如何扩大高中生英语词汇

甘肃政法学院本科毕业论文（设计）题 目 How to Enlarge Senior StudentsVocabulary by Reading 人文 学院(系) 英语 专业 2006 级 英语本科三 班学 号 200651030330 姓 名 张 斌 指导教师 唐 丽 玲 成 绩 完成时间 2010 年 5 月CONTENTSAbstract.i摘要. ii1 Introduction.12 Some theories on English reading.1 2.1 Constructivism theory.1 2.1.1 The main point of constructivism.2 2.1.2 The guidance of constructivism in reading22.2 Input and output theory.2 2.2.1 The relationship between input and output.3 2.2.2 The enlightenment of input theory in reading3 2.2.3 The enlightenment of output theory in reading.4 2.3 Schema theory.5 2.3.1 The types of schema.5 Linguistic schema.5 Formal schema.5 Content schema.6 2.3.2 The enlightenment of schema theory in reading.6 Pre-reading stage.7 While-reading stage.7 Post-reading stage.73 The problems and obstacles in English reading.8 3.1 The function of vocabulary in English learning.8 3.2 The problems in remembering words.8 3.3 The obstacles and bad habits in English reading.9 3.3.1 Bad habit of reading word by word9 3.3.2 Bad habit of “vocalization”.9 3.3.3 Bad habit of “sub vocalization”.9 3.3.4 Less practice in fast reading.10 3.3.5 The meaning of some idioms and literary quotations.10 3.3.6 The new words in reading.104 How to enlarge vocabulary by reading.104.1 Learning vocabulary and memorizing vocabulary by reading is an effective method of learning English .11 4.2 Two-step reading method.114.3 Learning and memorizing words by word building knowledge.12 4.4 Speculating the meaning through the context.13 4.4.1 Using your own knowledge.13 4.4.2 Using authors definition and example.13 4.4.3 Using the relation of comparison and synonym.13 4.4.4 Using the relation of comparison and antonym14 4.5 The choice of reading material.145 Conclusion.14 Bibliography.15Acknowledgements16 ABSTRACTVocabulary is the cornerstone of language, reading is an important language skill, both at home and abroad simply on the vocabulary or reading of the research than more, but the correlation between two of the study is less, and this paper aims at introducing relevant theory of English reading and guiding significance, and how to expand vocabulary in reading. Firstly, this paper elaborates the relevant theory of English reading and enlightening meaning, secondly, focuses on analyzing the problems and obstacles in reading, finally, the core of this article, focuses on how to expand the senior students English vocabulary by reading, proposes learning and memorizing vocabulary in English reading, two step reading method, learning and memorizing English vocabulary by word building knowledge, speculating the meaning through the context, the choice of reading material and other related theories and methods.Key words: Vocabulary; reading; problem; senior student; method摘要词汇是语言的基石，阅读又是一项重要的语言技能。无论在国内国外，单纯对词汇量或阅读的研究都比较多，但对于二者之间的相关关系的研究却比较少。本文通过回顾分析英语阅读的相关理论及其启发意义，旨在探讨如何通过阅读来扩大高中生英语词汇量。本文首先阐述了英语阅读的相关理论及其启发意义，其次重点分析了英语阅读中所存在的问题与障碍，最后是本文的核心，重点探讨了如何通过阅读来扩大高中生英语词汇量，提出了在阅读中学习和记忆词汇，两遍阅读法，利用词构法学习和记忆词汇，利用上下文推测词汇和阅读材料的选择等相关理论和方法。关键字: 词汇量; 阅读；问题；高中生；方法171. IntroductionThe need to raise the standard of English is based on certain vocabulary; Learning English is based on the master of vocabulary. Words are like building construction materials, if we do not have enough vocabulary, we can not construct the “building” of language. The number of words has a direct impact on English listening, speaking, reading, writing and translation. The standard of English reading ability mainly reflects in reading speed and accuracy of understanding，depending largely on the number of students words and the master of vocabulary. Reading often contains a lot of words and phrases, and how to enlarge vocabulary is a major topic in this article. We are also trying to explore the relationship between reading and vocabulary to help students enlarge vocabulary to overcome barriers and difficulties in learning English.2. Some theories on English readingReading involves three main theories, namely the constructivist theory, input-output theory and schema theory, they have efficient and instructive function on junior students English mastering of reading, how to learn the three biggest English reading theories and how to use the three theories will have impact on junior students raising of English reading ability and the volume of English vocabulary.2.1 Constructivism theoryConstructivism is a learning theory found in psychology which explains how people might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that humans construct knowledge and meaning from their experiences. Constructivism is not a specific pedagogy. Piagets theory of Constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.2.1.1 The main point of constructivismConstructivism emphasizes: (1) student-centered. (2) stressed that “scenario” the important role of the construction of meaning. (3) Stressed the significance of collaborative learning on the construction of the key role. (4) Emphasis on learning environment (rather than teaching environment) design. (5) Emphasized the design of all learning resources. (6) Stressed that construction of meaning is the ultimate goal of the learning process.Currently, under the influence of constructivist learning theory more mature form of teaching are: scaffolding instruction (Scaffolding Instruction), anchored instruction (Anchored Instruction), random access instruction (Random Access Instruction), etc.2.1.2 The guidance of constructivism in readingConstructivist theory holds that: people develop meaning construction during reading text. Readers on the basis of the knowledge construct their own meaning; such knowledge is in their task and completes the task to introduce the process of formation. Using constructivist theory to guide the teaching of reading, first among students, to train their active participation in looking for clues in the information, and to train their interest in learning. Then through the guidance of teachers, collaborative learning, discussion of students, Enable students to actively exchange ideas with authors and with teachers and classmates thought the spark collision. Contrast with the traditional reading course, constructivist classroom is not just the students reading free reading, Teachers check any answer, then the teacher to explain for the answer, In the reading process, teachers need to consciously highlight and emphasize the article in order to live the experience with students information about the clues, Stimulate students to think, prediction, reasoning and judging. In the reading later, teachers also ask students to read materials related knowledge, to achieve the final effective realization of the significance of the current construction of the knowledge. The whole process of reading is the ideal constructivist teaching model application.2.2 Input and output theoryKristen (1985) pointed out in the Input Hypothesis: In the second language or foreign language learning, to make language acquisition to occur, it is necessary for learners to understand the input language that contains slightly higher than their existing language skills of language, namely “i+1” theory. The assumption that “comprehensible input” is the only way foreign language acquisition, the output is only one possible input from learners in the acquisition does not have any effect. In fact a number of studies have shown that only by “comprehensible input” is not enough to achieve a high level of second language learners (Swain & Lapin, 1995). On the basis of Zap Kristen language input , Swain (1985) proposed a “comprehensible output hypothesis” that is “comprehensible input” in the acquisition process of course is very effective ,but it is insufficient to learners to increase their proficiency level, if the learners make their second language not only fluent and accurate, but also need to “comprehensible input” and “comprehensible output.”2.2.1 The relationship between input and outputInput is a means of language learning ，a prerequisite for acquisition, and it is the foundation. Output is the goal, which is a necessary means of acquisition and the ultimate purpose of language learning. In our country this is not the case of the second language environment, Language input is necessary, there can be no output without input. But there is no output, learners will not notice some form of language, not to enter the internalization and absorption, so the two complement each other which are indispensable Input and output can be transformed into each other, Input and output can be transformed into each other; more output will get the more comprehensible input. So in the process of learning a second language, Input and output are equally important and indispensable, and in learning as much as possible to shorten the time from input to output. Only a combination of both can promote the process of second language acquisition, improve school efficiency. Language reading and writing are an important part of the input and output, as reading of input must promote the role of English writing on the “output”.2.2.2 The enlightenment of input theory in readingReading should use a wide range of reading materials subject; but the degree of difficulty should be appropriate, in the reading we should more focus on the text, language sense, and watching his outline, and understanding the thrust of the knowledge gained from the Expo. Effective reading is a very positive thought process of interaction, it requires the full participation of students, but also to use our existing range of knowledge involved in reading comprehension. The English practice demands extensive and in-depth exposure to rich language materials absorbs a large number of true target language, understands and accepts information storage imperceptibly into a language, makes the brain with sufficient language input, promotes the occurrence and completion of language acquisition, therefore prepare for the language output, the reading was just a lot of information available for the writing practice. In English class, strongly enhance the angle from the input to strengthen writing. In reading, we actually use all the knowledge we have to get the right information, in teaching methods, and discussion should be attached to more heuristic type. Encourage students to think boldly put forward their views and opinions, It can not solve the problem, only the teacher to explain, this will help students think, learn to play the initiative and enthusiasm to consciously use their brains to think. In this activity, students are the key players; the teacher mainly give guidance on the reading technique and method to students, and evaluate students mastering information, guides and encourages them to inject their own ideas in articles, actively communicate with the author which will enable them to appreciate the joy of reading.2.2.3 The enlightenment of output theory in readingIn reading, we should pay attention to input and output, not previously the more input and light output; this can encourage learners to transform their knowledge into skills, and enhance their communication skills. Writing is a skill as output, writing instruction is to have the purpose of training of these skills. Teachers can recommend students use the Internet to some of the favorable conditions to improve their English writing skills. They can use message boards to express their views in English message can also create their own English language blog, they can also use e-mail and other methods used to exchange with their teachers. We can see that “Input Hypothesis” and the “output hypothesis”, for teachers provides information about the learners theoretical framework, English teaching in China will have some guidance and inspiration. It should be noted ,however, language learning is an interactive process, Input and output close contact with each other and promote each other, together constitute a complete learning process. Only the input and output balance then we can achieve good reading teaching.2.3 Schema theorySchema is a psychological definition, which was first put out by Bartlett, who was a British psychologist? In the 1970s, an artificial intelligence expert named Rinehart did a lot of research, established and developed the theory. Schema theory is based on the belief that “every act of comprehension involves ones knowledge of the world as well”(Anderson et all-in Carrel and Sisterhood 1983:73).Thus, readers develop a coherent interpretation of text through the interactive process of “combining textual information with the information a reader brings to a text”(widows in Grebe1988:56).Stored knowledge and its structure play a key role in peoples cognitive activities. According to the theory, the knowledge is stored in human brain by these units, such units are the Schema. All readers carry different schema(background information)and these are also often culture-specific. This is an important concept in the teaching of reading.2.3.1 The types of schemaGenerally, there are three major types of schema，namely, linguistic schema formal schema and content schema, which are closely related to reading comprehension Linguistic schemaLinguistic schema refers to readers existing language proficiency in vocabulary, grammar and idiomsThey are the foundation of other schemaAs is known, linguistic knowledge plays an essential part in text comprehensionWithout linguisticschema，it is impossible for the reader to decode and comprehend a textTherefore，the more linguistic schema a reader has in his mind，the faster the reader acquires information and the better understanding the reader may get Formal schemaFormal schema are the organizational forms and rhetorical structures of written textsThey include knowledge of different text types and genres，and also include the knowledge that different types of texts use text organizations，language structures, vocabulary, grammar and level of formality differentlyFormal schema redscribed as abstract，encoded，internalized，coherent patterns of metalinguistic，discourse and textual organization that guide expectation in our attempts to understand a meaning piece of languageReaders use their schematic representations of the text such as fictions，poems，essays，newspaper articles，academic articles in magazines and journals to help comprehend the information in the textStudies show that the knowledge of what type and genre the text is can facilitate reading comprehension for readers because the type of the text will offer detailed evidence of the content of the textNonetheless，compared with the linguistic and content schema，the formal schema offer less power in the reading process(Carrel，1984) Content schemaContent schema refer to the background knowledge of the content area of a text，or the topic a text talks aboutThey include topic familiarity, cultural knowledge and previous experience with a fieldContent schema deal with the knowledge relative to the content domain of the text，which is the key to the understanding of textsSince one language is not only the simple combination of vocabulary, sentence structure and grammar but also the bearer of different levels of the languages cultureTo some extent，content schema can make up for the lack of language schema，and thus help learners understand texts by predicting，choosing information and removing ambiguitiesMany studies show that readers content schema influence their reading comprehension more greatly than forma1 schemaOn the whole, the familiarity of the topic has direct influence on readers comprehensionThe more the reader knows about the topic，the more easily and quickly he gets the information of the textTherefore，if one wants to be an efficient reader he needs to try to know the knowledge about more fields and topicsLearners with more prior knowledge can better comprehend and remember more the text2.3.2 The enlightenment of schema theory in readingIn teaching English reading, teachers should develop the students knowledge structure and use schema theory to learn students reading psychology and information background; so that they can help students improve their analyzing ability and their reading comprehension. Pre-reading stageAt the pre-reading stage, the teacher has two things to do at the pre-reading stage. On