二语词汇宏微观双向教学对比研究pdf电子书版本下载

点此进入-本书在线PDF格式电子书下载【推荐-云解压-方便快捷】直接下载PDF格式图书。移动端-PC端通用
种子下载[BT下载速度快] 温馨提示：（请使用BT下载软件FDM进行下载）软件下载地址页 直链下载[便捷但速度慢]   [在线试读本书]   [在线获取解压码]

二语词汇宏微观双向教学对比研究PDF格式电子书版下载

下载的文件为RAR压缩包。需要使用解压软件进行解压得到PDF格式图书。

建议使用BT下载工具Free Download Manager进行下载,简称FDM(免费,没有广告,支持多平台）。本站资源全部打包为BT种子。所以需要使用专业的BT下载软件进行下载。如 BitComet qBittorrent uTorrent等BT下载工具。迅雷目前由于本站不是热门资源。不推荐使用！后期资源热门了。安装了迅雷也可以迅雷进行下载！

（文件页数 要大于 标注页数，上中下等多册电子书除外）

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Introduction 1

Chapter 1：Background 2

1.1 Introduction 2

1.2 Statement of the Problem 4

1.3 Research Objectives 4

1.4 Significance of the Study 5

1.5 Vocabulary Teaching in China 5

1.5.1 English as a Second Language in China 5

1.5.2 The Role of Vocabulary Knowledge 6

1.5.3 The Current Situation of Vocabulary Teaching in China 7

Chapter 2：Literature Review 8

2.1 Introduction 8

2.2 Approaches and Methods in Language Teaching 9

2.3 Approaches to Vocabulary Teaching 11

2.3.1 Incidental Approach 12

2.3.2 Intentional Approach 13

2.3.3 Word Association Approach and the Contextualised Approach 16

2.4 Vocabulary Knowledge and Development 17

2.4.1 Vocabulary Size 17

2.4.2 What is Involved in Knowing a Word? 19

2.4.3 Receptive Knowledge versus Productive Knowledge 21

2.4.4 The Development of Vocabulary Knowledge 23

2.4.5 Vocabulary Teaching and Learning Burden 29

2.5 Language Processing and the Conceptualisation of Bottom-up and Top-down 31

2.6 The Components of a Vocabulary Course 36

2.6.1 The Goals of Vocabulary Teaching 37

2.6.2 Needs Analysis of a Vocabulary Course 38

2.6.3 Environment Analysis 42

2.6.4 Teaching Principles 42

2.6.5 Teaching Content and Sequence 43

2.6.6 Format and Presentation 44

2.6.7 Monitoring and Assessment 46

2.6.8 Course Evaluation 47

2.7 Previous Research 48

2.7.1 Research on Bottom-up and Top-down Approaches 48

2.7.2 Research on Vocabulary Teaching 51

2.8 Chinese Culture and the Role of Culture in EFL Teaching 55

2.8.1 The Fundamental Features of Chinese Culture 56

2.8.2 The Role of Culture in EFL Teaching 57

2.9 Summary and Implications 59

Chapter 3：Methodology and Design 61

3.1 Introduction 61

3.2 Overview of the Research Project 61

3.3 Research Design 62

3.4 Participants 62

3.4.1 Research Sample 62

3.4.2 Recruitment 63

3.4.3 Allocation of Participants 64

3.5 Instruments 66

3.5.1 Background Information Questionnaire 67

3.5.2 Vocabulary Knowledge Tests 68

3.5.3 Course Evaluation Questionnaire 70

3.6 Research Procedure 71

3.7 Instruction 72

3.7.1 Teaching Procedure 73

3.7.2 Teaching Materials and Resources 75

3.7.3 Teaching Activities 77

3.8 Data Analysis 78

3.9 Summary 80

Chapter 4：Data Analysis 81

4.1 Overview 81

4.2 Preliminary(Descriptive)Analysis 81

4.3 Main Analysis 83

4.3.1 The Results of Academic Vocabulary Size Tests(AVST) 84

4.3.2 The Results of Controlled Productive Knowledge Tests(CPKT) 85

4.4 Conclusion 86

Chapter 5：Discussion 87

5.1 Overview 87

5.2 The Different Effect between Bottom-up and Top-down Approaches 88

5.2.1 Nature of L2 Lexical Acquisition and its Alignment with Bottom-up Processing 89

5.2.2 Learner's Low Proficiency Level Favours Bottom-up Processing 90

5.2.3 Socio-cultural and Traditional Factors in the Chinese Context 91

5.3 About the Vocabulary Course 102

5.3.1 Composition of the Course(in terms of Nation's four strands) 102

5.3.2 The Role of Explicit/Direct Vocabulary Instruction 104

5.3.3 Input Processing Management 105

5.3.4 The Instruction Targeted both Receptive and Productive Skills 107

5.3.5 Combination of both the Key Words Approach and the Contextualised Approach 109

5.3.6 Use of Online Resources 110

5.4 Conclusion 111

Chapter 6：Conclusion 112

6.1 Project Summary 112

6.2 Contribution of the Study 114

6.2.1 Contributions to Scholarship in the Field of L2 Research 114

6.2.2 Contributions to Second Language Pedagogy 114

6.3 Limitations of the Current Study and Recommendation for Future Research 115

6.4 Recommendations for Second Language Pedagogy 116

6.4.1 A Plausible,Heuristic and Eclectic Approach in ELT 117

6.4.2 Eclectic Dynamic Language Acquisition Model Integrating Bottom-up and Top-down Dimensions 120

6.5 Final Comments 124

References 126

Appendix A：Teaching Syllabus 137

Appendix B：Lesson Plan 140

Appendix C：Teaching Materials 148

1．Academic Words Lists(AWL)(Coxhead,2000) 148

2．Sub-lists of the AWL(Coxhead,2000) 153

3．IELTS Preparing Book(IELTS 7,2008,p.78) 154

4．The List of Target Teaching Words 156

5．Academic Vocabulary Exercises 160

Appendix D：Teaching Resources 166

1．Word Formation：http://wordinfo.info/ 166

2．Bilinguial online dictionary:http://www.iciba.com/ 166

3．WordNet Search 3.0:http://wordnetweb.princeton.edu/perl/webwn 167

4．Visualthesaurus:http://www.visualthesaurus.com/trialover/ 168

5．Oxford Collocation Dictionary Online:http://www.ozdic.con 168

6．Long Dictionary of Contemporary English:http://www.ldoceonline.com 169

Appendix E：Research Instruments 170

1．Background Information Collection Form 170

2．Vocabulary Pre and Post Tests 175

3．Course Evaluation Questionnaire 179