An Empirical Study Of The Teaching Of Vocabulary Depth In College English Based On Cognitve-functional Approach

The thesis points out that the teaching of vocabulary depth has been one of theproblems of college English teaching, and it attempts to pursue an approach to thisproblem. The thesis studies the theoretical and pedagogical feasibility andeffectiveness of Cognitive-Functional Approach to college English teaching ofvocabulary depth. Meanwhile, it constructs a vocabulary depth teaching mode inCollege English based on Cognitive-Functional Approach. and tests its teachingeffects with empirical studies. Besides, it testifies the hypothesis thatCognitive-Functional Approach to college English teaching of vocabulary depth ismore applicable to learners with higher language proficiency. In additon, the thesismakes an empirical test of the hypothesis that Cognitive-Functional Approach canpromote the development of Language Aptitude (mainly. Language Analytic Ability)of English learners. It also answers whether Language Aptitude of learners can beimproved by training.The results of the empirical studies demonstrate that in contrast to the traditionalmethod of “lecturing”, the method of “observing” based on Cognitive-FunctionalApproach is superior to the former and the teaching effect is statistically significant.Statistics show that Cognitive-Functional Approach to college English teaching ofvocabulary depth is more applicable to learners with higher language proficiency. Theresults of the questionnaire indicate that the majority of students hold a positive viewto Cognitive-Functional Approach to college English teaching of vocabulary depthand acknowledge the effects of it, especially the students with higher languageproficiency. The results of the empirical study of language aptitude prove thatCognitive-Functional Approach can partly improve learners’ Language Aptitude,mainly Language Analytic Ability. Language Aptitude of learners can at least partlybe enhanced by training.