Building Vocabulary forin Extensive Reading文献综述

 2022-08-29 11:04:51

Building Vocabulary in/for Reading

The study conducted in the last 20 years has made reading comprehension drawn more attention. How to building vocabulary in reading classes is still in debate. Vocabulary plays an important role in reading, and meanwhile reading keeps the words active enough to memorize and guides people the correct way to use. The thesis is to talk about the current situation and find out a way to better it. (Jiang Xue)

By saying improving reading comprehension, the thesis doesnrsquo;t mean the result of reading one passage, but a readerrsquo;s average ability of reading kinds of passages in a stable period. As English is a foreign language, no matter in the end or middle of learning, reading is by any means as important. The study on it overseas has been for over 100 years which involves the patterns of reading, reading teaching, understanding process, and reading perception. Since almost 10 years ago, domestic related study has developed fast. As the factors that influence reading comprehension, they can be roughly divided as linguistic factors and non-linguistic factors. The former includes vocabulary, sentence structure, and literary piece. The relationship between vocabulary and reading has been widely studied, which mainly focuses on the width, depth of vocabulary and reading, and this was mostly conducted among Chinese students. The width of vocabulary is defined by Li Jun and Zhang Xuebing as the amount of the vocabulary that the learner has got. But the definition of depth of vocabulary is controversial. It was defined as the accuracy, the ability of choosing the best word for the situation and so on (Li Jun). And it was also defined according to the meaning, the collocation of adjectives and nouns, or of verbs and nouns. (Fang Ying, KhairiI_Abdullah, Soodeh Hamzehlou Moghadama*, Zaidah Zainalb, Mahsa Ghaderpourc, Maryam Ghanbari, Amir Marzban)

The thesis tries to find a possible way to better vocabulary building in reading classes based on the literature from home and aboard which was mainly written in the last 15 years.

The important role that vocabulary plays in reading has been highlighted. Daneman (1988) advised that vocabulary be the footstone of passages, and reading comprehension depend on, in some way, the understanding of some words, which were also proved by Beck et al (1982), Anderson and Freebody (1981). (Chen Shifa, Zhang Peng)

Vocabulary as notion in the semantic web; every word can influence each other. Teachers should not just explain the meaning of the words or just let the students read the Chinese explanation too enrich their vocabulary. Keashen came up the method of reading of narrow sense. For example, when students read a passage aloud, the relevant notion has been formed in their brain which also helps build vocabulary. As it has been proved in one experiment, in the development of building vocabulary when reading, vocabulary will only stay on the stage of recognization if it has not been disposed afterwards.( Gong Bin, Dong Yuezhu, Zhang Xiaohua, Yao Guigui)

So how do we dispose vocabulary? It may depends on a lot of factors. If students are reading professional English books of original version, as there are many words need further study, teachers can throw away them when teaching. Sometimes, students donrsquo;t need to know the meaning of every word, because itrsquo;s enough for students to understand the whole passage even they just ignore some words. But this is especially when students are confronting with professional but unnecessary-to-earn words, because it can make a difference sometimes if one word is ignored. So one of teachersrsquo; tasks is to teach students to use different strategies according to the purpose and specific factors. (Zhang Peng, Peng Chong)

In reading classes, vocabulary teaching can be divided into direct one and indirect one. The former means teaching the pronunciation, the structure of words, the meaning and usage, etc. The latter means teaching by other forms of activities, such as reading, speaking, listening to enrich vocabulary. In the primary stage, studentsrsquo; vocabulary is mainly gotten by teachersrsquo; explanation and their recitation, which is appropriate for them. But as the development of their English learning, teaching them how to learn vocabulary indirectly becomes much more important. (Jiang Hongqin, Dong Yuezhu)

There are some problems in current English reading courses especially in middle schools. Most teachers admit that it is very hard to distribute the time of teaching, which mainly involves background knowledge, difficulties analysis, and time of studentsrsquo; reading. But many of them spend too much time on analyzing passages instead of building studentsrsquo; vocabulary and guide them to read. Another main problem is ignoring studentsrsquo; ability of inferring and analyzing. Teachers are doing so much in a class that students are losing their ability of doing on their own. Many teachers teach vocabulary before studentsrsquo; reading, however, many experts believe it not effective not only for students to grasp words but also to understand the context. So presenting vocabulary in different stages of teaching is also important. In the stage of pre-reading, teachers can play videos or songs, asking questions to create situations for students and help students understand and use vocabulary. While reading, teachers can guide the students to pay attention to the structures of words, to the linking words and help them infer the meaning. After reading, students can consolidate what they have learned by reading another similar passage or rewriting it. These can help building vocabulary and make students understand passages better.（Zhang Guiping, Ding Xizhen）

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