| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 107 === Educational practices in second language (L2) and foreign language (FL) are often grounded in persistent pedagogical or institutive beliefs and in recent years, many cognitive linguistic (CL) studies have been conducted and results have reported. This study mainly examines two of them of their empirical and theoretical underpinnings, basic level and frame semantics, and secondarily on the effect of visual stimuli on L2 efficacy of acquisition and retention. This study follows the intention according to the particular belief, which came to be known as cognitive linguistics, basic-level words, for instances, cars, fruits, sports, etc., are first and easily learnt in one’s L1 (first language) and furthers on L2 categorical salience. L2 researchers found similar patterns among L2 learners. Furthermore, the results stated that the words are organized and grouped under certain frame within one learning or teaching episode might be beneficial for L2 novel vocabulary learning, which in turn will enhance language proficiency. This study, thus, designed to addresses the question that whether presenting L2 words categorically, and within the frame-based structure is more facilitating to adolescent students to gain better lexical knowledge than alphabetical order. This study offers an empirical examination on theoretical understandings and seeks to support that teaching and learning vocabulary in this manner might be significant in L2 educational and theoretical practices. The results of present investigation generally report that categorical instruction and visual stimuli help L2 lexical acquisition and retention, and subordinate words sustain better. Further detailed discussion on the results will be given.
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