Abstract
This research was conducted with a view to investigating the effects of Length Approach on L2 vocabulary learning. The study employed both a quantitative and a qualitative study, which yielded the following findings: with regard to college English vocabulary learning, learners’ productive ability lags far behind their receptive ability. Learners’ capability of using words in communication does not develop correspondingly with their vocabulary size. Learners tend to learn English words by means of studying the word list, which may be very dangerous, since what it displays is just pronunciation, word class, target-language equivalents, derivatives and occasionally one or two examples. Long composition writing task leads learners to become more aware of the new expressions or lexical phrases which can help enrich the content of their writing. The requirement of Length Approach is helpful to arouse learners’ consciousness to accumulate new words and expressions and then use them in their writing. The data from the experiment provides supporting evidence to prove that exposure to meaningful comprehensible output practice enables learners to improve a lot in terms of language productive proficiency. The results demonstrate that Length Approach plays a positive role in building-up students’ confidence, developing their initiatives, arousing their interest and motivating them to use more new words and expressions in writing practice, and enhancing their ability in English vocabulary learning. Length Approach, through awakening a producing desire and awareness in learners, promotes the transition from input to intake by timely practice of long composition writing.
Highlights
Vocabulary is of crucial importance in second language learning and the bulk of learning a new language consists of learning new words (Vermeer, 1992; Gass & Selinker, 1994; Wilkins, 1972)
Long composition writing task leads learners to become more aware of the new expressions or lexical phrases which can help enrich the content of their writing
The data collected from the pretest is first analyzed, and a comparison is made between the experimental group and the control group in order to testify whether the two groups are at roughly the same proficiency level, to ensure the validity and reliability of the experimental results
Summary
Vocabulary is of crucial importance in second language learning and the bulk of learning a new language consists of learning new words (Vermeer, 1992; Gass & Selinker, 1994; Wilkins, 1972). Vocabulary is indispensable when language function as a medium for communication (McCarthy 1990). The acquisition of an adequate vocabulary is essential for successful second/foreign language use because, without an extensive vocabulary, it will be impossible for language learners to use the structures and functions they have learned for comprehensible communication (Rivers, 1983). Nation (1990) claims that both researchers and students think that vocabulary is extremely important and feel that inadequate, receptive and/or productive vocabulary is an obstacle in using a foreign language. Levine and Reves (1990) note that, “Lack of adequate proficiency is often cited by English as a foreign language students as one of the obstacles to text comprehension.”
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
