1. Introduction
1．1 Rearch Background
In recent years，cond language vocabulary acquisition has become an increasingly interesting topic of discussion for rearchers，teachers，curriculum designers，theorists and others involved in cond language learning．Both learners and rearchers e vocabulary as being a very important，if not the most important，element in language learning．Acquisition of vocabulary has assumed a more important role，and as some would argue，the central role in learning a cond language. No matter how well a student learns grammar, no matter how successfully the sounds of L2 are mastered，without words to express a wider range of meanings，communication in a L2 just cannot happen in any meaningful way．Therefore，we can safely draw a conclusion that lexicon may be the most important component for learners．However, prent lexical teaching and learning do not have a rosy picture．In practice，there are two misconceptions about vocabulary learning．
skirtsFirstly, some English students follow the traditional pattern of rote retentionpurcha是什么意思，ignoring the fact that vocabulary is easier to learn in context than in isolated word lists，and the fact that knowing a word is more than knowing its meaning．In practice，they merely memorize as many words as they can．Students，as a result，put accumulation of English vocabulary above everything in the learning process，Holding such a notion，they adopt whatever methods they believe to be effective to expand their vocabulary size，Some students resort to word lists for rote retention，布拉德皮特 僵尸memorizing the words letter by letter．Some students memorize the words in a dictionary according to the alphabetical order．inhereOthers rely on their mother tongue in learning English，putting every English word(even very simple lexical items)，into Chine and the other way round．Though for a short period they might achieve a rapid vocabulary growth，the words are “easy come easy go” and only stay at the recognition level．Conquently, they can neither be long retained nor correctly ud．Moreover，becau they hold the wrong idea that learning English is just memorizing the vocabulary，students will not grow to appreciate the beauty of English and the way it conveys the ideas and emotions，As a re
sult，despite the great effort they have spent on memorizing the words，they become more frustrated than ever before，for eventually they come to realize that the English words have nothing to do with the real life．For example，九年级上册英语it is usually the ca that a certain student has pasd the TOFFL exam with flying colors，but when he goes to the English-speaking country, he is still at a loss what to do，becau he couldn’t understand what native-speakers have said，nor can he speak with them.
Secondly, a number of students，in spite of being aware of the great role of context and incidental learning in vocabulary acquisition，ignore the importance of another instructional technique：intentional learning．However, in fact，there are veral prerequisites for vocabulary acquisition through reading incidentally．For example，one of the prerequisites is that students have to read extensively．But it is usually the ca that students are not diligent enough to read all the reading passages in the textbook，let alone the reading materials which are suppod to be finished outside of the classroom. Furthermore有志者事竟成英语作文，learners’ proficiency is another prerequisite．In order to acquire vocabulary incidentally through extensive reading, a student has to know at least 98％of t
he lexical items in a reading passage，which implies knowing about 5000 word families or about 8000 lexical items．However，it is sobering to note that most of the students in China have a vocabulary of much less than 1 800 words，which is the requirement by high schools，and tho from the remote areas even fewer. Therefore，if we really want to acquire the practical ability to u English as a means to exchange information，we must begin to apply new ways of learning .
2． Definition of Vocabulary
A word(also called a ba word or a word family)is defined as including the ba form and its inflections and derivatives．Although this definition of a word is convenient and commonly ud in vocabulary rearch，it should be remembered that vocabulary learning is more than the study of individual words. It has been obrved that a significant amount of the English language is made up of lexical phras，which range from phrasal verbs to longer institutionalized expressions.
Basically，vocabulary knowledge consists of receptive vocabulary knowledge and prod
uctive vocabulary knowledge，so learning a word involves receptive learning and productive learning．Receptive learning refers to being able to recognize a word when it is met．Productive learning involves what is needed for receptive teaming plus the ability to speak or write vocabulary at the appropriate time．It may therefore be most uful to e vocabulary knowledge as a scale running from recognition of a word at one end to automatic production at the other.
3. Vocabulary Acquisition through Reading
3.1 Vocabulary Acquisition through Reading
Reading aids vocabulary acquisition，and vocabulary is predictive of comprehension．财务会计知识It has been consistently demonstrated that reading comprehension is strongly related to vocabulary knowledge，more strongly than to other components of reading．It is argued that we can acquire many words through reading extensively. Through reading，we can not only get the meaning of the target words，but also the knowledge about different aspects of the vocabulary, such as the register, grammatical patterns and collocation and bridgewater
etc六人行下载voa常速英语．On the other hand，the word variable is more highly predictive of comprehension than of ntence variables，and improvement in reading comprehension can be attributed to an increa in vocabulary knowledge. Converly, all insufficient vocabulary in English may hinder successful comprehension and the most significant handicap for L2 readers is not lack of reading strategies but failure to achieve automated recognition of L2 word form.
