A Review of Research into Vocabulary Learning and Acquisition

研究生学术英语6-9单元作文Academic writing is a fundamental aspect of the research student experience, as it allows for the clear and concise communication of complex ideas and findings. In the context of research student academic English, units 6-9 focus on various elements of effective academic writing, including the organization and structure of research papers, the use of appropriate language and tone, and the effective incorporation of sources and citations.One of the key elements covered in these units is the structure and organization of a research paper. A well-structured paper can help to guide the reader through the author's argument and findings, making the content more accessible and easier to understand. Unit 6 explores the typical structure of a research paper, including the introduction, literature review, methodology, results, and discussion sections. Students learn how to effectively structure each section to present their research in a logical and coherent manner.The introduction section is particularly important, as it sets the stage for the rest of the paper. In this section, the author must clearlyarticulate the research question or problem being addressed, provide relevant background information, and outline the scope and objectives of the study. Effective introductions are concise yet informative, and they help to engage the reader and pique their interest in the research.The literature review section is another crucial component of a research paper. In this section, the author must demonstrate their familiarity with the existing body of research on the topic and identify any gaps or limitations in the current understanding. This section requires the careful selection and synthesis of relevant sources, as well as the ability to critically analyze and evaluate the existing literature.The methodology section is where the author outlines the research methods and procedures used in the study. This section must be detailed and precise, providing the reader with a clear understanding of how the research was conducted and the rationale behind the chosen methods. Effective methodology sections also address any potential limitations or biases in the research design.The results section is where the author presents the findings of the study. This section must be organized in a clear and logical manner, with the use of appropriate visual aids such as tables and figures to help the reader understand the data. The author must also bemindful of the language and tone used in this section, ensuring that the presentation of the results is objective and impartial.Finally, the discussion section is where the author interprets the findings of the study and discusses their implications. This section requires the author to critically analyze the results, identify any limitations or alternative explanations, and situate the findings within the broader context of the existing literature. Effective discussion sections also suggest avenues for future research and highlight the practical or theoretical significance of the study.Throughout the research paper, the author must also be mindful of the language and tone used. Academic writing requires a formal and objective style, with the use of appropriate vocabulary and sentence structure. Unit 7 explores the use of academic language, including the use of precise and concise language, the avoidance of colloquialisms and contractions, and the appropriate use of passive voice and hedging language.The effective incorporation of sources and citations is another key element of academic writing. Unit 8 focuses on the use of in-text citations and reference lists, providing guidance on the appropriate use of different citation styles (e.g., APA, MLA, Chicago) and the effective integration of source material into the text. Proper citation and referencing not only demonstrate the author's familiarity withthe existing literature but also help to ensure the integrity and credibility of the research.Finally, unit 9 explores the importance of proofreading and editing in the academic writing process. Effective proofreading and editing can help to identify and correct errors in grammar, spelling, and punctuation, as well as improve the overall clarity and coherence of the writing. This process is essential for ensuring that the final research paper is of the highest quality and effectively communicates the author's ideas and findings.In conclusion, the research student academic English units 6-9 provide a comprehensive overview of the key elements of effective academic writing. By mastering these skills, research students can develop the necessary competencies to produce high-quality research papers that effectively communicate their ideas and findings to the academic community. Through a focus on organization, language, citation, and proofreading, research students can enhance their academic writing abilities and contribute to the advancement of knowledge in their respective fields.。

a review of 作文英语I recently read an English composition and I must say, it was quite impressive. The writing was clear and concise, and the author's ideas were well-developed. It was evident that the writer had put a lot of effort into organizing their thoughts and presenting them in a coherent manner. The use of language was also noteworthy, as the author demonstrated a strong command of vocabulary and grammar throughout the piece. Overall, it was a pleasure to read and I look forward to reading more from this writer in the future.The composition was also quite thought-provoking. The author presented some unique perspectives on the topic at hand, and I found myself considering their ideas long after I had finished reading. It's always refreshing to come across a piece of writing that challenges my thinking and encourages me to see things from a different point of view. This composition did just that, and I appreciate the effort the author put into crafting such a stimulating piece.One thing that stood out to me was the author's ability to engage the reader from start to finish. The writing was compelling and held my attention throughout. I never found myself getting bored or losing interest, which is a testament to the author's skill in keeping the reader invested in the topic. It's not easy to captivate an audience, but this writer managed to do so with ease.In conclusion, I thoroughly enjoyed reading this English composition. The writing was of a high standard, the ideas were thought-provoking, and the author's ability to engage the reader was impressive. I would highly recommend this piece to anyone looking for a well-written and stimulating read.。

试卷代号：3937国家开放大学秋季学期期末统一考试人文英语2试题考前须知一、将你的学号、姓名及分校（工作站）名称填写在答题纸的规定栏内。

考试结束后，把试卷和答题纸放在桌上。

试卷和答题纸均不得带出考场。

监考人收完考卷和答题纸后才可离开考场。

二、仔细读懂题目的说明，并按题目要求答题。

答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。

三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。

四、考试时间为60分钟。

一.交际用语（共10分，每题2分）『5题：根据对话内容选择适当的选项。

1.-Thank you very much for your suggestion.A.You, re welcomeThank you the sameB.Don t do that.2.-What are you going to do in the 2022 Winter Olympics?A.Yes, I have been thereI* m going to be a volunteer.B.I am travelling abroad.3.-You seem a little blue today. What, s the matter?A.I am very happy.B.It doesn-t matter.C.It, s been a difficult day.4.-How long has your daughter been missing?A. I miss rny daughter a lotI, ve loeen looking for her everywhere help you make a planfor the summer vacation?A. No, 1 already have plans.B. F d love to, but I'm busy tonight.C. I, m ill, so I shouldn't go out.二、词汇与结构（共计30分，每题2分）6-20题：阅读下面的句子，从A 、B 、C 三个选项中选出一个能填入空白处的最正确选项。

AcknowledgementsI would like to express my heartfelt thanks to those who gave me great support and help in my dissertation. The most special acknowledgement is shown to my supervisor Mr. Luo Chengyu, whose careful reading and suggestions have been invaluable to me throughout my thesis writing. I‘m greatly indebted to him for his earnest and strict supervision and his useful advice. Thank him for his patience and meticulousness in correcting mistakes in my dissertation. Without his encouragement and support, this work would not have been possible.I am also grateful to the teachers in my senior high school who have gave me many suggestions to design a questionnaire though I have not use it in this thesis. In particular, I also appreciate my roommate Meave Tan who corrected my abstract carefully. Thanks my roommates for their help me to hand in the thesis and give me notice when I was not in the school.AbstractListening comprehension is one of the important language skills. Learners encounter many difficulties in the listening comprehension. As for such phenomenon, I review the study of Goh (1999) and the questionnaire of Liao Yan (2007), which are both about the learner s‘ listening comprehension problems. In Goh‘s article, he pointed out 10 listening comprehension problems which occurred during the cognitive processing phases of perception, parsing and utilization. In Liao Yan‘s thesis, she designed a questionnaire about students‘ listening comprehension problems in the rural high schools of Nanning, the capital of Guangxi Zhang Autonomous Region. Then she also pointed out 10 common listening problems. Among the problems pointed by Goh (1999) and Liao Yan (2007), the common ones are: students cannot recognize the words they have learned; they quickly forget what they heard; they understand the words but not the intend meaning; they cannot get the key idea of the content and are not familiar with the content of the listening material refer to; they feel the content of the material is dull and so on.Some enlightenment of listening teaching was given by these common listening problems and their possible reasons proposed by Goh (1999) and Liao Yan (2007). According to such enlightenment, I give some implications for listening teaching from 3 parts: the lack of vocabulary, the limitation of background knowledge and the negative affective factors. Among the three parts, I mainly discuss the listening comprehension problems caused by the lack of vocabulary and support some implications about enlarging vocabulary, the memory of vocabulary, the prediction andthe way to get key words of sentences and message.Key Words: listening listening difficulties implications摘要听力理解是英语学习技能中的一个重要组成部分。

英语学术写作核心词汇Academic Writing Core Vocabulary in EnglishIntroductionAcademic writing plays a crucial role in the realm of education, research, and professional communication. To excel in this area, it is essential to develop a solid understanding of the core vocabulary used in English academic writing. This article aims to explore and provide an extensive list of key terms that are frequently used in various academic disciplines.1. AbstractThe abstract is a concise summary of a research paper or article. It provides a brief overview of the study's objective, methodology, findings, and conclusions. An abstract typically ranges from 100 to 250 words and serves as a preview for readers to decide whether the full paper is worth reading.2. IntroductionThe introduction serves to set the context, explain the significance of the study, and state the research question or objective. It provides readers with background information and an understanding of the subject matter under investigation. The introduction should also include a clear thesis statement that outlines the main argument or purpose of the paper.3. Literature ReviewThe literature review critically analyzes and evaluates existing published research and scholarly articles related to the topic of study. It demonstratesthe researcher's familiarity with the current state of knowledge and identifies gaps or areas requiring further investigation. The literature review helps establish the research's novelty, relevance, and importance.4. MethodologyThe methodology section describes the research design, data collection methods, and analytical techniques employed in a study. It provides a detailed account of how the research was conducted to allow for replication and verification by others. Common methodologies include experiments, surveys, interviews, case studies, and archival research.5. ResultsThe results section presents the findings of the study in a clear and organized manner. It often employs tables, graphs, and charts to display data and statistical analysis. The results should be presented objectively and without interpretation, allowing readers to draw their own conclusions.6. DiscussionThe discussion section interprets and analyzes the results, relating them to the research question or objective. It provides an opportunity to delve into the implications, limitations, and practical significance of the findings. The discussion should connect the study with existing literature and propose future research directions.7. ConclusionThe conclusion summarizes the main findings, restates the thesis statement, and highlights the implications of the research. It offers closure tothe paper and suggests avenues for further exploration. The conclusion should be concise, logical, and leave a lasting impression on the reader.8. ReferencesThe references section lists all the sources cited in the paper following a specific citation style such as APA, MLA, or Chicago. It is crucial to accurately cite and provide proper credit to the original authors. This section helps readers locate and verify the information, and also demonstrates the breadth of research undertaken.9. Academic JournalsAcademic journals are scholarly publications that disseminate original research findings in various academic disciplines. They undergo rigorous peer-review processes to ensure the quality and validity of the research presented. Examples of renowned academic journals include Nature, Science, The Journal of Finance, and The Lancet.10. Peer ReviewPeer review is a critical evaluation process in which experts in the field assess the quality and rigor of a manuscript before it is published. It ensures that academic research meets established standards and contributes to the existing body of knowledge. The peer review process helps maintain the integrity and credibility of academic publishing.ConclusionMastering the core vocabulary of English academic writing is essential for effective communication and success in the academic world. This articlehas presented a comprehensive overview of key terms and concepts used in academic writing, ranging from the abstract to the peer review process. By familiarizing oneself with these terms and utilizing them correctly, researchers and scholars can enhance the clarity, precision, and impact of their written work.。

The Role of Extensive Reading in Vocabulary AcquisitionAbstract: It is well-known that extensive reading is a type of reading instruction program which is used as a good means of vocabulary development. Due to vocabulary’s influential role in literacy proficiency, overall development of language and academic success, researchers in the world over the past few decades have started to focus much more on vocabulary in textual contexts. The work summarizes the theoretical framework and related research on the effectiveness of extensive reading and development of vocabulary acquisition. It tries to cover the vast area of extensive reading stressing its crucial role in language learning and teaching. It tries to give some definitions of extensive reading as a language skill in reference to its role mainly in vocabulary acquisition. The work also focused on vocabulary definitions and the way it can be taught and developed within extensive reading since it has been consistently demonstrated by a wealth of research that reading is strongly related to vocabulary. The relationship between extensive reading and vocabulary acquisition is studied. In order to secure learners’continuous vocabulary growth with extensive reading, it is suggested that teachers employ effective reading strategies and vocabulary learning strategies in ESL (English as Second language) or EFL (English as Foreign Language) setting to improve the vocabulary acquisition as well as to enhance learner s’ ability of learning words with extensive reading.Key Words: Extensive Reading; V ocabulary Acquisition; Role; Learning Strategy摘要:众所周知，泛读作为一种阅读教法能有效地促进词汇拓展。

2024届高三英语词汇3500过关检测The English language is a vast and complex system, with a seemingly endless array of vocabulary words to master. For students preparing to take the 2024 High School English Vocabulary 3500 Passing Test, the task of memorizing and comprehending such a large number of terms can seem daunting. However, with a strategic and dedicated approach, it is certainly an achievable goal.One of the key strategies for success on this exam is to start preparing early. The 3500 vocabulary words covered on the test represent a significant amount of material, and attempting to cram it all in at the last minute is unlikely to be effective. Instead, students should begin their study regimen well in advance, gradually working through the vocabulary list and ensuring they have a solid understanding of each term.An effective way to approach this task is to break down the 3500 words into manageable chunks. Perhaps students could focus on learning 100 new words per week, or even less depending on their individual learning pace. By setting realistic goals and sticking to aconsistent study schedule, they can steadily chip away at the overall vocabulary list and build a strong foundation of knowledge.In addition to simply memorizing the definitions of the words, it is important for students to also understand the context in which these terms are used. This means studying the words in sentences, reading passages that incorporate the vocabulary, and actively using the terms in their own writing and speaking. This holistic approach will not only help students to remember the words but also to develop a deeper understanding of how they function in the English language.Another key component of success on the 2024 High School English Vocabulary 3500 Passing Test is to regularly review and reinforce the material. It is not enough to simply learn the words once and move on. Instead, students should incorporate regular review sessions into their study routine, using flashcards, quizzes, and other memory-reinforcing techniques to ensure the vocabulary sticks.One effective strategy for review is to create personalized study aids, such as flashcards or digital flashcard apps, that allow students to focus on the words they are struggling with the most. By identifying their weakest areas and targeting those words specifically, students can maximize the efficiency of their study time and ensure they are fully prepared for the test.In addition to individual study, students may also find it beneficial to participate in group study sessions or tutoring programs. Collaborating with their peers can not only provide additional support and accountability but also expose students to different learning styles and perspectives that can enhance their understanding of the material.Furthermore, students should take advantage of any practice tests or sample questions that are available to them. These resources can give them a better sense of the format and structure of the actual exam, as well as the types of questions they can expect to encounter. By familiarizing themselves with the test format and practicing their skills in a simulated environment, students can build their confidence and improve their chances of success on the real thing.Overall, the key to passing the 2024 High School English Vocabulary 3500 Passing Test lies in a combination of early preparation, consistent study habits, and a comprehensive understanding of the vocabulary words. By breaking down the material into manageable chunks, regularly reviewing and reinforcing their knowledge, and seeking out additional support and practice opportunities, students can position themselves for success on this challenging but important exam.。

怎样提高研究水平英语作文Improving one's research proficiency in English writing involves a multifaceted approach, incorporating language skills, critical thinking, and methodological rigor. Here are several strategies to enhance your research capabilities:1. Master English Language Skills:Vocabulary Expansion: Regularly learn new words and phrases related to your field of study. Utilize resources like dictionaries, academic articles, and vocabulary-building apps.Grammar and Syntax: Practice grammar rules and sentence structures. Reviewing grammar guides and engaging in writing exercises can be beneficial.Reading Comprehension: Enhance your ability to understand complex texts by reading extensively in English,including academic papers, journals, and books relevant to your research area.2. Develop Research Techniques:Information Retrieval: Learn effective search strategies for finding scholarly resources. Utilize academic databases, library catalogs, and search engines like Google Scholar.Critical Analysis: Cultivate critical thinking skills to evaluate sources critically. Assess the reliability, relevance, and credibility of research materials.Note-taking: Develop efficient note-taking methods to summarize key points, ideas, and citations from your readings.3. Enhance Writing Proficiency:Structure and Organization: Master the structure ofacademic papers, including introductions, literature reviews, methodologies, results, discussions, and conclusions.Clarity and Coherence: Write clear and coherent sentences that convey your ideas effectively. Pay attention to transitions between paragraphs and logical flow within your writing.Citation and Referencing: Understand the principles of citing sources correctly according to the required citation style (e.g., APA, MLA, Chicago). Practice integrating citations seamlessly into your text.4. Engage in Active Research Practices:Participate in Research Communities: Join academic forums, attend conferences, and engage with peers and mentors in your field. Exchange ideas, receive feedback, and stay updated on current research trends.Collaboration: Collaborate with colleagues ormentors on research projects to gain insights and perspectives from others.Research Projects: Undertake research projects independently or as part of academic coursework to apply theoretical knowledge and research skills in practical contexts.5. Seek Feedback and Continuous Improvement:Peer Review: Solicit feedback from peers, professors, or writing centers on your writing. Incorporateconstructive criticism to refine your research and writing skills.Self-Assessment: Reflect on your writing andresearch processes regularly. Identify areas for improvement and set specific goals to address them.Practice Regularly: Like any skill, improving research proficiency in English writing requires consistent practice. Set aside dedicated time for reading, writing,and research activities.By integrating these strategies into your study routine and remaining committed to continuous learning and improvement, you can significantly enhance your research proficiency in English writing.。

英语词汇教学与研究马广惠读后感The teaching and research of English vocabulary has long been a crucial aspect of language education. In recent years, the work of scholars like Ma Guanghui has shed new light on this important field. As a seasoned researcher and experienced educator, Ma's insights offer valuable perspectives on the challenges and best practices in vocabulary instruction.One of the core tenets emphasized by Ma is the need to recognize the multifaceted nature of vocabulary acquisition. Learning a word is not simply a matter of memorizing its definition; it involves developing a deep understanding of its semantic, syntactic, and pragmatic properties. Ma argues that effective vocabulary teaching must go beyond rote memorization and instead foster a comprehensive grasp of how words are used in context.Ma's research highlights the importance of adopting a systematic and strategic approach to vocabulary instruction. He suggests that teachers should carefully curate word lists based on factors such as frequency, utility, and learners' needs. By prioritizing the mostessential and commonly encountered vocabulary, educators can optimize the learning process and ensure that students acquire a solid foundation in the target language.Moreover, Ma emphasizes the value of incorporating a variety of instructional techniques to cater to different learning styles and preferences. This may include the use of visual aids, mnemonic devices, contextual clues, and collaborative activities. By diversifying the learning experience, teachers can engage students more effectively and promote deeper engagement with the material.A key aspect of Ma's work is the recognition of the dynamic and evolving nature of vocabulary. He cautions against the assumption that vocabulary learning is a finite process, where once a word is "learned," it is permanently retained. Instead, Ma advocates for ongoing review, reinforcement, and exposure to words in multiple contexts. This cyclical approach helps students solidify their understanding and develop the ability to use vocabulary flexibly and appropriately.Ma's research also highlights the importance of fostering learner autonomy and metacognitive skills in vocabulary development. He encourages students to take an active role in their learning, engaging in self-reflection, goal-setting, and the use of language learning strategies. By empowering learners to become more self-directed, educators can cultivate a sense of ownership and investment in the vocabulary learning process.Furthermore, Ma's work emphasizes the significance of integrating vocabulary instruction across the curriculum. He argues that vocabulary learning should not be confined to dedicated language classes but should be seamlessly woven into various subject areas. This holistic approach reinforces the practical application of vocabulary and helps students recognize the relevance of word knowledge in diverse academic and professional contexts.In addition to these pedagogical insights, Ma's research also delves into the cognitive and linguistic underpinnings of vocabulary acquisition. He explores the role of factors such as word frequency, morphological awareness, and cross-linguistic influences in shaping vocabulary development. By drawing on interdisciplinary research from fields like psycholinguistics and applied linguistics, Ma's work offers a more nuanced and evidence-based understanding of the complexities involved in learning and teaching vocabulary.One of the key contributions of Ma's research is the emphasis on the importance of vocabulary in the broader context of language proficiency. He underscores the pivotal role that vocabulary plays in the development of reading comprehension, writing fluency, and overall communicative competence. By highlighting theinterconnectedness of vocabulary knowledge and other language skills, Ma's work encourages a more holistic and integrated approach to language education.Moreover, Ma's research has important implications for the design and implementation of language assessments. He argues that vocabulary knowledge should be evaluated not only in terms of breadth (the number of words known) but also in terms of depth (the quality and richness of word knowledge). This multidimensional approach to assessment can provide a more accurate and comprehensive understanding of learners' vocabulary proficiency, informing both teaching and learning.In the realm of teacher education, Ma's work has significant implications. He emphasizes the need for pre-service and in-service teachers to receive comprehensive training in vocabulary instruction, including the theoretical underpinnings, instructional strategies, and assessment methods. By equipping educators with the necessary knowledge and skills, Ma's research can contribute to the development of more effective and informed vocabulary teaching practices.Beyond the classroom, Ma's research also has relevance for the field of lexicography and dictionary development. His insights into the nuances of vocabulary knowledge and usage can inform the designand content of dictionaries and other language reference materials. This can ultimately enhance the utility and accessibility of these resources for language learners and users.In conclusion, the work of Ma Guanghui offers a valuable and multifaceted perspective on the teaching and research of English vocabulary. By emphasizing the importance of a comprehensive, strategic, and learner-centered approach, Ma's research provides a robust foundation for improving vocabulary instruction and supporting language proficiency development. As educators and researchers continue to grapple with the challenges and complexities of vocabulary learning, Ma's contributions serve as a valuable resource and inspiration for ongoing innovation and progress in this critical domain of language education.。

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1．IntroductionBroadly speaking,all the words in a language together constitute what is known as its vocabulary.In his work“Marxism and problems of Linguistics,”Stalin pointed out that vocabulary is the building material of a language.Just as a building cannot be constructed without the building materials,no language is conceivable without vocabulary.As vocabulary plays such an important role in language,it is important to know how vocabulary can be better taught.“There is a sense in which learning a foreign language is basically a not being able to find the words you need to express yourself is the most frustrating experience in speaking another language.”(Wallace,Michael.J.Teaching Vocabulary,1982).Vocabulary instruction is one of the most misunderstood aspects of language learning and teaching.Research shows that most teachers deal with vocabulary in a haphazard and rather unprincipled way and most teachers leave the selection of vocabulary to the textbook.Luckily for language teachers and language learners,not all English words need to be learned.We do not have time to teach all the words, nor do we have time to look at many more than a few words in each class.This is extremely important because it means that everything we do as vocabulary teachers has to be focused on:1．1Developing the learners’understanding of what learning words mean and let them understand that,knowing a new word not only be familiar with the denotative meaning which given in a dictionary,but also they should have some ideas about connotative meaning,and social meaning.Knowing a word requires more than just familiarity with its meaning and form.1．2In this thesis,the researcher stated that vocabulary learning should relate to cultural background,connotative meaning,and social meaning.There are some reasons:First,learning or teaching vocabulary through cultural things can cultivate learners’intercultural communication ability.Second,vocabulary is a systematic thing,and it should not be treated in isolation.It should relate to cultural things. Third,this kind of vocabulary classes can make vocabulary learning more interesting.In a word,this thesis mainly focuses on vocabulary teaching should relate to cultural background,connotative meaning and social meaning could help students master words effectively.(This theme based on Professor Hu Chundong’s vocabulary teaching method.)2.Literature ReviewResearch into the area of vocabulary learning strategies began in early1970s as part of the movement away from a predominantly teaching—oriented perspective,to one which included interest in how the actions of learners might affect their learning of vocabulary.Currently, there was a growing awareness that aptitude was not the governing factor in vocabulary learning success,implying that vocabulary achievement depended quite heavily on the individual learner’s endeavors.This naturally led to a greater interest in how individual learners controlled their own learning and use of vocabulary.In the process of identifying and categorizing vocabulary learning strategies,many studies dealt directly with strategies specifically applicable to vocabulary learning.Few individual vocabulary strategies have been researched in any depth,such as memory strategies,guessing from context,learning vocabulary through communicative activities and vocabulary learning relate to cultural background,connotative meaning.First,memory strategy,memory,to some extent,plays a key role in vocabulary learning and the benefits of revision and repetition have been clearly demonstrated in studies of vocabulary learning.Kachroo(1960, cited in Nation,1990)found that if words were repeated seven or more times in a course book,then students learnt them;over half of the words featured only once or twice in the book will not learnt by most of the class.Textbooks,therefore,should recycle words in a thorough way.The concept of“expanding rehearsal”has been found to be important.This suggests that the learner should revise new material soon after their initial meeting of it and should then recall it at gradually increasing intervals.Vocabulary teaching closely related to memorize,yet the nature of human memory in dictates that vocabulary will probably be forgotten, especially if the word has just been met.This strategy,to some extant, will lead vocabulary to an isolated thing and can not help students master words effectively.Second,guessing an unknown word’s meaning from context has been widely promoted in last two decades as it has been seen to fit it more comfortably with the communicative approach than other,more discrete.If the discourse is spoken,gestures or intonation can give clues to meaning.If learners do not know a word,they must discover its meaning by guessing from their structural knowledge of the language; guessing from context;using reference materials.Learners may be able to discern the new word’s part of speech,which can help in the guessing process.They can also obtain hints about meaning from its root or affixes. Although not always reliable,nevertheless,guessing from context most commonly refers to inferring a word’s meaning from the surrounding words in a written text.In addition,the context itself must be rich enough with clues to enable guessing(Huckin,Haynes,Coady1993).Guessing from context does not necessarily result in long-term retention.Parry’s (1993)longitudinal studies of a university level ESL student’s progress reading in English shows that this student could guess the correct meaning while working through a text but not when tested later.When Mondria(1991)improved the clues in the context of readings for Dutch secondary students learning French,guessing was better,but there was no improvement in retention of vocabulary.What is more,contextual guessing may be especially helpful to students with higher proficiency(Chern,1993),in combination with explicit instruction(Stahl and Fairbanks,1986),or when learning highly complex words.However,more and more research points to the ineffectiveness,of just using implicit vocabulary instruction and the need to accompany it with a much stronger word level or bottom up approach than had been previously advocated(Haynes,1993;Coady,1993).In fact,explicit vocabulary instruction may also have an effect on students’overall interest and motivation in learning words.This strategy,to some extent,is not really effective students with lower proficiency.Third,learning vocabulary through communicative activities. Communication activities have a well-established place within many language learning programs.Although the range of types of such activitiesTeaching Vocabulary to Senior High School Student张庆梅（丽江师范高等专科学校外语系云南丽江674100）【Abstract】This paper deals with methods of teaching vocabulary to high school students.It mainly talks about that vocabulary learning should relate to cultural background,connotative meaning,and social meaning.In order to collect dependable and reasonable result,a survey was conducted in a high school.The result of survey shows that this method is acceptable.【Key words】V ocabulary teaching approaches；S trategies;Cultural background;W ords’meaning609（上接第569页）电子商务专业进行课程设置时，应以市场为导向，结合本院特色和电子商务的专业定位、培养目标等对电子商务专业课程体系进行合理安排，从而培养出能够熟练掌握并运用计算机、现代物流技术实施商务活动的应用型、技术型专门人才。

a review of英语作文I recently had to write an English essay for my class, and it was a bit of a challenge for me. I struggled with finding the right words to express my thoughts and ideas in a coherent manner. It was definitely a learning experience for me, and I realized that I need to work on my writing skills.One of the things that I found difficult was organizing my thoughts. I had so many ideas in my head, but I didn't know how to structure them in a way that made sense. I also had trouble with grammar and sentence structure, which made the writing process even more frustrating.Despite the challenges, I found that writing the essay helped me improve my English skills. It forced me to think critically and express myself in a clear and concise manner.I also learned a lot of new vocabulary and phrases that I can use in future writing assignments.In the end, I was able to complete the essay and I felt a sense of accomplishment. It may not have been perfect, but I put in a lot of effort and learned a great deal in the process. I now feel more confident in my ability to write in English, and I'm excited to continue practicing and improving my skills.。

Teaching VocabularyPaul NationVictoria University of Wellington, New ZealandBiography:Paul Nation teaches in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. His specialist interests are language teaching methodology and vocabulary learning.Introduction:Deliberately teaching vocabulary is one of the least efficient ways of developing learners= vocabulary knowledge but nonetheless it is an important part of a well-balanced vocabulary programme.The main problem with vocabulary teaching is that only a few words and a small part of what is required to know a word can be dealt with at any one time. This limitation also applies to incidental learning from listening or reading, but it is much easier to arrange for large amounts of independent listening and reading than it is to arrange for large amounts of teaching. Teaching can effectively deal with only a small amount of information about a word at a time. The more complex the information is, the more likely the learners are to misinterpret it.Table 1: Ways of quickly giving attention to words1 Quickly give the meaning by (a) using an L1 translation, (b) using a known L2synonym or a simple definition in the L2, (c) showing an object or picture, (d) giving quick demonstration, (e) drawing a simple picture or diagram, (f) breaking the word into parts and giving the meaning of the parts and the whole word (the word partstrategy), (g) giving several example sentences with the word in context to show the meaning, (h) commenting on the underlying meaning of the word and otherreferents.2 Draw attention to the form of the word by (a) showing how the spelling of the word islike the spelling of known words, (b) giving the stress pattern of the word and itspronunciation, (c) showing the prefix, stem and suffix that make up the word, (d)getting the learners to repeat the pronunciation of the word, (e) writing the word on the board, (f) pointing out any spelling irregularity in the word.3 Draw attention to the use of the word by (a) quickly showing the grammatical patternthe word fits into (countable/uncountable, transitive/intransitive, etc), (b) giving afew similar collocates, (c) mentioning any restrictions on the use of the word (formal, colloquial, impolite, only used in the United States, only used with children, oldfashioned, technical, infrequent), (d) giving a well known opposite, or a well known word describing the group or lexical set it fits into.Principles1 Keep the teaching simple and clear. Don’t give complicated explanations.2 Relate the present teaching to past knowledge by showing a pattern or analogies.3 Use both oral and written presentation - write it on the blackboard as well asexplaining.4 Give most attention to words that are already partly known.5 Tell the learners if it is a high frequency word that is worth noting for futureattention.5 Don’t bring in other unknown or poorly known related words like near synonyms,opposites, or members of the same lexical set.We need to see learning any particular word as being a cumulative process where knowledge is built up over a series of varied meetings with the word. At best, teaching can provide only one or two of these meetings. The others involve deliberate study, meeting through meaning-focused input and output, and fluency development activities.The positive effects of vocabulary teaching are that it can provide help when learners feel it is most needed. This is particularly true for vocabulary teaching that occurs in the context of message-focused activities involving listening, speaking, reading and writing, and where the teaching deals with items that learners see as being very relevant for the activity. Table 1 lists ways of quickly dealing with words. The small amount of research on such teaching indicates that it has a strong effect on vocabulary learning.The first decision to make when teaching a word is to decide whether the word is worth spending time on or not. If the word is a low frequency word and is not a useful technical word and not one that is particularly useful for the learners, it should be dealt with as quickly as possible. Usually when words come up in the context of a reading or listening text, or of learners need a word or phrase when speaking or writing, they need quick help which does not interrupt the activity too much.Sometimes however a teacher may want to spend time on a word. In general, time should be spent on high frequency words or words that fill a language need that the learners have. When deciding how to spend time on a word, it is useful to consider the learning burden of the word.What is involved in knowing a word?Part of effective vocabulary teaching involves working out what needs to be taught about a word. This is called the learning burden of a word and differs from word to word according to the ways in which the word relates to first language knowledge and already existing knowledge of the second language and or other known languages.Table 2 Discovering learning burdenMeaning Form and meaningConcept and referentsAssociationsIs the word a loan word in the L1?Is there an L1 word with roughly the samemeaning?Does the word fit into the same sets as an L1 wordof similar meaning?Form Spoken formWritten formWord partsCan the learners repeat the word accurately if theyhear it?Can the learners write the word correctly if theyhear it?Can the learners identify known affixes in theword?UseGrammatical functionsCollocationConstraints on useDoes the word fit into predictable grammarpatterns?Does the word have the same collocations as an L1word of similar meaning?Does the word have the same restrictions on its useas an L1 word of similar meaning?The way to work out the learning burden systematically is to consider each aspectof what is involved in knowing a word. Table 2 lists the kinds of questions that can be asked to discover the learning burden of a word. When asking the questions it is necessary to have a particular L1 in mind. If the teacher has a class of learners with a variety of L1s or if the teacher has no knowledge of the learners= L1 then the best that can be done is to think if the word fits into regular patterns in the L2. For example, is it regularly spelled? Does it fit into the same grammatical patterns as other L2 words of similar meaning? Does it have a narrow range of senses with a clear underlying core meaning?Table 3 Useful vocabulary learning exercises that require little or no preparationWord meaningFind the core meaning. The learners look at dictionary entries and find the sharedmeaning in the various senses of the word.Word card testing The learners work in pairs. Each learner gives their pack of cards totheir partner who tests them on their recall of the meaning by sayingthe word and getting them to give the translation. This can also bedone by giving the translation and getting them to give the word form.Using the dictionary: When a useful word occurs in a reading text, the teacher trainslearners in the strategy of using a dictionary.Guessing from context. Whenever a guessable word occurs in a reading text theteacher trains the learners in the guessing from context strategy. Word formSpelling dictation The teacher says words or phrases and the learners write them. Pronunciation The teacher writes words on the board and the learnerspronounce them getting feedback from the teacher. Each learner pickswhat word to say.Word parts The teacher writes words on the board and the learners cutthem into parts and give the meanings of the parts.Word useSuggest collocates The learners work together in pairs or small groups to list collocatesfor a given word.Word detectives A learner reports on a word he or she has found in their reading. They talk about the meaning, spelling, pronunciation, word parts,etymology, collocates and grammar of the word.Choosing the words1 As words come up in class, one learner (the class secretary) has the job of notingthem for future attention.2 The teacher chooses words that have appeared in work in the last week or two.3 The teacher chooses words that the learners need to know.Let us look at two examples to see how learning burden can be worked out. The purpose of working out learning burden is to find what aspects will be difficult when learning a particular word and thus where the teacher can give useful help.Let us take the word friend as an example. We will look at it from the point of view of a native speaker of Thai. Friend has a few pronunciation difficulties for a Thai, namely the /r/ sound and the two consonant clusters /fr/ and /nd/, but they may not be so much of a problem by the time this word is learned. The spelling of the word is not wholly predictable. If the learners heard the word they would want to write it as frend, so the ie part needs some attention (ie representing /e/ is an irregular spelling in English). It does not have any prefixes or suffixes, but it may be worth giving attention to friendly. Friend is not a loan word in Thai, so learning is needed here. Thai has a word that is roughly similar in meaning to friend (puean). Thais however use other words for friend too, but this need not be a concern at this point. Friend has the collocates good (a good friend), close (a close friend), old (an old friend), family (He=s a friend of the family). Friend is a regular countable noun. It cannot be used as a verb. It has no restrictions on its use. That is, it is not a rude word or a formal word, and is not restricted to a particular dialect of English. Thus we can see the learning burden of friend lies largely in its spelling, the form-meaning connection (Thais have to learn that friend means Apuean@), and in its collocations.Table 4 Useful prepared exercises for vocabulary learningMeaningWord and meaning matchingLabellingSentence completionCrossword puzzlesSemantic analysisCompleting lexical setsFormFollowing spelling rulesRecognising word partsBuilding word family tablesUseSentence completionCollocation matchingCollocation tablesInterpreting dictionary entriesCriteriaA good vocabulary exercise1 focuses on useful words, preferably high frequency words that have already been met before.2 focuses on a useful aspect of learning burden. It has a useful learning goal.3 gets learners to meet or use the word in ways that establish new mental connectionsfor the word. It sets up useful learning conditions involving generative use.4 involves the learners in actively searching for and evaluating the target words in theexercise.5 does not bring related unknown or partly known words together. It avoidsinterference.Let us take the adjective free as a second example. The form aspects - sound, spelling and word parts - do not need particular attention. Free is a loan word in Thai but only has the meaning Adoes not need to be paid for@. Its most common meaning in English however is Anot restricted, not tied down@ and this is probably best treated as a different word. For this meaning, learning is needed and the teacher should give attention to the various related uses of free drawing attention to their shared meaning - Are you free at six o=clock? They were set free. Free speech. The free world.Free can also be a verb but this use could be left until later. Free=s collocates include world, trade, time, and these deserve some attention. So the learning burden of free lies largely in the area of meaning with this reflected in the collocations.Working out the learning burden of a word helps a teacher make the second important decision about teaching words, namely, what aspects of the word should I spend time on?As well as providing direct teaching on those aspects of the word that require attention, the teacher can also set the learners to work on some of these aspects. Table 3 lists a range of vocabulary activities that require very little preparation by the teacher. Note that these activities have been organised according to the aspects of what is involved in knowing a word. Many of these activities involve learners working together in pairs or small groups.Prepared vocabulary exercisesSome vocabulary exercises need to be carefully prepared in advance. These may be part of a course book and may be planned to systematically cover a certain area of vocabulary. Table 4 lists the most useful of these. The major values of prepared exercises are that they can be made to systematically cover an area of vocabulary, and learners can do them independently of the teacher. Most published books of prepared vocabulary exercises use the Teach, test, and mark format. That is, some aspects of the words are taught, and then the learners do labelling, completion, rewording, classifying, correcting or matching activities which they later mark using an answer key (see for example McCarthy and Dell, 1994). If such exercises are done in pairs or small groups, then there is the added opportunity for learners to learn from each other.Getting repeated attention to vocabularyUseful vocabulary needs to be met again and again to ensure it is learned. In the early stages of learning the meetings need to be reasonably close together, preferably within a few days, so that too much forgetting does not occur. Later meetings can be very widely spaced with several weeks between each meeting.Table 5 Ways of helping learners remember previously met words1 Spend time on a word by dealing with two or three aspects of the word, such as itsspelling, its pronunciation, its parts, related derived forms, its meaning, itscollocations, its grammar, or restrictions on its use.2 Get learners to do graded reading and listening to stories at the appropriate level.3 Get learners to do speaking and writing activities based on written input that containsthe words.4 Get learners to do prepared activities that involve testing and teaching vocabulary,such as Same or different?, Find the difference, Word and picture matching.5 Set aside a time each week for word by word revision of the vocabulary that occurredpreviously. List the words on the board and do the following activities.a) go round the class getting each learner to say one of the words.b) break the words into parts and label the meanings of the parts.c) suggest collocations for the words.d) recall the sentence where the word occurred and suggest another context.e) look at derived forms of the words.High frequency vocabulary needs to be met across all four strands of a course - meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Some low frequency vocabulary may not need to become part of the learners= output and so it is not important for it to be part of the meaning-focused output strand. Table 5 lists various ways of getting learners to meet the same vocabulary again and again.The direct teaching approach suggested in this article is based on the following guidelines.1 If the word is a high frequency word or one that will be of continuing importancefor the learners, a) give it attention, preferably focussing on its learning burden, b)make sure the learners will come back to it again. If the word is a low frequencyword, pass over it without comment or give some brief attention to it focussing onwhat is needed in that instance.2 Direct teaching should be clear and simple. Rely on repeated meetings to developan understanding of the complexities of a word. Don=t try to deal with the complexities by intensive teaching.The deliberate teaching of vocabulary is only one part of the language -focused learning strand of a course. The amount of time spent on it needs to be balanced against the other types of language-focused learning such as intensive reading, deliberate learning, and strategy training, and needs to be balanced against the other three strands of meaning-focused input, meaning-focused output, and fluency development. Table 6 tries to show this wider perspective, indicating the small amount of time that should be given to vocabulary teaching.Table 6. The proportion of time in a course that should be given to vocabulary teaching Meaning-focused inputMeaning-focused outputLanguage-focused learning pronunciationdevelopmentvocabulary strategyintensive readingword card learningvocabulary teachinggrammardiscourseFluency developmentVocabulary learning, both within and outside the domain of reading has been a key part of English education in many Asian contexts where it has been traditionally stressed. There is a need for more student centered approaches that improve both the retention and usage in aprogressive fashion that goes beyond rote memorization. The analysis here is supportive to this end.ReferencesAtkins, B.T.S. and Varantola, K. (1997). Monitoring dictionary use. International Journal of Lexicography 10, 1: 1-45.Baxter, J. (1980). The dictionary and vocabulary behaviour: a single word or a handful? TESOL Quarterly 14, 3: 325-336.Daulton, F.E. (1998). Japanese loanword cognates and the acquisition of English vocabulary. The Language Teacher 22, 1: 17-25.Knight, T. (1996). Learning vocabulary through shared speaking tasks. The Language Teacher 20, 1: 24-29.Lado, R., Baldwin, B. and Lobo, F. (1967). Massive vocabulary expansion in a foreign language beyond the basic course: the effects of stimuli, timing and order of presentation. U.S. Department of Health, Education, and Welfare, Washington, D.C.: 5-1095.Lameta-Tufuga, E. (1994). Using the Samoan Language for Academic Learning Tasks. Unpublished MA thesis, Victoria University of Wellington, New Zealand.Laufer, B. and Kimmel, M. (1997). Bilingualised dictionaries: How learners really use them. System 25, 3: 361-369.Laufer, B. and Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal 28, 1: 89-108.McKeown, M.G. (1993). Creating effective definitions for young word learners. Reading Research Quarterly 28, 1: 17-31.Mishima, T. (1967). An experiment comparing five modalities of conveying meaning for the teaching of foreign language vocabulary. Dissertation Abstracts 27: 3030-3031A.Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.Nation, I.S.P. (1997). L1 and L2 use in the classroom: a systematic approach. TESL Reporter 30, 2: 19-27.Nation, I.S.P. (1978). Translation and the teaching of meaning: some techniques. ELT Journal 32, 3: 171-175.Ringbom, H. (1987). The Role of the First Language in Foreign Language Learning.Clevedon: Multilingual Matters.。

Vocabulary Learning in a Second Language:Person,Task,Context and StrategiesAbstractThis paper reviews empirical research on vocabulary learning strategies in a second/foreign language.A tetrahedral model of person,task,context, and strategies is first proposed to foreground the review.Next,empirical research along task,person,and contextual dimensions is reviewed. Specifically,the review focuses on task-dependent guessing strategies, dictionary strategies,note-taking strategies,rote rehearsal strategies, and encoding strategies.Instead of searching for the best strategies that produce the best results,the author argues that the choice,use,and effectiveness of vocabulary learning strategies depend on the task,the learner,and the learning context.The paper ends by calling for a diversification of effort in both top-down theory building that provides clearer guidance to future research and more bottom-up empirical research that goes beyond the presentation and retention of words.IntroductionPsychologists,linguists,and language teachers have been interested in vocabulary learning strategies for a long time(Levenston,1979). Numerous studies have been conducted comparing the retention effects of different vocabulary presentation strategies.In fact,the vocabulary field has been especially productive in the last two decades.We have seen a number of classic volumes on theories(e.g.,Carter,1987;Carter& McCarthy,1988;McCarthy,1990;Nation,1990),research(e.g.,Arnaud& Bejoint,1992;Gass,1987;Meara,1989;Nation&Carter,1989),and practical tips(e.g.,Gairns&Redman,1986;McCarthy&O'Dell,1994). Recent volumes,especially the CUP volumes,that shed significant light upon different aspects of vocabulary acquisition include Huckin,Haynes, and Coady(1993),Harley(1995),Hatch and Brown(1995),Coady and Huckin (1997),Schmitt and McCarthy(1997),Atkins(1998),Wesche and Paribakht (1999),Read(2000),Schmitt(2000),and Nation(2001).This article aims to provide a digest of recent research on vocabulary acquisition and to pinpoint areas that need further exploration.To this end,the article focuses on one area,i.e.,vocabulary learning strategies,the purposeful analysis of the vocabulary learning task,the planning,deployment, monitoring,and evaluation of learning behaviors in order to acquire the vocabulary of a second language[1].It is argued that despite theimpressive amount of recent research on vocabulary acquisition,a person-task-context-strategy perspective that is presented here is needed in order to anchor existing research in a larger framework and to point to areas for future efforts.[-1-]Person,task,context,and learning strategiesWhen a person approaches a relatively challenging task,s/he adopts certain strategies to solve the problem.This problem-solving process is constrained by the learning context where the problem is being tackled. Language learning in general and vocabulary acquisition in particular are such problem-solving tasks at different levels of complexity.The strategies a learner uses and the effectiveness of these strategies very much depend on the learner him/herself(e.g.,attitudes,motivation, prior knowledge),the learning task at hand(e.g.,type,complexity, difficulty,and generality),and the learning environment(e.g.,the learning culture,the richness of input and output opportunities).Theorists and researchers have presented the same framework in slightly different ways.Williams and Burden's(1997)social constructivist model outlines four aspects of the teaching-learning process,i.e.,teachers, learners,tasks,contexts.Cohen(2001)focuses on learners and discusses the intersection of learning style preferences,learner strategies,and language tasks.Flavell's(1979)conception of the three components of metacognitive knowledge,i.e.,person,task,and strategy,also applies in the language learning field(Wenden,1987).Brown,Bransford,Ferrara, and Campione(1983)include learning activities,characteristics of the learner,criterial tasks,and nature of the materials as the four aspects of their framework for exploring problems of learning.Theperson-task-context-strategy model outlined here can be viewed as a synthesis of this body of knowledge,specifically for the purpose of analyzing research work on language learning strategies.Person.The learner brings to the language learning situation a wide spectrum of individual differences that will influence the learning rate and the ultimate learning result.The most widely reported learner factors include age,sex,language aptitude,intelligence,prior knowledge, motivation,self-concept/image,personality,and cognitive and learning style.These person-dependent factors are relatively stable,and determine to a large extent how a learner approaches a task.Task.A learning task is the end product in the learner's mind.It can be as broad as mastering a second language or as specific as remembering one meaning of a word.Broadly speaking,this conception of the learning task includes the materials being learned(such as the genre of a pieceof reading)as well as the goal the learner is trying to achieve by using these materials(such as remembering,comprehending,or using language). It should be noted that this conception of"task"is in line with the traditional,broader understanding of task as in Flavell(1979),Wenden (1987),and Williams and Burden(1997),and is different from the more recent and narrower definition of"task"in"task-based"approaches to language teaching and learning(e.g.,Nunan,1989).Different types of task materials,task purposes,and tasks at various difficulty levels demand different learner strategies.For example, learning words in a word list is different from learning the same words in a passage.Remembering a word meaning is different from learning to use the same word in real life situations.Likewise,guessing from context would mean different things for texts of different levels of new word density.Context.Learning context refers to the learning environment.It is the socio-culturo-political environment where learning takes place.The learning context can include the teachers,the peers,the classroom climate or ethos,the family support,the social,cultural tradition of learning,the curriculum,and the availability of input and output opportunities.Learning context is different from language context which refers to the textual or discoursal place in which a particular word or structure can be found.Learning contexts constrain the ways learners approach learning tasks.A learning strategy that is valued in one learning context may well be deemed inappropriate in another context. [-2-]Strategy.A learning strategy is a series of actions a learner takes to facilitate the completion of a learning task.A strategy starts when the learner analyzes the task,the situation,and what is available in his/her own repertoire.The learner then goes on to select,deploy,monitor,and evaluate the effectiveness of this action,and decides if s/he needs to revise the plan and action.Cohen(1998)distinguishes between language learning strategies and language use strategies,the former being strategies for learning tasks such as remembering,and the latter being strategies for language use,such as communicating in an L2.Person,task,context,and strategy are interrelated and work together to form the chemistry of learning.An analysis of learning strategies will never be complete without knowing the person-task-context configuration of the particular learning situation.Some strategies are moreperson-dependent,some are more task-dependent,and others are more context-dependent.The task of vocabulary learningOne way to see the overall task of vocabulary learning is through the distinction between knowing a word and using a word.In other words,the purpose of vocabulary learning should include both remembering words and the ability to use them automatically in a wide range of language contexts when the need arises(McCarthy,1984).In fact,evidence suggests that the knowledge aspect(both breadth and depth)requires more conscious and explicit learning mechanisms whereas the skill aspect involves mostly implicit learning and memory(Ellis,1994).Vocabulary learning strategies,therefore,should include strategies for"using"as well as "knowing"a word.Another way to view vocabulary learning is to see it as a process of related sub-tasks.When learners first encounter a new word,they might guess its meaning and usage from available clues.Some learners might proceed to look it up in the dictionary.Others might take down notes along the margins,between the lines,or on separate vocabulary notebooks.Some learners will repeat the new word a number of times until they are comfortable with it.Others will go beyond simple rote repetition to commit the word to memory.Some would even try to use the word actively. Each of these task stages demands metacognitive judgment,choice,and deployment of cognitive strategies for vocabulary learning.And each strategy a learner uses will determine to a large extent how and how well a new word is learned.Task-dependent Vocabulary Learning StrategiesTo date,most of the empirical research on vocabulary learning strategies in a second language have focused on different sub-tasks of vocabulary learning.Fewer studies can be found on person-related vocabulary learning strategies.Likewise,learning context has been merely noted in passing in discussions.Guessing and Vocabulary LearningThe premise under this line of research is the belief that the vast majority of words in L1come from extensive and multiple exposures through use rather than direct instruction,and therefore,vocabulary learning in a second language should follow the same route(Coady,1993).A number of questions have often been asked in the literature:Does guessing lead to incidental vocabulary learning in a second language?How many exposures are needed to learn a word incidentally?Is incidental vocabulary learning better than intentional learning?And,is guessing enough for vocabularydevelopment in a second language?Each of these questions is dealt with below.[-3-]Does guessing lead to vocabulary learning?Ample evidence suggests that children learn a large proportion of their L1vocabulary incidentally from reading and listening(Nagy,Anderson, &Herman,1987;Nagy&Herman,1987;Nagy,Herman,&Anderson,1985).Nagy, Anderson,and Herman(1987,p.262)estimated an average vocabulary growth of1,000words a year for the children in their study.A well-quoted study of adults by Saragi,Nation,and Meister(1978)showed an average of76% mastery of the90tested"nadsat"words of Russian origin.Fewer studies have been carried out in second or foreign language contexts. What we have does suggest a similar pattern.Pitt,White and Krashen(1989) replicated the Saragi et al.(1978)study by asking their adult ESL learners to read the first two chapters of A Clockwork Orange.The subjects were asked to read the novel for meaning only,and were given a multiple choice test of30nadsat words afterwards.An average of2words(7%)gain was observed.A similar study was done by Ferris(1988)(cited in Krashen,1989,p.446), in which30adult ESL students read George Orwell's novel Animal Farm.A multiple-choice test of75words was given to these subjects before and after they read the novel and to a control group of21international students who did not read the novel.The experimental group who read the novel made significantly better gains than the control group.A study of EFL students was conducted by Day,Omura,and Hiramatsu(1991). They divided181high school and397university EFL students in Japan into an experimental group and a control group respectively,and asked the experimental groups to read silently a short story in class for roughly 30minutes.A multiple-choice vocabulary test of17items was administered immediately following the reading.Both the high school and the university experimental groups significantly outperformed their control group counterparts.Day et al.(p.545)concluded that"exposure to previously unknown or difficult words through sustained silent reading for entertainment by Japanese EFL students has a positive effect on their ability to recognize these words in a vocabulary test".To sum up,both L1and ESL/EFL studies have provided evidence showing the possibility of incidental vocabulary learning through repeated exposure. However,EFL/ESL studies tended to produce results that reveal significantly lower gains in incidental vocabulary learning than L1 studies.And most EFL/ESL studies have been conducted on intermediate toadvanced learners of English.Moreover,some EFL/ESL studies suggest that learners are often unable to guess the meaning of an unknown word from a text(Bensoussan&Laufer,1984;Haynes,1993;Kelly,1990;Schatz& Baldwin,1986).This suggests that1)L2learners in general,due to their inadequate grasp of target language skills,are less effective guessers and less effective incidental learners of English vocabulary;and if this is true for intermediate to advanced learners,2)beginning L2learners who do not have the basic language skills in the target language to make sense of new words and their contexts would have much more trouble learning vocabulary incidentally.[-4-]How many exposures are needed to learn a word?Very different research results have been obtained in this regard.Nation (1990)concluded that5-16exposures are needed in order to learn a word from context.Meara(1997)suggested a0.01hypothesis(1uptake every 100exposures)for L2learners,arguing that these learners are normally unable to be exposed to large quantities of text.A more recent study (Horst,Cobb,&Meara,1998),which featured low intermediate EFL learners reading a109-page book over a ten-day period,obtained a20%pick-up rate. They also observed that words which appeared over eight times in text were more likely to be learned than words that were repeated less.Results so far seem to vary considerably.However,researchers do seem to have come to the conclusion that the number of exposures needed for the mastery of a new word hinges on many other factors such as the salience of the word in context(Brown,1993),the richness of contextual clues,the learner's interest and the size and quality of his/her existing repertoire of vocabulary(Laufer&Hadar,1997;Nation&Hwang,1995).Incidental vs.intentional vocabulary learningIn a comprehensive review of research on incidental vocabulary learning in mostly L1contexts,Krashen(1989)concluded that incidental vocabulary learning,or"acquisition",achieves better results than intentional vocabulary learning.A major flaw in this review lies in the assumption that"spelling and vocabulary are developed in second languages as they are in the first language"(p.454).A prerequisite for effective incidental vocabulary learning through reading is,as mentioned earlier,reading ability,an ability beginning foreign language learners possess only to a very limited extent.This problem would be exacerbated when the L2being learned is of a totally different orthography,e.g., Chinese EFL students learning English,where differences in writing system pose serious challenges to the development of reading ability and therefore to vocabulary learning through reading(Haynes,1990).Moreover, where learners have little target language input and insufficient readingmaterials at their disposal,an exclusive incidental vocabulary learning program will stifle the language development of these learners.In fact there is already evidence in recent studies of second language learners that a combined approach is superior to incidental vocabulary learning alone.Zimmerman(1994),for example,found that3hours a week of explicit vocabulary instruction plus some self-selected reading were more effective than reading alone.Paribakht and Wesche(1997)also found that reading plus explicit instruction led to superior gains over a period of three months.In a series of longitudinal case studies,Parry(1991,1993,1997)went a step further and demonstrated how exactly a combination of incidental and intentional learning of vocabulary during reading1)could be possible, and2)helped the overall development of both L2vocabulary and academic success in L2.Parry(1997),for example,studied the vocabulary learning strategies of two ESL learners at Hunter College of the City University of New York in reading their anthropology textbook.Both learners,Dimitri and Ae Young,guessed,looked up new words,and made glosses,and both, therefore,went through intentional as well as incidental learning.It should be noted that the very term"incidental learning"is open to different interpretations in the literature.In fact,the last few years have seen the blurring of distinction between the incidental and intentional dichotomy.Traditional studies of incidental vocabulary learning involve learners being told just to read for comprehension, recent twists to the incidental vocabulary learning concept have included more demanding tasks beyond reading such as looking up new words in dictionaries for comprehension(Laufer&Hill,2000)and recalling and retelling what is read(Joe,1998).Results tend to suggest that the more demanding a task is,the more vocabulary items will be learned through reading.In this regard,Laufer and Hulstijn's(2001)review serves not just to underscore the important concept of"task-induced involvement" but also to direct another fruitful line of research.[-5-]Thus far,research seems to indicate that incidental vocabulary learning through reading and listening is not only possible but also plausible strategies for vocabulary development.However,this strategy seems to be more effective for native speakers and intermediate to advanced L2 learners who already have at least a basic grasp of the language skills such as reading and listening.Even for these learners,the usefulness of incidental learning does not exclude the use of intentional learning strategies.Huckin and Coady(1999,pp.189-190)warned us that"guessing from context has serious limitations.It is still seen as an important part of vocabulary-building,especially among advanced learners,but itrequires a great deal of prior training in basic vocabulary,word recognition,metacognition,and subject matter".Lastly,the most recent tendency to see incidental learning as involving different levels of task involvement(Laufer&Hulstijn,2001)also suggests a need to combine incidental and intentional learning as a vocabulary learning strategy. Similar views are shared by Nation(2001)and Schmitt(2000),two new books on vocabulary acquisition.After all,as Ellis(1994)rightly points out, different aspects of vocabulary demand different acquisition mechanisms, and hence,I would add,different strategies of learning.Dictionary Use and Vocabulary LearningThe debate of whether dictionaries should be used in the foreign language classroom,and what dictionaries,if at all,should be used has always been a lively one amongst language teachers and lexicographers.Empirical research on dictionaries has largely focused on comparing the usefulness of dictionaries with that of guessing(Knight,1994).And only a handful of these studies took vocabulary growth as their dependent variable (Knight,1994;Luppescu&Day,1993),most others investigated the usefulness of dictionaries in reading comprehension.Dictionary strategies,if at all encouraged,have normally been proposed in a prescriptive manner(Scholfield,1982;Thompson,1987).How useful are dictionaries?Like it or not,a dictionary is amongst the first things a foreign language student purchases(Baxter,1980;Luppescu&Day,1993),and learners carry their dictionaries around,not grammar books(Krashen,1989).Empirical research on whether dictionaries are helpful and how best dictionaries can be used,however,is only beginning to catch up.Amongst all the questions that can be asked of dictionaries,one has received the most attention:Which is better,using a dictionary or simply guessing from context?Or to put it another way:Do dictionaries make a difference?Dictionaries and vocabulary learningMost studies on the effectiveness of dictionaries in vocabulary learning have been conducted in L1settings,and most have compared dictionary definitions with contextual guessing.In general,results in these studies favored the contextual guessing approach(Crist,1981;Crist& Petrone,1977;Gipe,1978).These results were,however,confounded by the fact that the contextual guessing groups read texts that included definitions or examples,and were therefore exposed to dictionary-like situations as well as natural texts(Knight,1994).Stahl and Fairbanks' (1986)meta-analysis of L1-based vocabulary studies did reveal that acombined approach is more effective than either dictionary only or contextual guessing only.[-6-]Recent years have witnessed a surge of interest in dictionary research in L2contexts(e.g.,Hulstijn,1993;Knight,1994;Laufer&Hadar,1997; Laufer&Hill,2000;Laufer&Kimmel,1997).Knight(1994),for example, discovered that while incidental vocabulary learning through contextual guessing did take place,those who used a dictionary as well as guessed through context not only learned more words immediately after reading but also remembered more after two weeks.She also found that low verbal ability participants benefited more from the dictionary than high verbal ability participants who,in turn,benefited more from contextual guessing.Another interesting thing Knight found was that high verbal ability students would look up a word even if they had successfully guessed its meaning,a finding in line with Hulstijn(1993).The advantage of a dictionary was corroborated in a study of293Japanese EFL university students by Luppescu and Day(1993).Participants were randomly assigned to a treatment(dictionary)group(N=145)and a control (no dictionary)group(N=148)and were asked to read a short story in class. The treatment group used a bilingual English-Japanese dictionary of their own choice,and the control group were not allowed to use any dictionaries. Neither group were told of the multiple-choice vocabulary test that was administered immediately after reading.Results suggested a clear advantage for the dictionary group in vocabulary learning through reading, but the dictionary group took almost twice as long to read the passage as did the control group.Further evidence of the usefulness of a dictionary for ESL/EFL students can be found in Summers(1988)who reported the results of three experiments done on the effectiveness of the Longman Dictionary of Contemporary English both in reading comprehension and in vocabulary learning.The first two experiments focused on reading comprehension and found that comprehension was significantly improved by the use of the dictionary.The third experiment asked participants to produce nine of the tested words in sentences.Results suggested that the mix of definition plus example in the dictionary entry was the most successful, and that the use of the dictionary in all conditions tested was more conducive to the successful production of new words in sentences.What dictionaries:Bilingual or monolingual?Until recently,the default stance taken by most experts and teachers is that a monolingual,rather than a bilingual dictionary should beencouraged(Hartmann,1991).In fact,most of the published work on this topic is of the argumentative type.Baxter(1980)described one common problem amongst EFL students:not being able to access a word in speech and lacking the ability to circumvent that word by providing a definition in the target language.He attributed this problem primarily to students'use of bilingual dictionaries and strongly advocated the use of monolingual dictionaries that would encourage "conversational definition"(p.335).In general,Baxter reiterated the basic concerns of most language teachers,that bilingual dictionaries1) encourage translation;2)foster one-to-one precise correspondence at word level between two languages;and3)fail to describe adequately the syntactic behaviour of words.By contrast,Thompson(1987)argued against monolingual dictionaries and supported the development of"a new generation of learners'bilingual dictionaries"(p.286).He pointed out that monolingual dictionaries tend to be circular in their definitions,e.g.,laugh,amuse,amusement and humour are normally used in each other's definitions.Even if defining vocabulary is restricted,monolingual dictionaries still"employ a special register which is not necessarily the most useful or rewarding for learners to be exposed to"(p.284),and are therefore of little value to foreign language learners below the advanced level.Thompson did admit that objections to traditional bilingual dictionaries are valid,and he advocated the compilation of new bilingual dictionaries that,in addition to providing clearer understanding in the learners'L1,"avoid reinforcing the belief in a one-to-one relationship at word level"(p. 285),and provide full semantic,grammatical,and stylistic information, examples,and usage notes that are not available in traditional bilingual dictionaries.[-7-]Since a combination of good features of both types of dictionaries is not impossible,there has been considerable interest in the last twenty years in the"new bilingualised compromise dictionaries",hybrid dictionaries that essentially provide translations in addition to the good features of monolingual dictionaries(Hartmann,1991,p.79).Evaluation of the effectiveness of such dictionaries emerged mainly in ufer and Hadar(1997),for example,compared monolingual,bilingual,and bilingualised dictionaries among123EFL learners in Israel.They found that irrespective of the learners'proficiency level,the bilingualised version was either significantly better than,or as good as,the other two types in both comprehension and production tasks.E-dictionariesRecent developments in computers have triggered a whole line of interest in electronic dictionaries,online dictionaries or vocabulary glosses integrated into language learning software or web pages(e.g.,Hulstijn, 1993;Knight,1994;Koren,1999;Laufer&Hill,2000;Lomicka,1998;Roby, 1999).In general,the same questions that have been asked of traditional dictionaries are being asked of their e-versions.Not surprisingly,very similar answers are obtained,for example,electronic dictionaries that contain not much more than L1equivalents are not quite helpful to the language learner(Koren,1997).Two new developments warrant special mentioning:1)computers offer researchers a powerful and convenient tool in terms of logs or trackers of learner behavior in dictionary use;and 2)online vocabulary glosses offer the learner a quick access to the information s/he needs which in turn might encourage more dictionary use. However,clicking on a hyperlink is a look-up strategy totally different from flipping through a bulky dictionary,locating the relevant entry, and finding the contextually meaningful information.While the ease and speed might encourage more dictionary use and reading,the convenience might not always be a good thing for vocabulary learning.By the same token, the online logs we obtain about learners'dictionary behaviors might not contain exactly the same behaviors the same learners would demonstrate when they use paper dictionaries.Clearly we need to see more work along this exciting line of research before we can arrive at any comfortable conclusions about online dictionaries and glosses."Perhaps we have become more skeptical about a single most appropriate dictionary format,perhaps we are more wary about dogmatic statements on which dictionary is good for you,and realize that more research is needed on what real dictionary users do in real situations of dictionary look-up" (Hartmann,1991,p.79).Indeed,the field is beginning to take up this challenge.In addition to the experimental comparison of different types of dictionaries,more studies are emerging that aim to discover what exactly learners do and how their dictionary strategies influence their learning results.Dictionary strategiesLearners'dictionaries are certainly compiled with the language learner in mind.And almost every such dictionary is accompanied by at least one workbook(most notably Underhill,1980;Whitcut,1979)aiming for the training of dictionary strategies to maximize the effect of dictionary use in language learning.With only a handful of exceptions,little has been done empirically to find out what dictionary strategies are used by learners and whether and how these strategies influence their learning outcomes.[-8-]。

Clear structure
Ensure the structure of the report is clear, including the introduction, main body, conclusion, and other parts.
Language accuracy
Use professional terminology and accurate language to describe technical details.
effective literature search requires a clear understanding of the research question and keywords to identify relevant sources
Common literature search tools
Clear Purpose
Clearly articulate the purpose and target audience of the report.
Data and charts
Use data and charts to support the viewpoints and conclusions of the report.
Domain specific vocabulary
It is essential to familiarize learners with the specialized vocabulary associated with different fields, such as law, finance, medicine, and engineering
Results and Discussion

03
Key vocabulary analysis and example senses
High frequency vocabulary
Positions At, in, on, under, over, above, below, by, near, beside
Example: "She is sitting * at * the table."
High frequency vocabulary
Conjunctions And, but, or, so, because, if, when
Example: "I want to go out, * but * it's training."
High frequency vocabulary
Positions and connections
Positions
express relationships between nouns or pronouns and other words in a sense, indicating direction, location, or time (e.g., "in," "on," "before")
The practical application of vocabulary in senses
01
Using vocabulary in context
02
"The * beautiful * sunshine made everyone stop and start."
03
04
"After a long day at work, she just wants to * relax * and watch TV."

It seems like every day there’s some new research about whether our favorite drinks are good for us. (76) One day, science says a glass of red wine a day will help us live longer. The next day, maybe not. It seems journalists are pretty interested in wine research and the same might be said for coffee. Now, there’s been a lot of research into whether coffee’s good for our health. “The results have really been mixed,”admits Neal Freedman who led the coffee study and published his findings in a medical journal recently. “There’s been some evidence that coffee might increase the risk of certain diseases and there’s also been maybe more recent evidence that coffee may protect against other diseases as well.”Freedman and his colleagues undertook the biggest study yet to look at the relationship between coffee and health. They analyzed data collected from more than 400,000 Americans ages 50 to 71 participating in the study. “We found that the coffee drinkers had a modestly lower risk of death than the non-drinkers,”he said. Here’s what he means by “modestly”：those who drank at least two or three cups a day were about 10 percent or 15 percent less likely to die for any reason during the 13 years of the study. When the researchers looked at specific causes of death, coffee drinking appeared to cut the risk of dying from heart disease, lung disease, injuries, accidents and infections. Now, Freedman stressed that the study doesn’t prove coffee can make people live longer. A study like this can never prove a cause-and-effect relationship. (77) All it can really do is to point researchers in the right direction for further investigation. And even if it turns out that coffee is really good for you, scientists have no idea why.1.According to the first paragraph, reporters would like to know the research findings of .A. teaB. beerC. alcoholD. coffee2.According to the passage, which of the following is TRUE?A.Freedman and his colleagues hired 400,000 Americans to collect data.B. About four hundred thousand Americans worked for Freedman’s team full time for 13 years.C. People who took part in Freedman’s research are about 50 to 70 years old.D. People who are 50 to 70 years old seldom drink coffee.3.According to the author, scientists .A.have already proved that coffee is good for human healthB. have a long way to go before they find a way to study coffeeC. have avoided the cause-and-effect approach to study coffeeD. are still unable to figure out why coffee is good for us4.The word “mixed”in the first paragraph means “”.A.both good and badB. put togetherC. both sharp and softD. confused5.Which of the following is an appropriate title for this passage?A.Can Beer Help You Live Longer?B. Can Coffee Help You Live Longer?C. Can Wine Help You Live Longer?D. Can Tea Help You Live Longer?Passage 2When we’re learning a foreign language, making sense of what we hear is the first step toward fluency. It sounds obvious, but until recently, we didn’t know much about how listening works. New research demonstrates that effective listening involves more than simply hearing the words that float past our ears. Rather, it’s an active process of receiving information and making meaning. This kind of engaged listening is a skill that’s as critical for learning a range of subjects at school and work as it is for learning to understand a foreign tongue. (78) Studies of skilled language learners have identified specific listening strategies that lead to superior comprehension. Last year, for example, University of Ottawa researcher Larry Vandergrift published his study of 106 undergraduates who were learning French as a second language. Half of the students were taught in a conventional fashion, listening to and practicing texts spoken aloud. The other half, possessing the same initial (最初的) skill level and taught by the same teacher, were given detailed instruction on how to listen. It mined out that the second group “significantly outperformed”(胜过) the first one on a test of comprehension. So what are these listening strategies? Skilled learners go into a listening class with a sense of what they wantto get out of it. (79) They set a goal for their listening and they generate predictions about what the speaker will say. Before the talking begins, they mentally review what they already know about the subject, and form an intention to “listen out for”what’s important or relevant. Once they begin listening, these learners maintain their focus; if their attention wanders, they bring it back to the words being spoken. They don’t allow themselves to be thrown off by confusing or unfamiliar details. Instead, they take note of what they don’t understand and make inferences about what those things might mean, based on other clues available to them: their previous knowledge of the subject, the context (语境) of the talk,, the identity of the speaker, and so on.6.What is the main idea of this passage?A.Effective listening means hearing the words that float past our ears.B. Developing your listening skills is the first step toward developing fluency.C. Skilled listeners use specific strategies to get the most out of what they hear.D. Listening is one of the most powerful tools we have to gain information.7.What does Vandergrift’s research show?A.Learners who adopt specific listening strategies become better listeners.B. Learners taught in the traditional way are better at reinforcing what they learn.C. Learners are more confident if they make fewer mistakes.D. Learners who listen on a regular basis improve faster.8.Which of the following statements about Vandergrift’s research is TRUE?A.The participants were postgraduates learning French as a second language.B. All the participants were taught using the conventional method, with the focus on listening strategies.C. The two groups were taught by different teachers.D. The participants were at the same initial skill level.9.The expression “thrown off”in the third paragraph is closest in meaning to “”.A.infectedB. confusedC. ruinedD. informed10.According to the passage, which of the following strategies is NOT used by skilled learners?A.Review their prior knowledge of the subject.B. Concentrate on the speaker’s words.C. Translate into their native language.D. Predict what the speaker will say.Part ⅡVocabulary and Structure11.Have you ever visited the Summer Palace, there are many beautiful halls, ridges and a huge lake?A.whichB. thatC. whereD. when12.Mr. Obama will give a speech on the current situation at the meeting next week in Beijing.A.to holdB. heldC. holdingD. to be held13.It was in a small village in the south he spent his childhood and met his life-long friend—the local schoolmaster.A.whereB. whenC. whichD. that14.First of all, a teacher should show love for his students on top of his academic knowledge. , he is not qualified for his position.A.ThereforeB. OtherwiseC. HoweverD. Because15.For many overseas Chinese, China is their real , because they were born and grew up there.A.homeB. familyC. houseD. household16.With all your brains you the math test, but you failed. You were too careless.A. should passB. should have passedC. must passD. must have passed17.When he entered the room he found a cat quietly under the desk.A.lieB. liesC. to lieD. lying18.Today Mrs Smith _ herself in white like a nurse at the garden party.A.woreB. putC. sentD. dressed19.In road rules the red light is a _ for traffic to stop.A. signB. sightC. siteD. size20.20. I can you for your rude manners but you must apologize in public.A. forbidB. forgetC. forecastD. forgivePart III Identification21.Putting the bottles, boxes and books back where they belong, please. Don’t leaveA putBC D22. Though Jack is only 7 years old but he is clever enough to work out that puzzleA B C D23.I opened the letter and it contained an important information that told us to stayA B C D24.Unlike Jim, I go to work by foot instead of by car every morning.A B C on foot D25.If heating, ice will change into water or steam.A heatedBC DPart I Reading ComprehensionPassage 1 (36) As the Titanic was sinking and women and children climbed into lifeboats, the musicians from the ship’s band stood and played. They died when the ship went down. Men stood on the deck and smoked cigarettes. They died, too. This behavior is puzzling to economists, who like to believe that people tend to act in their own self-interest. “There was no pushing,”says David Savage, an economist at Queensland University in Australia who has studied witness reports from the survivors. It was “very, very orderly behavior.”Savage has compared the behavior of the passengers on the Titanic with those on the Lusitania, another ship that also sank at about the same time. But when the Lusitania went down, the passengers panicked(恐慌). There were a lot of similarities between these two events. These two ships were both luxury ones, they had a similar number of passengers and a similar number of survivors. The biggest difference, Savage concludes, was time. The Lusitania sank in less than 20 minutes. But for the Titanic, it was two-and-a-half hours. “If you’ve got an event that lasts two-and-a-half hours, social order will take over and everybody will behave in a social manner,”Savage says. “If you’re going down in under 17 minutes, basically it’s instinctual.”On the Titanic, social order ruled, and it was women and children first. On the Lusitania, instinct won out. The survivors were largely the people who could swim and get into the lifeboats. Yes, we’re self-interested, Savage says. But we’re also part of a society. Given time, social norms (规范) can beat our natural self-interest. A hundred years ago, women and children always went first. Men were stoic (坚忍的). On the Titanic, there was enough time for these norms to become forceful.1.According to the author, economists were confused because .A.people’s behavior was disorderly on the TitanicB. people did not act in their own interest on the TitanicC. most men did not act in their own interest on the LusitaniaD. women and children could not climb into the lifeboats2.The expression “won out”in the third paragraph is closest in meaning to “”.A.took the upper handB. went out of controlC. ran wildD. shut down3.According to David Savage, was a critical factor in determining people’s behavior in the sinking of these two ships.A. social orderB. placeC. instinctD. time4.According to the passage, which of the following is NOT TRUE?A.Both ships were expensive ones.B. A similar number of women and children from both ships survived.C. About the same number of people from each ship died.D. Both ships had a similar number of passengers.5.Which of the following is an appropriate title for this passage?A.Why Didn’t Musicians Play on the Lusitania?B. Why Did Musicians Play on the Titanic?C. Why Didn’t Passengers Panic on the Titanic?D. Why Did Men Smoke on the Titanic?Passage 2On-the-job smoking is a hot issue for both smokers and non-smokers, and many managers now see smoking as a productivity problem. Although some people question whether smoking really affects one’s productivity, it has, in fact, been proven that a smoker costs a company more than a non-smoker. According to Professor William Weis, a smoking employee costs his or her employer about $5,700 more a year than a never-smoker. These costs include medical care, lost earnings and insurance. And absence due to smoking breaks is one of the productivity problems, yet it accounts for a great deal of employer costs. (37)When the issue of smoking at the workplace is discussed, perhaps the most important problem is the health risk that smoking causes to both smokers and never-smokers. It has long been proven that smoking is linked to lung cancer. Now many health experts warn that passive smoking can cause lung cancer and other illnesses in healthy never-smokers. Passive smoking can be defined as exposure to second-hand tobacco smoke in enclosed areas. Anyone who has been with smokers indeed knows that their smoke can cause eye irritation, coughing, headaches and throat soreness. While eye irritation may seem a small thing to some smokers, it nevertheless is a problem that occurs every workday in offices and break-rooms and can lead to greater health problems. Employees who do not smoke should not be subjected to the risks of passive smoking and need to be able to work in a safe environment. Surgeon General Koop states that the right of the smoker stops at the point where his or her smoking increases the disease risk of those occupying the same environment.6.All the following cases are on-the-job smoking except that _____.A.an employer smokes while working in the officeB. a taxi driver smokes while driving the carC. a worker smokes while working in the workshopD. a worker smokes while reading in the train7.According to the passage, on-the-job smoking affects an employee’s performance in the office in that _____.A.he can’t concentrate on what he is doing while smokingB. he often goes away from his desk to smoke in the break-roomC. he often asks for sick leave as a result of too much smokingD. he takes a rest from time to time because of eye irritation8.Many managers do not seem to be in favor of on-the-job smoking mainly because it _____.A.reduces productivity of the company to a certain degreeB. does harm to the health of never-smokers of the companyC. affects the relationship between smokers and non-smokersD. makes the break-rooms more crowded and more polluted9.Passive smoking means _____.A.never-smokers take up the habit of smoking unwillinglyB. never-smokers have to put up with the active smokersC. never-smokers take in smoke released by a lit cigaretteD. never-smokers share an enclosed area with smokers10.In the second part of the passage, the author suggests banning on-the-job smoking so as to _____.A.cut down costs of medical care and insuranceB. create a healthy and safe working environmentC. prevent eye irritation from becoming a big health problemD. improve the smoking employees’work efficiencyPart ⅡVocabulary and Structure11.General Blair had been in the army for 35 years when he retired from the navy.A.serviceB. workC. jobD. homework12.Linda is quite different her sister in character：she likes friends and goes out a lot while her sister always stays alone at home.A.toB. fromC. atD. on13.Jim was absent from school for the whole week a bad cold.A.because ofB. in addition toC. according toD. in front of14.Some people like to a small sum of money in case of urgent need.A.deal withB. use upC. set asideD. take off15.Mr. Smith feels greatly with his son’s performance in school as he is always the top of his class.A.disturbedB. worriedC. distressedD. satisfied16.Skating is such a_____ sport in the northeast of China that almost everybody there knows how to skate.A.likelyB. famousC. popularD. long17.The teacher suggested that they __ in the exercise at once.A. had handedB. should have handedC. handedD. hand18. He did not go to school yesterday because he _ __ his father who was ill.A. must have looked afterB. would have to look afterC. had to look afterD. should have looked after19. After walking for half an hour, she realized that she in the wrong direction.A. had been walkingB. has been walkingC. walkedD. would have walked20. Don’t smoke in the classroom, ?A. do youB. will youC. can youD. could you21. There is not much time left, so I shall tell you about it .A. in detailB. in briefC. for shortD. in all22. _ _ the room than the telephone rang once more.A. Hardly when he enteredB. Hardly he enteredC. No sooner he had enteredD. No sooner had he entered23. My bike is old, it is in good condition.A. thereforeB. soC. neverthelessD. moreover24. There is that he has tried his best in the examination.A. not to denyB. not denyingC. no denyingD. without denying25. Would you to come to the meeting this weekend?A. be so kindB. be kind asC. be so kind asD. be kind26. He will write to me as soon as he home.A. will have returnedB. returnsC. returnedD. will return27. is generally believed, there is no water on the moon.A. AsB. WhatC. ThatD. It28. He devoted his whole life to care of the disabled children.A. takesB. takingC. tookD. take29. The student continued his university study his family was poor.A. even thoughB. as thoughC. now thatD. since30. His father was put into_ prison，and he had to go to _prison to visit him once in a while.A. a; theB. the; aC. a; /D. /; thePart III Identification31.Weather permit, we’ll have the match tomorrow.A B C D permitting32. Don’t you think it’s the most worst film we have seen since we came here ten years ago?A B C D the worst film33. She is as gifted as she is more intelligent. A B C D34.The teacher, as well as his students, were present at the meeting.A B C D was35.Walking alone in the desert, the traveler is boring.A B C D boredTEST3Part I Reading Comprehension Passage 1 The first year of school in America, known as kindergarten, usually begins between the ages of five and six. Among rich countries such a latestart is very strange. President Obama believes it is an economic and social problem; his education secretary goes as far as to say that it is “morally wrong”. This statement has some support, as it is clear from research into vocabulary that youngsters from poor families enter kindergarten well behind those from rich families—a disadvantage that usually lasts a lifetime. Children from households on welfare knew 525 words by the age of three, while the children of professionals had mastered 1,116. Pre-school can help close this gap. So in a speech last month, Mr.Obama called for a partnership between the federal government and the states to expand it to every American child. It later became known that “every”meant those who come from families with incomes of up to 200% above the poverty line—equal to an income of $47,000 for a family of four. (31) Some critics say that sending children to school at the age of four does not work. The evidence suggests otherwise. For example, on March 20th new results were announced from a study of 9-to-l1-year-olds in New Jersey. This report found that disadvantaged children who had attended pre-school had better literacy (读写能力), language, maths and science skills. And two years of prekindergarten were better than one. Some studies also follow the effects of early learning over lifetimes, such as its effect on crime rates and other factors that may eventually burden society. Critics have singled out a government scheme called Head Start, created in 1965, which provides poor households with a range of services including school-based early education.1．Kindergarten in rich countries other than America usually begins at the age of .A. eightB. sevenC. sixD. four2．According to the passage, which of the following is TRUE?A.Poor pre-school kids have a larger vocabulary than rich kids.B. President Obama believes that early education can solve all economic and social problems.C. Rich pre-school kids have a richer vocabulary than poor kids.D. President Obama's education secretary thinks it is morally wrong to let kids start kindergarten early.3．Which of the following about the New Jersey study is TRUE?A.There is no evidence to support the New Jersey study.B. New Jersey has created a new Head Start to help disadvantaged kids.C. Sending children to school at the age of four is not going to help.D. Two years of pre-kindergarten were better than one.4．The phrase “single out”in the last paragraph means .A. chooseB. think aboutC. countD. depend on5. Which of the follwing is an appropriate title for this passage?A. Secondary EducationB. Pre-school EducationC. Poor Kids’EducationD. Rich Kids’EducationPassage 2 Humans may not have landed on Mars (火星) just yet, but that isn't stopping a European company from devising a plan to send four people to the Red Planet within the next few years. (32) This project, called Mars One, aims to send a small group of people to Mars in 2022 and eventually establish a permanent colony on the planet. “Everything we need to go to Mars exists,”said Mars One co-founder Bas Lansdorp in March 2014. “We have the rockets to send people to Mars, the equipment to land on Mars, the robots to prepare the settlement forhumans. For a one-way mission, all the technology exists.”Yet the four astronauts (宇航员) chosen for the tripwill be stuck on Mars—forever. And despite Mars One’s thorough planning, there are a number of challenges that may prevent the mission from ever taking place. (33) The biggest road block could be the mission’s huge cost ($6 billion). However, Lansdorp is confident that Mars One will be able to fund the project by selling the broadcast rights for the mission and subsequent experiences living on the planet. Those broadcast rights will also play a part in helping to select the people who will be sent to Mars. Lansdorp said the company will hold a selection process similar to a reality show. Lansdorp is expecting at least1 million applications from people around the world. In addition to the cost, several other potential problems could inhibit (阻止) the mission to Mars. “It’s even more challenging to send people there with life support, with food, with air, with all the other things like books, entertainment, means ofcommunication and of providing for their own resources for a long stay on Mars,”said Adam Baker, senior lecturer in space engineering at Kingston University in London. “The sheer size of the rockets you'd need to do this would be absolutely colossal.”6-10 BBDAC6. According to Project Mars One, humans could send four people to Mars within the next years. A. seven B. eight C. ten D. six7.According to Bas Lansdorp, which of the following is NOT TRUE?A.For a one-way trip to Mars, all the technology exists.B.. He could not come up with the fund for Mars One.C. We humans have the rockets to send people to Mars.D. We humans have the equipment to land on Mars.8．According to the passage, all the following statements are TRUE EXCEPT that .A.a competition process will be held to select the four astronautsB. the cost of Mars One could go as much as $6 billionC. if it goes as planned, we could expect to watch Mars One on TVD. the four astronauts could return to Earth after a few years’stay on Mars9.The word “colossal”in the last paragraph is closest in meaning to _.A. very largeB. very smallC. mediumD. average10.Which of the following is an appropriate title for this passage?A.Ready for a Round Trip to MarsB. Ready for a Short Visit to MarsC. Ready for a One-way Trip to MarsD. Ready for a Walk on MarsPart II Vocabulary and Structure11.All the passengers in the accident were sent to the nearby hospital in no time.A. to find injuredB. finding injuredC. to be found injured D．found injured12.The big fire lasted as long as 24 hours it was brought under control.A. afterB. beforeC. sinceD. while13.In this workshop, the output of July was three times of January.A．that B．this C．one D．it14.Seeing her father come back, .A.tears ran down her cheeksB. her tears ran outC. she burst into tearsD. tears burst into her15.singer and dancer is also good at drawing.A. The; aB. The; theC. A; aD. The; /16.It's such a difficult problem no one can work it out.A. asB. thatC. soD. which17.I'd rather you there next week.A. wentB. goC. should have goneD. had gone18.By the end of this term, we 3, 000 English words in all.A will learn B. will have learned C. have learned D. had learned19.is known to all, the earth moves around the sun once a year.A That B. As C. What D. It20.I admit that she has shortcomings. I still like her.A. WhenB. AsC. WhileD. Once21.To our great , Tom's illness proved not to be as serious as we had feared.A. anxietyB. reliefC. viewD. judgment22.The meeting is to begin at 4:00 p.m., but as assistants, we're to be there a bit earlier.A. invitedB. supposed C encouraged D. hoped23.Can you _the differences between the two pictures?A. tellB. talkC. speakD. say24. Do you know the of the saying I just quoted?A. resourceB. sourceC. courseD. cause25.The Internet has brought big changes in the way we work.A. aboutB. outC. upD. backPart III Identification26. Now that we have lost all the money, it's no use to turn on me and saying it’s all my fault.A B C turn in D27.The engineers made two big plans for the dam, one of what was never put in use.A B C C which D28.No matter whenever I have to give a speech, I get extremely nervous before I start.A A whenBC D29.Only when he apologizes for his rudeness I will speak to him again.A B CC will D30.To eat at the restaurant before, Tina didn’t want to go there again.AA Having eaten B C DTEST 4Part I Reading Comprehension Passage 1 Babies who are breast-fed may be more likely to be successful in life, a new study published Tuesday suggests. The study followed more than 3,000 babies into adulthood in Brazil. The researchers found those who were breast-fed scored slightly higher in intelligence tests in their 30s, stayed in school longer and earned more money than those who were given formula (配方奶粉). “Breast-feeding not only has short-term benefits, but also breast-feeding has long-term benefits.”says Bernardo Lessa Horta of the Federal University of Pelotas in Brazil, who led the study being published in the Lancet Global Health. (31) Doctors have long known that breast-feeding can be good for a baby’s health. This is especially true in poor countries, where water can be contaminated. For instance, a baby given formula in developing countries is 14 times more likely to die in the first six months than one who’s breast-fed. In the U.S., some research has suggested that breast-feeding may raise a baby’s IQ (智商) by a few points. But a recent study with siblings (兄弟姊妹) found little advantage to breastfeeding. Horta says these previous studies didn’t follow children into adulthood to see if breast-feeding had long-term effects. So Horta analyzed data collected from 3,493 volunteers he and his colleagues have been following since birth. They are now in their 30s. First, the researchers gave the subjects IQ tests. Those who were breast-fed for 12 months or more had IQ test scores that were 3.76 points higher than those who were breast-fed for less than one month, the team found. When Horta and his colleagues looked at how much education the subjects had gotten and how much money they were making, they also found a clear difference: Those who were breast-fed stayed longer in school for about an extra year and had monthly salaries that were about a third higher.1.From the passage, we learn that Horta ________.A. is from BrazilB. conducts his research in the U.S.C. has 30 researchers on his teamD. is well-known in developing countries2.Which of the following about those who were breast-fed is NOT mentioned?A. They stayed longer in school.B. They were happier.C. They were smarter.D. They made more money.3.Which of the following is TRUE?A.Doctors don’t understand the benefits of breast-feeding.B. Horta is concerned with water contamination in poor countries.C. Horta’s research project lasted about 30 years.D. Breast-feeding is the only way to improve a baby’s health.4. The word contaminated in Paragraph 3 is closest in meaning to _____A. finishedB. interestedC. clearedD. polluted5.Which of the following is an appropriate title for this passage?A.Researchers Have Pointed Out the Disadvantages of Breast-feeding。