二语语汇宏微观双向教学对比研究

本研究通过实地教学采集研究数据，以“实验性交叉组实验前后测试”的设计模式，新创两套高校学术语汇课程方案：微观正向进程模式与宏观逆向进程模式。本研究基于上述两套课程方案进行实际教学，取得数据并进行分析。结果表明，总体上两种教学法在中国大学生英语语汇习得上都取得了良好的效果，尽管微观逆向教学法略胜于宏观正向教学法。本书尝试用诸多因素解释上述研究发现， 其中包括二语习得的特性，习得者的英语水平以及文化因素等。

蒋国武，二语教研工作者，曾在中国有名培训机构任资深主讲。读博期间，荣获澳洲政府全额博士奖学金，是目前澳大利亚纽卡斯尔大学语言学专业专享获得该奖学金的中国人。毕业后入选悉尼大学学术人才库。曾出席过多次国际性学术会议，其中包含哈佛大学，悉尼大学，香港大学和惠灵顿大学，并做专题论文宣读，部分论文被SSCI收录。

Introduction
Chapter 1:Background
1.1Introduction
1.2Statement of the Problem
1.3Research Objectives
1.4Significance of the Study
1.5Vocabulary Teaching in China
1.5.1English as a Second Language in China
1.5.2The Role of Vocabulary Knowledge
1.5.3The Current Situation of Vocabulary Teaching in China
Chapter 2:Literature Review
2.1Introduction
2.2Approaches and Methods in Language Teaching
2.3Approaches to Vocabulary Teaching
2.3.1Incidental Approach
2.3.2Intentional Approach
2.3.3Word Association Approach and the Contextualised Approach
2.4Vocabulary Knowledge and Development
2.4.1Vocabulary Size
2.4.2What is Involved in Knowing a Word?
2.4.3Receptive Knowledge versus Productive Knowledge
2.4.4The Development of Vocabulary Knowledge
2.4.5Vocabulary Teaching and Learning Burden
2.5Language Processing and the Conceptualisation of Bottom-up and Top-down
2.6The Components of a Vocabulary Course
2.6.1The Goals of Vocabulary Teaching
2.6.2Needs Analysis of a Vocabulary Course
2.6.3Environment Analysis
2.6.4Teaching Principles
2.6.5Teaching Content and Sequence
2.6.6Format and Presentation
2.6.7Monitoring and Assessment
2.6.8Course Evaluation
2.7Previous Research
2.7.1Research on Bottom-up and Top-down Approaches
2.7.2Research on Vocabulary Teaching
2.8Chinese Culture and the Role of Culture in EFL Teaching
2.8.1The Fundamental Features of Chinese Culture
2.8.2The Role of Culture in EFL Teaching
2.9Summary and Implications
Chapter 3:Methodology and Design
3.1Introduction
3.2Overview of the Research Project
3.3Research Design
3.4Participants
3.4.1Research Sample
3.4.2Recruitment
3.4.3Allocation of Participants
3.5Instruments
3.5.1Background Information Questionnaire
3.5.2Vocabulary Knowledge Tests
3.5.3Course Evaluation Questionnaire
3.6Research Procedure
3.7Instruction
3.7.1Teaching Procedure
3.7.2Teaching Materials and Resources
3.7.3Teaching Activities
3.8Data Analysis
3.9Summary
Chapter 4:Data Analysis
4.1Overview
4.2Preliminary(Descriptive)Analysis
4.3Main Analysis
4.3.1The Results of Academic Vocabulary Size Tests(AVST)
4.3.2The Results of Controlled Productive Knowledge Tests(CPKT)
4.4Conclusion
Chapter 5:Discussion
5.1Overview
5.2The Different Effect between Bottom-up and Top-down Approaches
5.2.1Nature of L2 Lexical Acquisition and its Alignment with Bottom-up Processing
5.2.2Learner's Low Proficiency Level Favours Bottom-up Proeessing
5.2.3Socio-cultural and Traditional Factors in the Chinese Context
5.3About the Vocabulary Course
5.3.1Composition of the Course( in terms of Nation's four strands)
5.3.2The Role of Explicit/Direct Vocabulary Instruction
5.3.3Input Processing Management
5.3.4The Instruction Targeted both Receptive and Productive Skills
5.3.5Combination of both the Key Words Approach and the Contextualised Approach
5.3.6Use of Online Resources
5.4Conclusion
Chapter 6:Conclusion
6.1Project Summary
6.2Contribution of the Study
6.2.1Contributions to Scholarship in the Field of L2 Research
6.2.2Contributions to Second Language Pedagogy
6.3Limitations of the Current Study and Recommendation for Future Research
6.4Recommendations for Second Language Pedagogy
6.4.1A Plausible.Heuristic and Eclectic Approach in ELT
6.4.2Eclectic Dynamic Language Acquisition Model Integrating Bottom -up and Top -down Dimensions
6.5Final Comments
References
Appendix A:Teaching Syllabus
Appendix B:Lesson Plan
Appendix C:Teaching Materials
1.Academic Words Lists(AWL)(Coxhead,2000)
2.Sub-lists of the AWL( Coxhead ,2000)
3.IELTS Preparing Book( IELTS 7,2008.p.78)
4.The List of Target Teaching Words
5.Academic Vocabulary Exercises
Appendix D:Teaching Resources
1.Word Formation:http://wordinfo.info/
2.Bilinguial online dictionary:http://www.iciba.corn/
3.WordNet Search 3.0:http://wordnetweb.princeton.edu/perl/webwn
4.Visuahhesaurus:http://www.visualthesaurus.com/trialover!
5.Oxford Collocation Dictionary Online:http://www.ozdic.corn
6.Long Dictionary of Contemporary English:http://www.ldoceonline.com
Appendix E:Research Instruments
1.Background Information Collection Form
2.Vocabulary Pre and Post Tests
3.Course Evaluation Questionnaire