On the basis of the Involvement Load Hypothesis(Laufer & Hulstijn, 2001), an empirical study is made to investigate the effects of different reading tasks with same or different involvement loads on the Chinese non-English majors’L2 vocabulary retention.

This is intended as a contribution to the construction of L2 vocabulary acquisition theory.

The purpose of this study is to examine the effect of context on the direct learning of L2 vocabulary, with the retention of word meaning and form as the main focus.

During the last decade, a new tendency of vocabulary learning research goes towards the theoretical exploration and empirical researches on L2 vocabulary deep processing knowledge.

This article discusses some embodied features of second language vocabulary acquisition in light of the embodiment of language and provides the case studies of English vocabulary acquisition from Experiencing English Integrated Book.

A reflection of the current empirical research on L2 vocabulary acquisition in China—A survey of the pertinent papers published in China s 9 major linguistic journals in the past 12 years;

In the past thirty years, L2 vocabulary acquisition has become one of the hottest areas of SLA.

This study explores the role of reading in L2 vocabulary acquisition, and the effect of different vocabulary instructional techniques on the vocabulary learning of Chinese university ESL students of different levels.