A Comparison between Reading and Listening in EFL Vocabulary Learnin文献综述

 2021-10-22 21:44:16

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文 献 综 述1. Introduction1.1 Research backgroundConstructing a solid foundation of vocabulary is essential to any stage of language acquisition. Without grammar very little can be conveyed, without vocabulary nothing can be conveyed (Wilkins, 1972). An important stage that determines the success of vocabulary learning is the "presentation" stage. The presentation of vocabulary is the process of introducing and displaying the target vocabulary to learners in a certain way. It involves the form, sound, meaning, collocation, syntactic features and semantic features (Liu showing word cards and reading, and EFL learners mechanical imitation. However, this method always leads to the low learning efficiency.Previous studies have indicates that reading materials and listening materials both have remarkable effects on learning vocabulary. There are many words that EFL learners can learn and accumulate from reading and listening materials. In addition to the words they must learn, there are also some common words which can be used in the daily life. During the process of reading and listening, EFL learners also accumulate words unconsciously. Nagy(1997) strongly advocated expanding vocabulary through reading, and was opposed to learning vocabulary by explaining the definition. The theory came from the brain lexicon theory. There are a large number of words in the human brain. According to Liuyus opinion, the words in the thesaurus not only referred to individual words, but also included a large number of idioms, fixed collocations, irregular variations of semantic meanings, and a variety of proper nouns (2017). All of the information came primarily from unconscious acquisition. Therefore, vocabulary learning should be unconscious cognition through a lot of reading practices, which is more in line with the operation mode of human brain's lexicon.1.2 Need for the studyThe thesis has practical value. The motivation and pressure of reading and listening usually come from examinations, which make EFL learners read English materials mostly from test papers (S. P. Liu, 2019). Quite a few learners havent developed the habit of accumulating words in reading or listening. However, if the relationship between EFL learning materials and vocabulary acquisition is designed to be enhanced, the ways of presenting words will be diverse. The purpose of presenting words is not only to present the targeted vocabulary to students, but more importantly, also to deepen EFL learners' impression, so that the targeted vocabulary can be transferred into long-term memory, into learners' psychological vocabulary which can be extracted at any time.1.3 Research purposesThis thesis is aimed at studying whether there is a significant difference in the influences of reading and listening on EFL vocabulary learning. The selection of reading and listening materials will meet the competence of the subjects. For the sake of verifying the comparative results, a between-subjects difference analysis will be conducted. If the final difference is proved to be significant, the vocabulary learning materials can be more targeted.2. Literature review2.1 The studies of modes of presenting vocabularyVocabulary presentation research began in the 1960s. The main research method is comparative experiments, but the research conclusions are different. Gairns and Sturt (1986) discussed the methods of vocabulary presentation, which was mainly about how to convey the meaning of vocabulary to EFL learners in the direct vocabulary teaching process. He's research showed that context presentation had the greatest effect on EFL learners long-term memory with vocabulary (1998), whiles Wangs research proved that the presentation of word lists was still better (2010). Kroll and Tokowicz (2005) found that the mode of picture presentation was beneficial to vocabulary acquisition through the research on picture presentation experiments. Zeng (2007) made a comparison between contextual and decontextualized modes of presenting vocabulary, and pointed out that the positive effects of contextual modes are more than the other. 2.2 The studies of vocabulary acquisitionMany scholars have fully affirmed the importance of vocabulary acquisition. Generally speaking, there are two ways of vocabulary acquisition: direct acquisition and incidental acquisition (also called indirect acquisition).2.2.1 Direct vocabulary acquisitionHulstijn and Laufer (2001) pointed out that direct vocabulary acquisition means that learners deliberately memorize words and do vocabulary exercises about word-building, word lists and so on. However, with the progress of language learning, it is difficult to apply the learned words into the daily communication only by the way of direct vocabulary acquisition.2.2.2 Incidental vocabulary acquisitionIncidental vocabulary acquisition is considered as a "by-product" of listening, speaking, reading and writing activities (Coady Huckin, 1999). In the modern teaching methods, not a large amount of time is arranged in the process of explaining vocabulary. Instead, direct and incidental vocabulary acquisition are combined for EFL learners to improve their vocabulary.Nation (2001) pointed out that different language input modes have different effects on vocabulary acquisition. In recent years, domestic and foreign L2 researchers have conducted many studies which are based on different input modes to reveal which input mode is able to achieve incidental vocabulary acquisition more effectively. Horst found that by widely reading materials which are easy to understand, subjects were able to get half of the new words. As a complex and continuous process, vocabulary acquisition is progressive. Pigada and Schmitt (2006) studied the incidental acquisition of the subjects vocabulary in spelling, meaning and grammar through extensive reading. They found that even with a lower repeat rate, EFL learners could also acquire the spelling of words well, but the acquisition of meaning and the application of grammar was relatively poor. Vidal (2003) found that in the process of listening, the subjects can turn the targeted words which they are completely unfamiliar with into the targeted words they hear, thus obtaining a certain degree of the pronunciation and spelling. Schmitt (2006) believed that the first step in the process of listening was to acquire the form of words. After repeating the targeted words again and again, the subjects established a connection. In his opinion, vocabulary acquisition is difficult in the listening process.ReferencesCoady, J. Huckin, T.(1999). Incidental vocabulary acquisition in a second language: A review. SSLA. 21(2): 1-28.Gairns, R. Sturt, R.(1986). Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press.Hulstijn, J. H. Laufer, B.(2001). Incidental vocabulary acquisition in a second language: The construct of task- induced involvement. Applied Linguistics, 22(1): 1-26.Kroll, J. F. Tokowicz, N.(2005). Models of bilingual representation and processing: Looking back and to the future. Handbook of Bilingualism: Psycholinguistic Approaches, 531-553.Nagy, W.(1997). On the role of context in first and second language vocabulary learning. Vocabulary: Descdption,acquisition,and pedagogy, 64-83. Nation, I. S. P.(2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.Pigada, M., Schmitt, N.(2006). 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