英语语言学问题： Give their subcategorization frames and classify them accordingly.
比如及物不及物，无人称，助动词等。我是这样理解的
Second Language Vocabulary Acquisition Strategies
二语词汇习得策略
[摘 要] 词汇是构成语言的基本单位，词汇习得在语言学习中占有重要地位。
英国著名语言学家D.A. Wilkins (1972) 说过：“没有语法，人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。”这就说明了词汇在学习中的重要性。本文旨在分析二语词汇习得策略并应用于不同水平的学习者。学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效率和习得效果。
关键字： 二语词汇习得 词汇习得策略 元认知策略 认知策略
Abstract
Vocabulary is the basic unit of a language. Language acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16).” It speaks volumes for the importance of vocabulary in language learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect.
Key words: Second Language Vocabulary Acquisition； Vocabulary
Acquisition Strategies； Metacognitive strategy； Cognitive strategy
Introduction
With economic globalization and multi-polarization of the world, especially the population of the internet, English becomes more and more important, because it is considered as the tool for absorbing and communicating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary” appears in the area of linguists’ study. Nowadays, researchers still can not give a complete and reasonable definition of vocabulary. Since 1970s, the second language vocabulary acquisition research has gradually become the hot point and important subject in the second language vocabulary acquisition research area. These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary levels. Then how to acquire vocabulary become popular among the researchers. Wenden &Rubin (1987), O’Malley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (1981), Porte (1988), O’Malley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition. In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire” a word? This paper mainly aims to the detail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategy and Social or Affective Strategy. Especially, it highlights the effect of the context and rending to vocabulary acquisition. This paper talks about the applications of the vocabulary acquisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition. This paper also discusses the influencing factors to the acquisition. It includes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivation .
The purpose of this paper is to rise the awareness of English learners that the importance of vocabulary in language learning and the vocabulary acquisition strategies can not be neglected, and each strategies is deeply rooted in its language. Through the analysis of the theory of study, the paper tries to draw the learner’s attention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication. In order to improve the acquisition efficiency, some strategies put into practice are introduced.
The first presents the importance of vocabulary, some basic concepts of vocabulary and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. The fourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. The last part is conclusion.
Literature review
1. The importance of vocabulary
As the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, especially when we study in high school. If we know a little about vocabulary, we may have poor English. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary.
Many researchers agree that lexis is at least as important as structure, because it is using wrong words and not wrong grammar that usually breaks down communication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked, “When students travel, they don’t carry grammar books, they carry dictionaries.
A significant role of vocabulary in both teaching and learning processes was first stated by Stephen Krashen in The Natural Approach (1985):
“Vocabulary is basic for communication. If acquirers do not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation.”
Words are basic tools in human communication; therefore they determine the main part of people’s life-relationships between people and associations with the surrounding world that people live in. The larger one’s vocabulary, the easier it is to express one’s thoughts and feelings.
In real communication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to communicate effectively in a foreign language.
2. What does it mean to “know” a word?
Knowing a word is not a simple phenomenon. In fact, it is quite complex and goes far beyond the word’s meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) think knowing a word means also knowing the frequency of words and their likely collocates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior”; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with componential analysis (see Katz&Fodor1963or Leech1974); knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the complexity of what it means to know a word. First, word knowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know” it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other words.
What all of this means is that “knowing” a word is a matter of degree rather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we understand and use words in different modes and different purpose.
The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy.
Conclusion
This paper has attempted to provide some theories of second language vocabulary acquisition and some strategies. Such as metacognitive strategy, cognitive strategy, and social strategy. However, this paper also put forward some microcosmic strategy. As a matter of fact, vocabulary acquisition should combine the context. In addition, this paper hasn’t mentioned that culture is also an important factor in vocabulary acquisition. In the study of second language vocabulary acquisition, we should pay attention to the process and the acquiring results. This paper focuses on the study of the second language vocabulary acquisition strategies.
Bibliography
[1] A.U. Chamot. The Learning Strategies of ESL Students. In A. L. Wenden & J.
Rubin, (eds), Learner Strategies in Language Learning, 1987.
[2] Cater. R. and M. McCarthy. Vocabulary and Language Teaching. New York:
Longman, 1987.
[3] Nation, L. S. P. Teaching and Learning Vocabulary. New Newbury House
Publishers, 1990.
[4] O’Malley, J. & Chamot, A. U.. Learning Strategies in Second Language
Acquisition [J]. Cambridge University Press, 1990:12-15.
[5] 陈桦，张益芳.中国儿童英语词汇记忆策略探究[J].外语学刊,2001(4). [11] 戴曼纯. 论第二语言词汇习得研究[J]. 外语教学与研究，2002(2). [12] 徐德凯.大学英语词汇教学理论与实践[M].长春：吉林出版集团有限责
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[6] 王文宇.观念、策略与英语词汇记忆[J].外语教学与研究，1998(1). [13] 文秋芳. 英语学习策略论.上海：上海外语教育出版社，1996.
[7] 吴霞，王蔷.非英语专业本科生词汇水平研究. 外语教学与研究，1998(1). [15] 张纪英.英语词汇学教学与研究[M]. 武汉：华中科技大学出版社,2007. [16] 朱厚敏. 英语词汇学习策略研究[M] 长春：吉林大学出版社，2009.
剩下的自个做吧。窝累了。而且也忘光光了。貌似上面还可以画cp什么的
史顺地巴：[答案] 考察音位 用两分法来确定的辅音和元音 +表示是 -表示否 以第二个为例 是齿龈音、清辅音、摩擦音、非鼻音 所以为t 参看语言学教程 MR胡 orMR戴的 简明语言学教程都可以
锦江区15354168411： 英语语言学问题 - ？
史顺地巴： 考察音位 用两分法来确定的辅音和元音 +表示是 -表示否 以第二个为例 是齿龈音、清辅音、摩擦音、非鼻音 所以为t 参看语言学教程 MR胡 orMR戴的 简明语言学教程都可以
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史顺地巴：[答案] 第一题和第二题答案均为在8bit前补足8位0 第二题为不存在
锦江区15354168411： 英语语法问题:Please give the book to him.这句话为什么不能换成Please give him the book?give sth to sb不是等于give sb (原题是一道单选题)请详细解... - ？
史顺地巴：[答案] Please give the book to him当然可以说成Please give him the book 建议你不要在这种题目上再浪费自己宝贵的青春了.
锦江区15354168411： 英语问题:模仿所给例句改写下列句子 题1.give the boy this book 回答:th - ？
史顺地巴： 不对,应该是:This book is given to the boy.当书作为主语时,应该是被给,所以用被动语态.be+过去分词的形式希望能帮到你,望采纳!
锦江区15354168411： 英语问题 - ？
史顺地巴： 第一个:填: FOR You,这是给你的票.如果用TO就应该是,give the ticket to you.而用TO只能表示给了你的意思,而FOR可表达“这是你的票,请拿好”的意思.第二个:WITH.和......一起用的介词都是WITH.5...
锦江区15354168411： 英语语法问题:Please give the book to him.这句话为什么不能换成Plea - ？
史顺地巴： Please give the book to him当然可以说成Please give him the book 建议你不要在这种题目上再浪费自己宝贵的青春了.
锦江区15354168411： 英语问题:We should give the matter a careful consideration,可不可以替换成considering? - ？
史顺地巴： consideration是可数名词 considering是介词,副词,而原句需要的是名词,所以不能换成considering 祝学习更上一层楼... 可以的,虽然tinking 是不可数名词,但是它前面有定语修饰,就可以加冠词了
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史顺地巴： 这个可是够难回答的呢 范围好大好大(偶马上能想到的) 在具体的表示交付,送与的意义时:1. 汉语里可以只带人做宾语.如“给你”.英语常受限.如,能说'give me',不能说'give u'2. 英语里双宾语的顺序可以变化,汉语不可.如“给他一本书”“*给一本书他”.3. 汉语里使用“给”的时候并不一定只是简单的描述一个动作.如,付钱的时候说“给你(钱)”,而这个情况下英语要说'here ~'
锦江区15354168411： 问一个英语语言学的问题One of the main feature of oer human language is arbitrariness.Canyou briefly explain what is this feature refers to?Give example if ... - ？
史顺地巴：[答案] arbitrariness means that there's no logic connection between linguistic symbols and their meanings,their connection is ＂arbitrary＂(任意的 随意的).for example:the word table means a piece of furniture ...
