主题采用不同的要求汇学习措施，通过比较及时测试和延时测试英语词汇的异同，本文试图验证基于框架语义学理论的词汇学习措施对中国学生英语词汇习得是否会有一个积极的作用。
Chapter 1 Introduction
1.1 Research Background
Vocabulary is the eternal topic for language study for that all the languages are made upof vocabulary that constitutes phrases, sentences and passages step by step. Wilson (1986)pointed out that very little can be conveyed without grammar, while nothing can be conveyed |without vocabulary. In addition, Krashen and Terrell (1983) stated that vocabulary is of primeconcern in L2 settings since it plays a dominant role in classroom success. Taking the aboveinto consideration, it is easy to draw a conclusion that vocabulary acquisition has become ahot issue for Second Language Acquisition since 1980s. Many researchers have directed onthis field from various aspects and achieved productive results. (Lewis, 1993; Laiifer, 2017;Pu Jianzhong, 2017; Liu Shaolong, 2017; Zhang Shujing, 2017; Shang Yan, 2017; Liao Lihua,2017; Xi Xulin，2017, etc.) However, after a comprehensive analysis of the results for theinterrelated empirical study on English as the second language for Chinese learners, (XiZhong'en, 1998; Deng Zliaochun & Zeng Zhongping, 1998; Deng Zhaochun, ZengZhongping &Zhang Youqin，1999, Deng Zhaochun, 2017; Ma Guanghui, 2017; Zhou Dajun& Wen Boyan，2017)，we can easily draw a conclusion that the vocabulary size and itsknowledge that the English learners in China authentically posses are far from perfect.Therefore, the problem concerning how to help the English learner in our country enlargetheir vocabulary size and deepen their lexical knowledge are bound to activate the interests oflinguists. In other words, scholars should explore the foreground of L2 VocabularyAcquisition to facilitate language learning. Second Language Research and LanguageLearning，two reputable magazines for linguistic research, published the special with thesubject of multi-disciplinary foreground respectively in 1993 and 1998, shedding a new lightfor the researchers in the field of L2 vocabulary acquisition. Besides production of linguisticresearch, the results of psycholinguistics, sociolinguistics, education and other disciplineshave been having a crucial effect on the study of L2 Vocabulary Acquisition. Undoubtedly, theproduction of cognitive linguistics has started gaining attention as well.language meaning and its function that it performs, it is widely accepted that they are closelyrelated to the context in which it occurs. Based on the perspective of function and context,many linguists developed functional semantics ideas and context semantics ideas to explorethe meaning of language (Wan Yin, 2017). Frame Semantics takes a unique perspective ofpsychology to open out the mental process for comprehending language meaning andselecting appropriate expressions to conduct effective communication. Since appearing,Frame Semantics has already been applied in the study of translation, lexicography, grammar,etc. Considering its prospect of further study, the problem of how to apply the results of thisfield into concrete language learning is worthy our attention (Li Fuyin，英语毕业论文，2017).To sum up, L2 vocabulary acquisition requires us to master the meaning of the wordsand its practical usage as well. It is accordant to the nature of Frame Semantics that focus oncomprehending language meaning and its application for exact situation.IBesides, Deng Jing (2017) poi本论文由英语论文网提供整理，提供论文/，英语论文/，/论文，/英语论文，/留学生论文，英语论文，/英文论文，留学生论文/相关核心关键词搜索。 |
