This study explores effective vocabulary instruction in second language acquisition, focusing on the Chinese EFL context. Employing the form-meaning-use framework, the research examines the evolution of vocabulary teaching methodologies in China, from traditional rote memorization to contemporary blended approaches combining direct instruction and contextual learning. Methodologically, the study integrates cognitive processing theory and communicative language teaching, proposing a dual-path model: systematic reinforcement (structured learning) and natural immersion (authentic exposure). Key findings highlight the pedagogical benefits of this blended approach, emphasizing integration, repetition, and meaningful use. The study contributes (1) a comprehensive vocabulary assessment framework, (2) insights into the adaptive relationship between teaching methods and cultural contexts, and (3) practical strategies for differentiated instruction. These findings offer significant implications for EFL curriculum design, enhancing vocabulary teaching effectiveness by balancing explicit instruction with communicative application.
Siyuan Chen (Wed,) studied this question.