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1、 AStudyofexplicitandimplicitEnhancementonL2VocabularyAcquisitioninSenorHighSchool Abstract:Vocabularyplaysaprominentroleinthesecondlanguageacquisitionofhighschoolstudents.ThenewCurriculumStandardrequiresthatstudentsshouldmasterasmanyas3300wordsaswellas400-500usefulexpressionsandfixedcollocation,whic
2、hbringsagreatchallengetoourvocabularyteachinginhighschools.ThepresentstudyaimsatinvestigatingdifferentialeffectsofexplicitandimplicitenhancementonL2vocabularyacquisitioninsenorhighschoolinordertohelpteachersrealizehowtoselectandapplythemostsuitablewaytothevocabularyinstructionsoastoimprovestudentsef
3、ficiencyinthevocabularyretention.BasedonthetheoryofdepthofinformationprocessingbyCraikandLockhart(1972),thethesismainlydealswith3mainaspectsjustasfollows:First,thedifferenteffectsofexplicitenhancementandimplicitenhancementonhighschoolstudentsvocabularyacquisition.Second,thedifferenteffectsofexplicit
4、enhancementandimplicitenhancementonthereceptivevocabularyknowledgeandproductiveknowledge.Third,thedifferenteffectsonvocabularyretention,especiallyinshort-termmemoryandlong-termmemory.Keywords:explicitandimplicitEnhancement;LearnerProficiency;L2VocabularyAcquisition1.ImportanceofVocabularyTeachingand
5、LearningTheimportanceofvocabularyhasbeenwidelydiscussedbyresearchers(Decarrico,2001;Schmitt&Zimmerman,2002;Nation,2003)sincealongtimeago.Itisbelievedthatvocabularyisnotonlythecrucialsteptothetypicallearnerslanguageacquisition,butalsothecoreofacertainlanguage.Sincemid-1980s,moreandmoreattentionhasbee
6、npaidonL2vocabularyacquisitionandtherearevariousfindingsandtheoreticalproposals.However,thereseemstobeaneverlastingdebateaboutwhatisthebestwaytosuccessfulvocabularyacquisition.2.ThecurrentsituationofVocabularyTeachinginhighschoolsInChina,theteachingofEnglishasaforeignlanguagehasalwaysbeendominatedby
7、theteacher-centered,exam-oriented,grammarandvocabulary-basedmethod.Theteacheralwaysactsas“anauthority,aknowledgegiverandmoralexample”(YuLichen,2005).Althoughteachersandresearchersallbelievethatvocabularyisanessentialpartofmasteringasecondorforeignlanguage,therestilllacksaneffectiveandwell-organizedw
8、aytoteachvocabulary.Someofthempreferthedirectandexplicitteachingofvocabularybystuffingtheirstudentswithallthenewwordsaswellastheirusage,neglectingthecontextandholdingthatitalldependsonstudentslearningbyrote,whileotherswhopreferimplicitteaching,believethatvocabularyshouldbelearntunconsciouslythrought
9、heaccomplishofsomeotherlearningactivities.Whenitcomestostudents,agreatnumberofthemwhohavebeenaccustomedtorote-learningaswellasbeingstuffedwithwordusagesregardvocabularyasthemajorobstacleinEnglishlearning.AlthoughvocabularyteachinginChinaisgraduallychangingfromthetraditionalandlimitedmethodstomoredif
10、ferentandvariousones,therestillexistsomedeficienciesinvocabularyteaching.Usually,studentsinhighschoolsareaskedtopreviewthenewwordsbyreadingafterthetapeandtrytomemorizethespellingofthesewords.Then,theteacherwouldexplaintheusageofthesewordsindetailwithsomemoreillustrationsandexamples.Afterthat,student
11、swereaskedtomemorizethewordsmechanicallybyreadingandwritingthesewordsformanytimesontheirdictationbooksafterclass.Theproceduretendstobetheexplicitenhancement,butalmostnoimplicitinstructionisadoptedforthelearningofvocabulary(HongYin,2007;HuangYumei,2008).Hence,highschoolstudentsgraduallydevelopunbalan
12、cedabilityinaspectsofreceptivevocabularyknowledgeandproductivevocabularyknowledge(LiuHong,2004),thatistosay,theymaydowellinreviewingandrecognizingthesuperficialappearanceofsoleword,butcannotuseitorassociateitsvariousknowledgecorrectlyincertaincontextsuchaslistening,speaking,readingandwriting,whichfi
13、nallyobliteratetheirlexicalcompetence(QiaoYan,2007).3.ExplicitandImplicitInstructionExplicitandimplicitaretwocontrastiveteachingandlearninginstructions.Currentdefinitionsofimplicitandexplicitlearningareoriginatedinthefieldofpsychology.Thesedefinitionsgenerallyfocusonthepresenceorabsenceofconsciousne
14、ss.Implicitinstructionreferstoinstructionsthatinvolvelearnersinimplicitorincidentallearningofvocabulary,wherethelearningofvocabularyisthe“by-product”(Hulstijn,2001:271)ofotheractivities.Somewritersalsoholdthatwordsarepickedupintheprocessofotheractivities(Coady,2001;Nagy,2002;Nation,2003;Hulstijn,200
15、3).Implicitteachinginsiststhatvastmajorityofvocabularyaretaughtgraduallythroughrepeatedexposurestovariouscontexts,suchaslisteningtostories,readingmaterials,fillinggapsandworkingingroupsandthereisnoneedfordirectvocabularyinstruction(Huckin&Coady,1999).Soimplicitinstructionisstudent-centeredandtheteac
16、herisafacilitator.BasedonEllis(1994),theexplicitinstructionisdescribedasaprocesstomakelearnersawareofrulesdeductivelyorinductively.Inexplicitinstruction,learnersfocusontheactivitieswhichcenteronvocabulary.Thereareanumberofvariousexplicitvocabularyexerciseswhichincludewordbuildingexercises,matchingwordswithvarioustypesofdefinitions,studyingwordsincontext,semanticmapping,association,vocabularygamesandsplitinformation
