Bridging a Gap on Knowing a Word
Challenges and Suggestions for Vocabulary Learning in China
- 10.2991/assehr.k.211120.028How to use a DOI?
- Vocabulary learning; Criteria for knowing a word; Direct teaching; Retrieval; Meaning-focused productive use
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 . 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.
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
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 -