"Advanced Words" From The Perspective Of English Majors

Vocabulary is a core component of language proficiency. An extensive vocabulary and strategies for acquiring new vocabulary are needed if learners want to achieve more than their potential, or otherwise they may be discouraged from taking advantage of language learning opportunities around them. In the1980s, research on second language (L2) vocabulary learning was considered to be a neglected aspect of second language acquisition (SLA) research (Meara,1980). This situation has changed strikingly, with over30%of the research on L1and L2vocabulary learning in the last120years occurring in the last12years (Nation,2011). This is also the case for vocabulary learning and teaching. It has changed from a neglected part to the focus of language learning and teaching(卢蕊,2006).In spite of the efforts on vocabulary teaching and learning, vocabulary level of learners in China is not satisfying and a majority of students still feel at loss as for how to learn vocabulary. Maybe it is under such circumstances that the term "advanced words" is gaining popularity among English majors. There seems to be a trend that they are likely to pursue "advanced words" in vocabulary learning. The present study was intended to investigate the phenomenon, finding out what "advanced words" are from students’ perspective. Research questions to be addressed in the present study are as follows:(1)What is exactly this "advanced words" from the perspective of English majors?(2)Can English majors define "advanced words" explicitly and tell the difference between advanced words and non-advanced words?(3)Is there such a phenomenon of pursuing advanced words? If this phenomenon does exist, what are its causes?(4)What is the influence of the phenomenon pursuing advanced words on vocabulary learning and teaching?In this study,100post-graduate students of English majors in Central China Normal University are selected to finish the questionnaire. Also several students are chosen to be interviewed. To further explore the research questions, three kinds of writing samples are distributed among students chosen for them to pick out "advanced words" and the author collected some of students’ writings and notebooks to analyze the words they use.Through the study, the present author finds out that: 1) Most students majoring in English are not satisfied with their vocabulary level. They always have the same concern that their wording is not "advanced". However, different students understand the word "advanced" in different ways. Opinions are divided. Some think:the less frequent, the more advanced; some think:the more academic, the more advanced; some think:the harder to acquire, the more advanced; some think:the more specialized, the more advanced; the more idiomatic, the more advanced. All these perceptions of "advanced" deviate from the explanation in the dictionary which is "proficient". Originally,"advanced" represents a level of English proficiency, but it strikes students here as some specific category of words.2) In spite of the fact that "advanced vocabulary" is frequently used by English majors, they are not able to define clearly what "advanced vocabulary" is and distinguish between "advanced vocabulary" and "non-advanced vocabulary".3) Students seem to pursue "advanced words" in a blind way. These "advanced words" are, more often than not, used in an inappropriate way, but students fail to realize it, but think in the other way around. And the importance of "context" is neglected by students when choosing "advanced words".4) The reasons for such a blind pursuit are as follows. Firstly, the vocabulary teaching methodology centers on the teacher and fails to develop students’awareness that the mastery of a word involves learning word knowledge and a word can’t be learnt well without context; Secondly, there are no such courses or other resources where students are offered guidance in vocabulary learning, such as choosing learning strategies, selecting the right reading materials and so on. Thirdly, students bear incorrect learning beliefs, confusing such concepts as vocabulary size and vocabulary level.Based on the findings, the present author comes up with the pedagogical implications, including aspects of teaching methodology, students’ learning belief, courses and course books. The present author suggests optimizing teaching methodology, modifying vocabulary learning beliefs, planning vocabulary courses and selecting appropriate materials.