中学课程辅导（教学研究）
中學課程輔導（教學研究）
중학과정보도（교학연구）
Secondary School Curriculum Coaching (Teaching Research)
2015年
27期
99-100
,共2页
explicit and implicit Enhancement%Learner Proficiency%L2 Vocabulary Acquisition
Vocabulary plays a prominent role in the second language acquisition of high school students. The new Curriculum Standard requires that students should master as many as 3300 words as well as 400-500 useful expressions and fixed collocation, which brings a great challenge to our vocabulary teaching in high schools. The present study aims at investigating differential effects of explicit and implicit enhancement on L2 vocabulary acquisition in senor high school in order to help teachers realize how to select and apply the most suitable way to the vocabulary instruction so as to improve students’ efficiency in the vocabulary retention.Based on the theory of depth of information processing by Craik and Lockhart (1972), the thesis mainly deals with 3 main aspects just as follows:First,the different effects of explicit enhancement and implicit enhancement on high school students’ vocabulary acquisition. Second, the different effects of explicit enhancement and implicit enhancement on the receptive vocabulary knowledge and productive knowledge.Third,the different effects on vocabulary retention, especially in short-term memory and long-term memory.
