【摘 要】
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Vocabulary knowledge is widely agreed upon as a significant factor in learners’ second language acquisition. This article concludes by arguing that non-English
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Vocabulary knowledge is widely agreed upon as a significant factor in learners’ second language acquisition. This article concludes by arguing that non-English majors and English majors in vocational schools tend to favour different types of vocational learning strategies. It is also suggested that some effective strategies need to be introduced to students, especially those with relatively low language proficiency, need a push from teachers in vocabulary learning.
Vocabulary knowledge is widely agreed upon as a significant factor in learners’ second language acquisition. This article concludes by arguing that non-English majors and English majors in vocational schools tend to favor different types of vocational learning strategies. It is also suggested that some effective strategies need to be introduced to students, especially those with relatively low language proficiency, need a push from teachers in vocabulary learning.
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