Bridging a Gap on Knowing a Word

Challenges and Suggestions for Vocabulary Learning in China

DOI

10.2991/assehr.k.211120.028How to use a DOI?

Keywords

Vocabulary learning; Criteria for knowing a word; Direct teaching; Retrieval; Meaning-focused productive use

Abstract

The mastery of vocabulary greatly influences learner’s English proficiency in four main language skills and learning efficiency of further study. Nation proposes three criteria for knowing a word, which includes nine subcategories [1]. However, most Chinese teachers still focus on the meaning and spelling of words when measuring learners’ language competence. This article firstly demonstrates these nine subcategories and gives insights to Chinese teachers on language teaching. Then, this article lists the three most common challenges that Grade-one learners in primary school might face. To address these challenges, four suggestions are discussed, which include using direct teaching appropriately, using tools to enhance word associations, frequent recurrence, and meaning-focused production. Subsequently, it is beneficial to applying these concepts and suggestions into Chinese English class to improve vocabulary learning performance.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Lu Li
AU  - Xiang Ji
PY  - 2021
DA  - 2021/11/29
TI  - Bridging a Gap on Knowing a Word
BT  - Proceedings of the 2021 3rd International Conference on Literature, Art and Human Development (ICLAHD 2021)
PB  - Atlantis Press
SP  - 145
EP  - 149
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211120.028
DO  - 10.2991/assehr.k.211120.028
ID  - Li2021
ER  -