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英语词汇教学的认知语境研究.docx

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英语词汇教学的认知语境研究 Introduction TheteachingofEnglishvocabularyhasalwaysbeenanimportantareaofresearchandpracticeinEnglishlanguageteaching(ELT).Teachersandresearchersarestrivingtofindaneffectivewaytoteachvocabularyinordertoenhancestudents'languageproficiency.Thecognitivecontextisanimportantfactorthataffectsvocabularylearning,asithasasignificantimpactonthelearner'scognitiveprocessingoflearningnewwords. ThispaperwillexplorethecognitivecontextinEnglishvocabularyteaching,especiallyinEFLcontexts.Firstly,thepaperwillprovideanintroductiontocognitivecontextanditsimportanceinvocabularyteaching.Secondly,itwilldiscusstheroleofmemoryinvocabularyacquisition,includingthetypesofmemoryandtheoptimalconditionsformemoryretentionandrecall.Thirdly,itwillexaminehowcontextaffectsvocabularylearning,includingthetypesofcontext,andtheirrelationshipwithvocabularyacquisition.Finally,thepaperwillhighlightsomepracticalimplicationsofthecognitivecontextforEFLteachersinteachingvocabulary. CognitiveContextandVocabularyTeaching Inrecentyears,researchershaveemphasizedtheimportanceofthecognitivecontextinlearningandteaching.Thecognitivecontextreferstothewaysinwhichlearnersprocessinformation,includingtheirattention,cognitiveload,memory,andmetacognition.Thus,thiscontextinvolvesthementalprocessesthatstudentsusetomakesenseofnewlanguageinput,includingvocabulary(Nation,2013). Regardingvocabularyteaching,thecognitivecontextisessentialbecauseitdetermineshowstudentsprocessandremembernewwords.Attention,memory,andcognitiveloadareparticularlyimportantinvocabularylearningbecausetheseprocessesaffecthowlearnersstoreandretrievenewwordsfromlong-termmemory. RoleofMemoryinVocabularyAcquisition Memoryplaysacriticalroleinvocabularyacquisitionbecauseitdetermineswhetherornotastudentcanrecallanewword.Therearethreetypesofmemorytoconsiderregardingvocabularyacquisition:workingmemory(WM),short-termmemory(STM),andlong-termmemory(LTM)(Baddeley,2017). Workingmemoryreferstothetemporarystoragespacethatstudentsusetoprocessandremembernewinformat