In English vocabulary teaching,the elements such as taking no notice of vocabulary teaching?neglecting the depth development of vocabulary knowledge?ignoring the transverse and vertical differences in studying period,superficial explanation,the defect of estimation mechanism and students subjective and conservative avoidance cause the fossilization of English vocabulary.

There are a lot of reasons that caused lexical fossilization,such as age,emotion,learning strategies and so on,they are internal factors;word material input,language feedback etc are external ones.

A Research into High School Students Lexical Competence;

Based on this theory, the article concludes that classroom teaching of vocabulary should follow its principles and in the meantime suggests some ways to apply this theory to classroom practice so as to develop students lexical competence.

It shows the essence of lexical competence and the rule of its development through the discussion of various definition of lexical competence and the distinction between lexical knowledge and lexical competence as well as the illustration of the three stages of lexical development in L2.

This article explores the negative ef- fects of"baby-sitting"vocabulary list for vocabulary ability.

The process of the development of L2 vocabulary ability is L2 vocabulary acquisition from native language system to target language system,first transferring from the concept of sematics system of L1, with the increasing of positive transference,forming L2 semantic representation system.

Since theories in the field of linguistics alone are not sufficient to address this issue successfully, this research attempts to apply the theoretical findings of cognitive metaphor to the investigation of EFL learners vocabulary ability, including learners assigning ability and reasoning in term.

The Relationship among Dictionary-Use Patterns,English Proficiency and Vocabulary Competence

Based on forgetful theory, this paper explores the actual efficacy of repetitive memory strategy for the development of vocabulary competence proficiency.

From the perspective of the Task-based Learning theory,this paper reviews the characteristics of Chinese English learners vocabulary competence and then discusses the relationship between speaking and L2 vocabulary acquisition with an attempt to explore the teaching model which develops L2 learners vocabulary competence through oral tasks in college English class.