本文是一篇英语论文，笔者将狭义阅读策略应用于高中英语词汇学习有助于提高学生的词汇学习效果，实验班的学生比对照班的学生获得了更高的词汇测试分数。首先，在词汇大小测试中，实验班的分数明显高于对照班。其次，对于每个单元的词汇列表测试分数，与对照班相比，实验班的总体得分趋势处于稳定上升的位置。这表明窄阅读对提高高中学生的词汇学习成绩起着积极的作用。
Chapter One Introduction
1.1 Background of the Study
According to the General Senior High School Curriculum Standards:English(2020Revised),language knowledge includes phonetics,vocabulary,grammar,discourse andpragmatics.In the process of English learning,learners usually have to learn these aspects ofEnglish.Among all of the aspects,vocabulary is the basis of learning English.If thefoundation of vocabulary is not solid,then the further study of other aspects will encounterlots of difficulties.A well-known British linguist,Wilkins(1972)put forward that withoutgrammar,people can’t express their ideas.Without vocabulary,people can’t express anything.This shows the significant importance of vocabulary in language learning and teaching,which should be noticed by scholars and language teachers.Meanwhile,Gui(2006)pointedout in her research that for language learning,the general view is that language consists ofthree key elements:pronunciation,vocabulary and grammar.Pronunciation is the externalform of language,while vocabulary and language rules are the internal structure of language.In this structure,vocabulary can be seen as the basic building materials such as brick andstone,while language rule is the adhesive such as cement that binds these building materialstogether.Later,Laufer and Ravenhors-Kalovski(2010)argued that vocabulary is the basicrequirement of language communication.If non-native speakers want to understand thereading content independently,they must master 98%of the vocabulary of the text they read.These all reflect the general function of vocabulary and the fundamental role of vocabulary inEnglish learning process.So researches in this field should be conducted and implemented,and attention must be paid to vocabulary learning in English teaching.
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1.2 Purpose of the Study
英语论文怎么写
The purpose of this study is to apply narrow reading into senior high school Englishvocabulary learning,and explore what is the effect of narrow reading on senior high schoolstudents’vocabulary performance and find out their changes and thoughts after narrowreading.Then,analyze the reasons behind this kind of situation.Finally,in the last part,somepractical suggestions would be given for teachers to use narrow reading in practical teachingas a supplementary method.This study also aims to improve students’vocabularyperformance and help them change their vocabulary learning results toward a positive andactive direction.
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Chapter Two Literature Review
2.1 Related Concepts
2.1.1 Vocabulary
2.1.1.1 Definition of Vocabulary
Stalin(1964)said that“without vocabulary,any language is unimaginable.”As far as thecomposition of language is concerned,phonetics,vocabulary and grammar are indispensable,which is a common sense.And among these three parts,vocabulary is the center or subject oflanguage and the basis of language foundation(Wu,2009).The mastery and application ofvocabulary is an essential way for language learners to promote their English language skills.However,what is vocabulary is a question and project that we are constantly exploringand defining.There are various viewpoints on the definition of vocabulary in the academicworld,and the scholars who study vocabulary also think that it is difficult to give a unifieddefinition on vocabulary.Foreign language scholars,Hartmann and Stoke(1981),believedthat words are the smallest unit that can be used to form sentences or utterances,and wordsmust be composed of at least one free morpheme.Later,Wang and Li(1983)defined wordsas“the smallest and semantic language unit that can be used independently”.MichaelLessaed-Clouston(2013)gave a definition of vocabulary,it can be defined as the words of alanguage,including single items and phrases or chunks of several words which convey aparticular meaning,the way inpidual words do.From his point of view,vocabulary addresssingle lexical items,which is the words with specific meanings.It also includes lexicalphrases or chunks.
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2.2 Theoretical Basis
2.2.1 Input Hypothesis
2.2.1.1 Definition of Input Hypothesis
Input is the premise of language learning,with the input of related information andknowledge,language learners can learn effectively.This kind of input can be from teachers,parents,peers or learners themselves in learning through their own reading or hearing.Krashen has done a lot of research on language acquisition,he put forward the“MonitorTheory”in the late 1970s and early 1980s.Freeman(2000)mentioned that the monitor theorycontains five basic hypotheses:language acquisition and learning hypothesis,monitorhypothesis,natural order hypothesis,language input hypothesis and affective filterhypothesis.
Krashen(1983)pointed out the input must be comprehensible,and it is the key idea ofthe input hypothesis.Krashen believed that learners gradually acquire a second languagethrough the understanding of the input,“comprehensible input”is an essential premise forlanguage acquisition.Furthermore,he specifically explained that“comprehensible languageinput”refers to the comprehensible language materials that learners gained by hearing orreading.It indicates that the language input shouldn’t be too difficult or too simple.It shouldbe set slightly above the learners’current language level or the language knowledge thatlearners have mastered.Only when the language materials that learners come into contactwith are“comprehensible”can they generate a positive impact on the development in thesecond language.Krashen believed that if the language material only consists of the masteredlanguage knowledge of learners,it has no significance for learners’language acquisition.Likewise,if the language material is incomprehensible and difficulty far above the learners’current language knowledge,it can not make any enhancement for language acquisition.
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Chapter Three Research Design.................30
3.1 Research Questions.....................30
3.2 Research Participants.....................................30
3.3 Research Instruments...............................30
Chapter Four Results and Discussion..........................48
4.1 The Current Situation of Students’Vocabulary Learning.......................48
4.1.1 Results and Discussion from the Pre-questionnaire...............................48
4.2 The Effects of Narrow Reading on Students’Vocabulary Scores.........................54
Chapter Five Conclusion......................72
5.1 Major Findings.................................72
5.2 Implications................................73
5.3 Limitations.............................75
Chapter Four Results and Discussion
4.1 The Current Situation of Students’Vocabulary Learning
4.1.1 Results and Discussion from the Pre-questionnaire
4.1.1.1 Reliability and validity of pre-questionnaire
Before the experiment,students were asked to read the questionnaire requirements andquestions carefully and then answer the questions in order to ensure the objectivity andreliability of the experiment.
Besides,50 students were randomly selected after the questionnaire design wascompleted,and the reliability and validity of the questionnaire were analyzed.The results ofthe reliability and validity of questionnaire analysis were as follows.
英语论文参考
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Chapter Five Conclusion
5.1 Major Findings
Based on input hypothesis theory and relevance theory,this study introduces the methodof narrow reading into students’vocabulary learning,obtains and analyzes the experimentalresults through research instruments such as questionnaires,tests and interview for reference.After the actual teaching experiment,aiming at the three research problems of this study,thefollowing conclusions are drawn:
For the first question“What is the current situation of students’vocabulary learning?”
Through the pretest and the previous questionnaire,we can see that first,students’vocabulary scores are not good enough,but there is no significant difference between thestudents in the experimental class and the control class.They are at the normal vocabularylevel of senior one students.Secondly,although students all believed that vocabulary is veryimportant,they have many trouble in learning vocabulary effectively.Thirdly,most studentsare not satisfied with their current vocabulary learning situation and most of them have lowself-confidence in vocabulary learning.
With regard to the second question“What are the effects of narrow reading on students’vocabulary performance?”
Applying narrow reading strategies to senior high school English vocabulary learning isconducive to improving students’vocabulary learning effect.By comparing the test data ofstudents’vocabulary level test scores before and after the experiment,this paper finds thatafter using narrow reading strategies,experimental class students got higher vocabulary testscores than students in the control class.Firstly,in the vocabulary size test,the scores of theexperimental class are obviously higher than those in the control class.Secondly,for thevocabulary list test scores of each unit,the overall score tendency of the experimental class isat a stable increasing position compared to the control class.It shows that narrow readingplays a positive and active role in improving senior high school students’vocabulary learningresults.
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