Guangzhou Huashang College, Guangzhou, Guangdong, 511399, China
The study investigates approaches and strategies for teaching vocabulary to students in Mainland China and compares the similarities and differences of a variety of teaching approaches as well as discussing the effectiveness of each of them. Literature review is used as a research method and offers an overview of different types of reviews. The analysis showed a strong correlation between teaching approaches and effectiveness of vocabulary acquisition of students in Mainland China.
teaching methods and strategies, teaching vocabulary
Huan Deng. The Teaching Methods and Strategies of Vocabulary for Beginners in Mainland China. Frontiers in Educational Research (2022) Vol. 5, Issue 11: 48-52. https://doi.org/10.25236/FER.2022.051109.
 Bereiter, C. & Scardamalia, M. (2018). Intentional learning as a goal of instruction. In Knowing, learning, and instruction (pp. 361-392). Routledge.
 Calvo‐Ferrer, J. R. (2017). Educational games as stand‐alone learning tools and their motivational effect on L 2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology. 48(2), 264-278.
 Cobb, T. (2008). Commentary: response to McQuillan and Krashen (2008). Language Learning & Technology, 12(1), 109-114.
 Ellis, R. & Ellis, R. R. (1994). The study of second language acquisition. Oxford University.
 Folse, K.S. (2008). Six vocabulary activities for the English language classroom. In English Teaching Forum, 46(3), 12-21.
 Gu, P.Y. and Johnson, R.K. (1996) Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning, 46, 643-679.
 González-Fernández, B. & Schmitt, N. (2017). Vocabulary acquisition. The Routledge handbook of instructed second language acquisition, 280-298.
 Hart, B. & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of applied behavior analysis. 8(4), 411-420.
 Hulstijn, J. H. (2013). Incidental learning in second language acquisition. The encyclopedia of applied linguistics.5, 2632-2640.
 Kasahara, K. (2011). The effect of known-and-unknown word combinations on intentional vocabulary learning. System. 39(4), 491-499.
 Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research.15 (4), 391-411.
 Lawson, M. J., & Hogben, D. (1996). The vocabulary‐learning strategies of foreign‐language students. Language learning, 46(1), 101-135.
Mcgeoch, J. A., & Irion, A. L. (1950), the psychology of human learning. New York: Longmans, Green.
 Mollman, S., & Candela, L. (2018). Intentional learning: A concept analysis. In Nursing forum .53, 106-111.
 Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudi-nal study. Language Learning, 48(2), 281-317.
 Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.
 Valdez-Menchaca, M.C & Whitehurst, G.J. (1988) The effects of incidental teaching on vocabulary acquisition by young children. 59(6):1451-9.
 Wilkins, D.A.(1972). Linguistics in language teaching. Edward Arnold, London.
 Zhang, H. & Lu, Y.& Wang, B. & Wu, S. (2015). The impacts of technological environments and co-creation experiences on customer participation. Information & Management, 52(4), 468-482.