非英语专业大学生英语词汇学习-认知角度

非英语专业大学生英语词汇学习_认知角度IntroductionEnglishhasbecomeagloballanguage,anditiswidelyusedinvariousfields,includingacademicstudies,business,entertainment,andtourism.TheimportanceofEnglishfornon-Englishmajorshasincreasedrapidlyinrecentyears,andnon-EnglishmajorstudentshavetodeveloptheirEnglishlanguageproficiencytomeetthedemandsofthecurrentinternationalcommunication.Vocabularyisanessentialcomponentoflanguageproficiencyandoneofthesignificantchallengesfornon-Englishmajorstudents.Thus,thispaperaimstodiscussthecognitiveperspectiveoflearningEnglishvocabularyfornon-Englishmajorstudents.BackgroundVocabularyisthefoundationoflanguageandcriticalincomprehensivereading,writing,speaking,andlisteningskills.Moreover,vocabularyacquisitionisoneofthefundamentalgoalsoflanguagelearning,associatedwithabetterunderstandingofreadingmaterials,enhancingreadingspeedandcomprehension,andimprovingcommunicationskills(Coady,1997).Fornon-Englishmajorstudents,masteringanextensiveanddiverseEnglishvocabularyiscrucialforacademicsuccessandfutureprofessionaldevelopment.VariablesAffectingEnglishVocabularyLearningAlthoughvocabularylearningisessential,itisnotaneasyprocess,especiallyfornon-Englishmajorstudents.Variousvariablesmayaffectvocabularylearning,suchascognitiveability,learningstyles,motivation,andlearningstrategies.Cognitiveabilityisanessentialfactorthatinfluencestherateandtheextentofvocabularylearning.Researchonvocabularyacquisitionindicatesthatthereareindividualdifferencesinlanguageprocessing,andthespeedandeaseoflearningnewwordsarerelatedtocognitiveability(Gardner,2010).Anotherfactorthataffectsvocabularylearningislearningstyles.Everylearnerhasdifferentpreferencesforlearningstyles,whichmightdeterminetheirapproachtovocabularyacquisition.Somelearnersprefervisuallearning,whereasotherspreferauditoryorkinestheticlearning.Non-Englishmajorstudentsshouldbeawareoftheirpreferredlearningstyleanduseittotheiradvantage.Motivationisanothervariablethatplaysacrucialroleinvocabularylearning.Motivationisthedrivingforcebehindlearning,andlearnerswhoarehighlymotivatedaremorelikelytosucceedinlanguagelearning.Thismotivationmightbeintrinsic,wherelearnersareinterestedinlearningEnglish,orextrinsic,whichmightcomefromexternalfactorssuchasgradesorrewardincentives(Oxford&Shearin,1994).Finally,choosingtherightlearningstrategiesmayleadtoeffectivevocabularyacquisition.Learningstrategiesrefertocognitive,affective,andsocialstrategiesthatlearnersusetoenhancetheirlearningperformance.Fornon-Englishmajorstudents,usingdifferentvocabularylearningstrategiesmightacceleratetheirlanguageacquisition.Someeffectivelearningstrategiesincludeassociation,semanticmapping,androtememorization(Schmitt,2010).ConclusionInconclusion,vocabularyacquisitionisacrucialaspectoflanguageproficiency,andithelpstoimprovecommunicationskillsandacademicsuccess.Non-EnglishmajorstudentsfacesignificantchallengesinlearningEnglishvocabulary,includingcognitiveability,preferredlearningstyles,motivation,andlearningstrategies.Toovercomethesechallenges,non-Englishmajorstudentsneedtoidentifytheirlearningstyleandmotivation,anduseappropriatevocabularylearningstrategies.Byunderstandingthecognitiveperspectiveandacquiringeffectivevocabularylearningstrategies,non-Englishmajorstudentscanachievetheirlanguagelearninggoalsandbesuccessfulintheiracademicandprofessionallives.ReferencesCoady,J.(1997).L2vocabularyacquisition:Asynthesisoftheresearch.InJ.Coady&T.Huckin(Eds.),Secondlanguagevocabularyacquisition(pp.273-290).Cambridge:CambridgeUniversityPress.Gardner,D.(2010).Vocabularylearningandteaching.LanguageTeaching,43(04),381-409.Oxford,R.&Shearin,J.(1994).