. Learners willlose interest in English study if they don’t know how to enlarge their vocabulary. As thefamous linguist Wilkins (1972: 9-10) says: “without grammar, very little can be conveyed;without vocabulary, nothing can be conveyed”. Vermeer (1992: 147) also states that“knowing words is the key to understanding and being understood. The bulk of learning anew language consists of learning new words. Grammatical knowledge does not make forgreat proficiency in a language”.Plentiful studies show that vocabulary acquisition has close relation with other aspectsof language learning and the general language proficiency. McCarthy (1990) points out thatmeaningful communication in a foreign language depends mostly on words. Levine andReves (1998: 37) further state that, “Lack of adequate vocabulary is often cited by English asa foreign language (EFL) students as one of the obstacles to text comprehension.” In addition,Koda (1989: 529) declares second language (L2) development research has shown that“target language vocabulary knowledge contributes significantly to reading comprehension”.Laufer and Shmueli (1997: 90) further confirmed that vocabulary is highly connected to“general language proficiency” in second language.
近年来，心理学家，语言学家，语文教师都表现出极大的兴趣，在很长一段时间（谷，2003年）和丰硕的成果，在这一领域的词汇学习策略（VLS）已在国内和国外的教育工作者和学者。在西部，一些研究具体VLS的有效性（例如，巴尼特，1989 Dycus，1997;科恩1980年入亚弗; Hulstijn，1993年）。其他专注于VLS（斯托弗，1995年，施密特，1997）的分类。然而从20世纪90年代中期，研究人员诺华已做了大量的研究VLS（文秋芳，1995年，2004年樊林，王清华，2002年，王文于，1998年，吴霞，汪强，1998年，张平，2002年）。很大一部分从研究的角度看学生，而不是教师。从以前在家里学习，仍然有许多词汇教学中存在的问题，如在词汇教学效率低，费时的（杨云林，1999年），不全的词汇的广度和深度（戴曼，2005年）和刻板印象词汇教学理念（匡防逃，2010）。In recent years, psychologists, linguists, and language teachers have shown greatinterests in vocabulary learning strategies (VLS) for a long time (Gu, 2003) and fruitfulachievements in this field have been made by educators and scholars at home and abroad. Inthe west, some studies are about the effectiveness of specific VLS (For example, Barnett,1989; Dycus, 1997; Cohen & Aphek, 1980; Hulstijn, 1993). Others focus on thecategorization of VLS (Stoffer, 1995; Schmitt, 1997). From the mid-1990s, researchers athome have done abundant research on VLS (Wen Qiufang, 1995, 2004; Fan Lin, WangQinghua, 2002; Wang Wenyu, 1998; Wu Xia, Wang Qiang, 1998; Zhang Ping, 2002).However, a large portion of studies proceeded from the perspective of learners instead of teachers. From previous studies at home, there are still many problems existed in vocabularyteaching, such as low efficiency and time-consuming in vocabulary teaching(Yang Yunlin,1999), insufficiency of the vocabulary breadth and depth(Dai Manchun, 2005) and stereotypeof vocabulary teaching idea (Kuang Fangt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。