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CONTENTS
Acknowledgments i
Abstract ii
摘要 iii
1 Introduction 1
2 Literature Review 3
2.1 Definition of the Related Terminologies 3
2.2 Classification of Vocabulary Learning Strategies 4
2.3 Overview of Associative Strategy in Vocabulary Learning 5
3 Methodology 6
3.1 Research subjects 6
3.2 Research questions and Hypothesis 6
3.3 Research methods 6
3.4 Research process 8
4 Analyses and Discussion 10
4.1 Analysis 10
4.2 Discussion 12
5 The Pedagogical Enlightenment 15
5.1 The Application of Associative Strategy in the Breadth of L2 Vocabulary Instruction 16
5.2 The Application of Associative Strategy in the Depth of L2 Vocabulary Instruction 17
6 Conclusion 19
6.1 Main Findings 19
6.2 Limitations and Recommendations 20
Bibliography 21
1 Introduction
Along with the advent of globalization, which pervades into every corner of the society, people have considerable opportunities to develop professionally and socially. Meanwhile, the communicating abilities are also required of people to enhance. Long ago is the era when people are only familiar with their mother tongue. Nowadays, second language is also indispensable. English, as the most popular national foreign language, requires people to attach much importance to it. The American writer and educator, L. Ron Hubbar, holds the idea that the most important factor to impact understanding and application of English is vocabulary which has got its central and essential status in discussions about learning a language. Words have the significance of the smallest units of language, as bricks are the smallest units of buildings. Human thinking and the exchange of ideas are the first to rely on vocabulary. “Without grammar, very little can be conveyed; without vocabulary nothing can be conveyed.”(Wilkins,D.,1972:11) ,which puts the vocabulary learning on the basic position. According to Rivers(1983:125), no matter what language structure or form, without vocabulary, neither would achieve the effects of conveying information.
After realizing the fundamental role of vocabulary learning, people nowadays spare no effort to learn it. Much time and energy spent on words’ learning do help in the expansion of vocabulary. People, who practice listening and speaking a lot, by and by, learn plenty of words in mind. In the present, a fast developing stage, people care amount as well as speed. In this condition, the command of proper methods of words’ learning contributes to efficiency and effect. Scholar Wen Qiufang(1996) points that the success of learning English largely depends on the selection and management of learning strategies. Besides, Oxford(1990)also indicates that strategies are tools for active, self-directed involvement and those learners who have developed appropriate learning strategies have greater self-confidence and learn more effectively.
According to the statistics from Xiaoping Huang(2003), even the non-English majors are required to learn more than 2400 words during their undergraduate’s studying, which means more than 9 words in each lesson and 35 words every week at least students need to remember. As the non-English majors, there is no doubt that most of their time will be spent on their own professional courses, little time left for English. Finding some strategies of learning vocabulary and applying them appear more necessary for them. The previous studies profile vocabulary learning strategies used by English major university learners throw a comprehensive insight in vocabulary teaching and learning especially among English majors. However, few people concern vocabulary learning strategies used by non-English majors, so more empirical studies for them are needed. This study is worth undertaking for its theoretical and practical values. Theoretically, this paper would draw up a proper method for Non-English majors to learn vocabulary. Practically, students who have joined in this process would grasp the vocabulary learning strategy by themselves.