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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">JCER</journal-id><journal-title-group><journal-title>Journal of Contemporary Educational Research</journal-title></journal-title-group><issn>2208-8466</issn><eissn>2208-8474</eissn><publisher><publisher-name>Bio-Byword Scientific Publishing Pty. Ltd.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.26689/jcer.v5i12.2819</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>Application of Information Processing Theory in Second Language Vocabulary Acquisition</title><url>https://artdesignp.com/journal/JCER/5/12/10.26689/jcer.v5i12.2819</url><author>LiangXiaojing</author><pub-date pub-type="publication-year"><year>2021</year></pub-date><volume>5</volume><issue>12</issue><history><date date-type="pub"><published-time>2021-12-27</published-time></date></history><abstract>Vocabulary acquisition is an intricate process, which has a close relationship with memory. In cognitive psychology, a large number of studies on memory system have been conducted based on the information processing theory, placing great value on second language learners’ cognitive process. This study intends to probe into second language vocabulary acquisition from the perspective of information processing theory in hope to help learners acquire vocabulary more scientifically and efficiently.</abstract><keywords/></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>Neisser U, 1967, Cognitive Psychology, Appleton Century Crofts, New York, 25.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B2" content-type="article"><label>2</label><element-citation publication-type="journal"><p>Chen Q, Liu R, 2005, Contemporary Psychology of Education, Beijing Normal University Publishing Group, Beijing</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B3" content-type="article"><label>3</label><element-citation publication-type="journal"><p>Gagne ED, Yekovich CW, Yekovich FR, 1993, The Cognitive Psychology of School Learning, Harper Collins College Publishers, New York.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B4" content-type="article"><label>4</label><element-citation publication-type="journal"><p>Thornburry S, 2000, How to Teach Vocabulary, London Publication, London, 13.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B5" content-type="article"><label>5</label><element-citation publication-type="journal"><p>Wilkins DA, 1972, Linguistic in Language Teaching, Edward Arnold, London, 111.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B6" content-type="article"><label>6</label><element-citation publication-type="journal"><p>Ellis R, 1994, The Study of Second Language Acquisition, Oxford University Press, Oxford.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B7" content-type="article"><label>7</label><element-citation publication-type="journal"><p>Ellis R, 1999, The Role of Modified Input and Modified Output in the Incidental Acquisition of Word Meanings. Studies in Second Language Acquisition, 21(2): 285-301. https://doi.org/10.1017/S0272263199002077</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B8" content-type="article"><label>8</label><element-citation publication-type="journal"><p>Krashen S, 1982, Principles and Practice in Second Language Acquisition, Pergamon, Oxford.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
