目录
Chapter 1 Introduction
1.1
Research background
1.2 Orientation of the present research
1.3 Organization of this book
Chapter 2 Literature Review
2.1 Previous theoretical explorations of word
knowledge, vocabulary acquisition and development
2.2 Studies on
word knowledge assessment
2.3 Receptive
and productive distinction of word knowledge
2.4Empirical studies
on word knowledge development within a word knowledge framework
2.5 Strengths
and weaknesses in the previous empirical studies
2.6 Summary
Chapter 3 Design of the Empirical Study
3.1 Theoretical
considerations for the present study
3.2 Research
design
3.3
Instrumentation
3.4 Data
collection
3.5 Data
analysis
3.6 Summary
Chapter 4 Results of the Empirical Study
4.1 General
results of the four tests
4.2 Results of
test of vocabulary size
4.3 Results of
tests for depth of word knowledge
4.4 Interrelationships
between the four types of word knowledge under investigation
4.5
Developmental patterns of vocabulary size and depth across the universities
4.6 Summary
Chapter 5 Discussion
5.1 Issue of word frequency in the assessment of L2 vocabulary size
5.2 Vocabulary
size for English majors at tertiary level
5.3 Word
knowledge stabilization or fossilization
5.4 Lexical
attrition
5.5 Incremental and dynamic nature of L2 vocabulary acquisition in
classroom settings 5.6 Developmental
route of L2 word knowledge in classroom settings
5.7 Summary
Chapter 6 Conclusion
6.1 Major
findings
6.2 Implications
6.3 Limitations
of the present study
6.4 Suggestions
for future research
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