ABSTRACT
This paper first elaborates modern vocabulary teaching theories abroad, namely, 2 modes of vocabulary acquisition, 2 modes of vocabulary presentation, and vocabulary contextualized acquisition, as well as their categories, characteristics and functions; then explains the conditions of the domestic vocabulary acquisition, what’s more, it also puts forward 4 factors that show influence towards cognition in detail , that is, factor of psychology, factor of students’ English level, factor of vocabulary learning means and factor of teachers’ role; finally it conducts 2 teaching experiments: questionnaire about non-English major students’ methods of vocabulary acquisition and research on the teaching modes based on vocabulary’s deep cognitive processing, this research correlates with 2 different words-teaching ways and takes advantage of qualitative analysis and quantitative analysis with the purpose of displaying its advantages and disadvantages so as to contribute to vocabulary-teaching.
Key words：Vocabulary teaching theories; factor; vocabulary’s deep cognitive processing
Contents
1. Introduction 1
2. Morden vocabulary teaching theories 2
2.1 Modes of vocabulary acquisition 2
2.2 Modes of vocabulary presentation 4
2.3 Vocabulary contextualized acquisition 6
3. Vocabulary’s deep cognition 8
3.1 Research at home and abroad 8
3.2 Factors that show influence towards cognition 8
4. Questionnaire of students’ cognitive strategies & research on 2 teaching mode 12
4.1 Experiment design 12
4.2 Results 15
4.3 Discussions 18
5. Conclusion 20
Acknowledgements 21
References 22
