College English Vocabulary Research Articles

RETRACTED: Practical research on college English vocabulary teaching with mobile technology

With the development of mobile technology, the intellectualization and intellectualization of mobile learning technology have greatly expanded the dimension of time and space of learning, and become a useful supplement to the traditional teaching mode. Taking College English vocabulary teaching as an example, this paper studies college English vocabulary teaching under the support of mobile technology, in order to provide new ways and methods to meet the individual learning needs of different learners. This paper designs College English vocabulary teaching based on mobile technology and puts forward a basic framework of mobile learning for college students’ English vocabulary learning. In this paper, English vocabulary technology is applied to college English vocabulary teaching. Through experiments, it promotes college students’ English vocabulary memory level, vocabulary use level and interest in English learning, respectively, to verify the effectiveness of College English vocabulary teaching mode based on mobile technology. The experimental results show that the flexibility of mobile learning can take into account the different learning needs of students at different levels of the same group, categorize and categorize the individual needs of students, and adjust different learning content and learning difficulty ladder to a certain extent. The innovation of this paper is to fully combine mobile technology with college English vocabulary teaching, solve practical application problems, and improve the application value of mobile technology in college teaching.

Research on Cultural Integration in College English Vocabulary Teaching

Language and culture are inseparable. The cultural connotation behind the language is one crucial element in understanding one language precisely. Integration of culture into college English vocabulary teaching are surely a great help for students to learn and grasp the accurate meaning of English vocabularies. This paper explains the necessity of cultural integration in college English vocabulary teaching, elaborates the obvious differences behind English and Chinese vocabularies, and finally focuses on the effectiveness analysis of measures for cultural integration in college English vocabulary teaching.

Analyzing the Students’ Behavior Characteristics of Learning College English Vocabulary

The paper is aimed for three tasks: to review why learning vocabulary matters, what’s in a word and what knowing a word means, to demonstrate the students’ behavior characteristics of learning vocabulary through the result analysis of a questionnaire survey and interviews and to provide enlightenment about the future teaching and learning of college English.

Investigation of the Present Situation of Intelligent APP in College Students’ Vocabulary Learning

This research adopts the method of literature survey method, investigation method and interview method, etc. Through literature research method, this thesis combs and summarizes the research of mobile vocabulary learning at home and abroad. Based on the multimodal discourse theory and the second language acquisition theory, the author investigates the learning attitude, habits and strategies on vocabulary of college students and collects their opinions on learning words by using Bai Ci Zhan App through questionnaire method. And the author investigates the current situation and existing problems of using mobile Apps to study vocabulary. Intelligent App application in college English vocabulary learning can effectively enlarge students' vocabulary breadth and depth and motivate their interest in English learning.

A Study of English Vocabulary Learning in China—From the Perspective of Conceptual Metaphor Theory

Vocabulary plays an essential role in foreign language learning, and it is the same with Chinese students’ learning English. However, in China traditional ways of English vocabulary learning focuses on the recitation and analysis of the sound, spelling and meaning of English words without considering their cognitive motivations and thus makes understanding and memorization of them invalid and boring, which directly affects Chinese students’ English level of listening, speaking, reading and writing. Therefore, some effective methods of English vocabulary learning must be found so as to arouse students’ interests and facilitate their learning of English words. Conceptual metaphor theory reveals that metaphor is not only a universal cognitive phenomenon but also a cognitive tool of human beings, which can shed some lights onto English words learning, a kind of cognitive activity. Conceptual metaphor theory also depicts cross-domain mapping as its working mechanism by saying that cross-domain mapping is a kind of thinking link from source domain to target domain. And this thinking link is of great help to the memorizing processes of words and understanding of words’ connotation and can make English vocabulary learning systematic and flexible. This paper explores the application of conceptual metaphor theory into college English vocabulary learning from three aspects, namely, polysemous words, idiomatic expressions and word connections, aiming at cultivating students’ metaphorical awareness and improving their metaphorical competence in vocabulary learning.

대학생 영어 어휘지도에서 동일 의미망 어휘군 지도와 동일 주제어 어휘군 지도의 효과 비교

대학생 영어 어휘지도에서 동일 의미망 어휘군 지도와 동일 주제어 어휘군 지도의 효과 비교

Application of deep learning and target visual detection in english vocabulary online teaching

The corpus software has many functions, such as keyword retrieval, context co-occurrence, word list generation and word frequency statistics. It can quickly and accurately provide various corpus and information, such as word-formation collocation, context, word frequency and so on. In this paper, the author analyzes the application of deep learning and target visual detection in English vocabulary online teaching. Deep learning is a kind of machine learning algorithm which includes multi-layer non-linear mapping and tries to obtain high-level abstract representation of data. By extracting features from information, the identifiable components in the image can be extracted. The results show that the application of corpus in College English vocabulary teaching can promote students’autonomous use of corpus in English vocabulary learning. The simulation experiment improves the performance of the system by choosing parameters, and the classification accuracy is more than 90%. Corpus can enable students to learn real and natural language and master natural collocation. At the same time, corpus can help students understand the semantic and pragmatic norms of words in communication and recognize the characteristics of register variants. Future research can use Map-reduce technology to accelerate the training process, save training time and test more hyperparameters.

The Application of Iconicity in Teaching Vocabulary in College English

Vocabulary is the cornerstone of language teaching and learning. At present, a majority of college English teachers invest a lot of time in vocabulary teaching; however, they haven’t achieved the goal of college English vocabulary teaching as they desired. Iconicity is an important notion in semiotics, which mainly refers to the resemblance between the form of a sign and what it refers to, namely, the object or concept. Consequently, to some extent, the form of vocabulary is closely connected with what it refers to. Based on the relations between the form of vocabulary and what it refers to, this paper mainly explores the application of lexical iconicity in teaching vocabulary in college English with the purpose of formulating more effective vocabulary teaching approaches.

Empirical Study on the Mobile App-Aided College English Vocabulary Teaching

Empirical Study on the Mobile App-Aided College English Vocabulary Teaching

Application of New Media Technology in College English Vocabulary Teaching

Application of New Media Technology in College English Vocabulary Teaching

A Study on the Influence of Computer Corpus Software on College Students' English Vocabulary Learning

English vocabulary and lexical collocation and use are the basic manifestations of college students' English proficiency and ability. This paper puts forward the application of computer corpus software to the college vocabulary teaching. Through the definition of probability, application prospect and theoretical explanation, this paper expatiates on the process of computer corpus serving college English vocabulary teaching. With English national corpus (BNC) as the software basis, we conducted an empirical research on vocabulary teaching. Finally, the differences between computer corpus teaching and traditional vocabulary teaching are analyzed and discussed through experimental comparison. The experimental results show that the computer corpus based collage English vocabulary practice is of larger breadth, deeper depth and higher initiative in vocabulary learning.

Calibrating the CEFR against the China Standards of English for College English vocabulary education in China

BackgroundThe Common European Framework of Reference (CEFR) (Council of Europe 2001) has, over the past decade, come to be widely used as a reference tool for teaching, learning and assessment (Alderson 2002; North 2014). The focus of the current study is on scaling the China Standards of English (CSE) vocabulary descriptors for College English education in Mainland China, where College English education refers to English language education for non-English major students at tertiary level. A review of the CEFR and the College English Curriculum Requirements (CECR) (Ministry of Education 2007) indicated that the vocabulary descriptors in both documents were inadequate to describe vocabulary knowledge for College English education in China.MethodOn the basis of the CEFR and CECR descriptors, a pool of 39 descriptors were collected and categorized. Twenty-two English teachers from a Mainland China university were invited to participate in the study. They were first given the CEFR and CECR vocabulary descriptors, after which they were asked to scale the descriptors with the CEFR as the reference point. Multi-Faceted Rasch Measurement (MFRM) was used to validate teachers’ scaling of the vocabulary descriptors.ResultsThe MFRM analysis showed that while the descriptors at C1 level were generally ranked as expected, teachers had difficulties in ranking descriptors at the CEFR B1, B1+ and B2 levels.ConclusionThe study indicates that teacher judgement of the scales provides evidence of the CSE scales, and can be a source of valuable information for the future improvement of the CSE.

An Empirical Study of College English Vocabulary Instruction Based on Prototype Category Theory

As one of fundamental theory of cognitive linguistics, the prototype category theory exerts an important influence on vocabulary acquisition and instruction. In light of this, in this paper a vocabulary instruction experiment was launched for 100 non-English majors to testify the effect of the application of the prototype category theory to college English vocabulary teaching. The results indicate that English vocabulary instruction based on the prototype category theory is effective in promoting students’ vocabulary acquisition and arousing their interest in English learning.

Discussion on Application of Multimedia Teaching in College English Vocabulary Teaching

The rapid development of science and technology has created new condition for the teaching methods of higher English education, which has greatly enriched the English teaching resources and has promoted the renovation of English teaching methods. As a second to none common language in the world, English has always been playing an important role in international communication, and has been valued highly in the educational circles. Compared with previous English teaching, modern college English teaching has the characteristics of convenient and efficient and is easily to be accepted by students. Considering the diversity and comprehensiveness of college English, it is necessary to divide it into such secondary subjects as vocabulary, grammar and reading, in order to help students to develop learning interest in English in daily life, and to achieve the purpose of reducing students’ burden. This paper discusses the current application situation and problems of multimedia teaching in college English vocabulary teaching and the countermeasures with emphasis, hoping to provide beneficial views for the research and practice of innovative classroom teaching methods.

Application of Mind Mapping Method in College English Vocabulary Teaching

With increasingly deepening of exchange and cooperation between China and the world, nowadays, the society has higher requirements for college students’ English ability. This article discusses the application of mind mapping in college English vocabulary teaching, thinks that mind mapping can promote teaching efficiency and improve students’ practical application ability, cultivate students’ good thinking habits, aims at application of mind mapping in college English vocabulary teaching, puts forward three effective ways, namely teachers formulate mind mapping, encourages students to make mind mapping, and carries out network teaching. This article aims at making useful contributions for promoting the improvement of teaching quality of college English teaching at present through effective exploration and discussion.

Application of Associative Teaching Strategy in College English Vocabulary Teaching

Vocabulary teaching is very important in college English teaching. Although traditional vocabulary teaching costs a lot of time and effort, the actual teaching effect is not so good. The so-called associative teaching is to deepen grammar and cultural connotation from the perspective of form, sound and meaning in its essence. This article has analyzed the problems exist in college English vocabulary teaching and proposed the application countermeasures of associative teaching strategy in college English vocabulary teaching starting from the mode and importance of associative teaching strategy, which has laid foundation for improving the efficiency of college English vocabulary teaching.

A Tentative Study of Vocabulary Learning Anxiety in College English Learning in China

This study presents the results of an empirical examination of the effect of the college English vocabulary learning anxiety and the English language class anxiety on college non-English majors’ English proficiency in China. After the descriptive data analysis, the Pearson correlation, independent T test and linear regression analysis of the data from two measures of anxiety, it is found: Students are fully aware of the importance of college English vocabulary teaching and learning, and demonstrate great anxiety in it; Significant and moderately high correlations are between college English vocabulary learning anxiety and other anxieties, which proves they are separate but related phenomena; College English vocabulary learning anxiety is significantly and negatively correlated with the CET-4 scores, but this correlation is lower than that between the English language class anxiety and the CET-4 scores; The college English vocabulary learning anxiety ranks in the middle in predicting the English language achievement, less significant than the total English language class anxiety and the communication apprehension but more significant than the fear of negative evaluation and the test anxiety.

A Comparative Study of Word Frequency and Text Coverage between English and Chinese for College English Vocabulary Acquisition

This comparative study is based on the English and Chinese corpora of more than one million tokens collected by the author in person and finds that English enjoys a large vocabulary but relatively a far low word frequency and text coverage, compared with Chinese. In the English corpus of more than one million tokens, nearly eighty percent types appear fewer than ten times, and the number of the types with the frequency above ten times is too small to reach the 95% text coverage, which is generally seen as the least required for reading comprehension. Then, this paper infers that, for College English learners in China, if they follow the approach of incidental vocabulary acquisition to pick up their new words from reading, they will have to add up their reading outside classroom to a quantity of more than 660,000 words, eleven times as much as the reading in class. That is to say, they will have to read 800 more texts with 800 words each after class, or have to read another ten texts in their free time after they finish learning one text in class. Undoubtedly, this is a reading load too heavy for them to bear, and reveals that the approach of incidental vocabulary acquisition is not feasible for College English teaching and learning.

An Empirical Study of Applying Associative Method in College English Vocabulary Learning

Vocabulary is the basis of any language learning. To many Chinese non-English majors it is difficult to memorize English words. This paper applied associative method in presenting new words to them. It is found that associative method did receive a better result both in short-term and long-term retention of English words. Compared with the traditional way, associative method was more efficient in the retention of polysyllabic words, monosyllabic and disyllabic words. In addition, the differences were very significant. However, forgetting greatly influenced the long retention of English words. Therefore, teachers should encourage learners to review what they learned in class frequently, and learners themselves should participate actively in associative learning.

The Computer-Aided College English Vocabulary Learning and Instruction

Given the importance of vocabulary learning in the college, this paper focused on the advantages and dimensions of college English vocabulary learning and instruction in a computer-aided environment and put forward some suggestions on effective learning and instruction with the aim to increase students' motivation and improve students' autonomous vocabulary learning ability.