Abstract
To improve vocabulary learning and teaching in ELT settings, two questionnaires are designed and directed to more than 100 students and teachers in one of China’s key universities. The findings suggest that an enhanced awareness of cultural difference, metaphorical competence, and learners’ autonomy in vocabulary acquisition will effectively facilitate the vocabulary learning. Simultaneously, a teaching model is recommended based on the findings of this survey, which incorporates ideas advocated by cognitive linguistics. Class instruction on vocabulary learning strategies can help students gain awareness of learning strategies. The greater the strategy awareness of learners, the more likely they will be to use task-appropriate learning strategies that help them overcome their general learning style limitations, and the more likely that these strategies will assist in processing, retrieving, and using new language information.
Highlights
In a bid to find an effective and fruitful way to teach and learn English vocabulary for Chinese college students, the authors conduct a study in a Chinese university on the vocabulary teaching and learning
The teachers involved in this study offered various kinds of responses to the question about their understanding of vocabulary teaching. (Table 2)
More than 50% students believe that vocabulary plays a very important role in language learning. 1/3 students claim that vocabulary holds an important position in language learning
Summary
In a bid to find an effective and fruitful way to teach and learn English vocabulary for Chinese college students, the authors conduct a study in a Chinese university on the vocabulary teaching and learning. More than one hundred students and teachers were voluntarily involved in the study. The teachers involved in the study were the Foreign Languages School faculty members. As teaching and learning is interactive, two questionnaires are designed in this study. Questionnaire I is for the students who were asked about their understanding and performance of vocabulary learning. Questionnaire II is for the teachers who were asked about their understanding and performance of vocabulary teaching. The objective is to get a quantized attitude and opinion of the teachers and students in terms of their vocabulary teaching and learning
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