Discussion on English Vocabulary and Description论文
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Abstract： Compared with the study of Grammar， syntax， the description on vocabulary is comparatively slower than them. The related theories of vocabulary description he fast developed since the 1980s and 1990s he experienced a growing interest in vocabulary learning and teaching----The vocabulary size， text coverage， word list， meaning of vocabulary in context， and collocation he been discovered and described， which helped new insights in arrange of different research fields he all added to our understanding of vocabulary development. Vocabulary acquisition research， based on vocabulary description， has established itself as a central research focus for language acquisition researchers and contributed to the focus of practical teaching and learning in English.
Key words： vocabulary and description； English； teaching and learning； vocabulary acquisition
该成果为四川外国语言文化研究中心编号为SCWY11-12的《基于语料库的大学英语词汇习得及其课堂教学模式的构建》项目成果。
We know a word by knowing its phonological， morphological， syntactic， and semantic attributes. Vocabulary knowledge makes language use possible， language use helps the increase of vocabulary knowledge， knowledge of the world aids the increase of vocabulary knowledge and language use and so on （Nation， 1993）. How much vocabulary does a second language learner need？ How many words are needed to do the things a language user needs to do？ And how should it be learned？ Just like Labov （1973） wrote， words he ability to change their meaning from one context to another. So knowing a word is not as simple as it might seem. With these cautions in mind let us now look at the following aspects concerning with describing vocabulary for second language learners.
（1）Vocabulary size
Reports and papers of systematic attempts he been published for over 100 years， for measuring the vocabulary size of native speakers of English. With various motivations for suchstudies， but the idea that vocabulary size is a reflection of how educated， intelligent or well read a person is behind most of their researches. A large vocabulary size is believed as value to a learner.
Teachers of English as a second language hold strong interest in measures of native speakers’ vocabulary size because some indication of the size of the learning task of second language learners can be provided. At present， it is expected that native speakers would add roughly 1，000 word families a year to their vocabulary size with the best conservative rule of thumb （a vocabulary size of around 20，000 words families）. That is to say： a five year old beginning school will he a vocabulary of around 4，000 to 5，000 word families. A university graduate will he a vocabulary of around 20，000 word families （Goulden， Nation and Read， 1990）. The figures are very rough and there is likely to be large differences between individuals. Although a language makes use of a large number of vocabularies， not all of them are equally useful.
Key words： vocabulary and description； English； teaching and learning； vocabulary acquisition
该成果为四川外国语言文化研究中心编号为SCWY11-12的《基于语料库的大学英语词汇习得及其课堂教学模式的构建》项目成果。
We know a word by knowing its phonological， morphological， syntactic， and semantic attributes. Vocabulary knowledge makes language use possible， language use helps the increase of vocabulary knowledge， knowledge of the world aids the increase of vocabulary knowledge and language use and so on （Nation， 1993）. How much vocabulary does a second language learner need？ How many words are needed to do the things a language user needs to do？ And how should it be learned？ Just like Labov （1973） wrote， words he ability to change their meaning from one context to another. So knowing a word is not as simple as it might seem. With these cautions in mind let us now look at the following aspects concerning with describing vocabulary for second language learners.
（1）Vocabulary size
Reports and papers of systematic attempts he been published for over 100 years， for measuring the vocabulary size of native speakers of English. With various motivations for suchstudies， but the idea that vocabulary size is a reflection of how educated， intelligent or well read a person is behind most of their researches. A large vocabulary size is believed as value to a learner.
Teachers of English as a second language hold strong interest in measures of native speakers’ vocabulary size because some indication of the size of the learning task of second language learners can be provided. At present， it is expected that native speakers would add roughly 1，000 word families a year to their vocabulary size with the best conservative rule of thumb （a vocabulary size of around 20，000 words families）. That is to say： a five year old beginning school will he a vocabulary of around 4，000 to 5，000 word families. A university graduate will he a vocabulary of around 20，000 word families （Goulden， Nation and Read， 1990）. The figures are very rough and there is likely to be large differences between individuals. Although a language makes use of a large number of vocabularies， not all of them are equally useful.