A Study Of Relationship Between High School English Reading Chapter Types And High School Students’ Incidental Vocabulary Acquisition

Vocabulary learning is very crucial for all the language learners. In the research history of language learning, the language learning is divided into two kinds, which are conscious learning and unconscious learning. For vocabulary learning, the unconscious learning is named incidental acquisition. Therefore, vocabulary learning is critical for all language learners. As for the senior high school students, enlarging vocabulary size is an important way to improve their English ability. With the development of new curriculum reform in senior high school teaching, the New English curriculum standard has raised the requirement for vocabulary learning. Traditional vocabulary teaching method takes the teachers and the students too much time and energy, and the result of it is inefficient.Under the traditional teaching way, many of the students can’t meet the requirement for vocabulary set in the new curriculum standards and even lose interest in learning English.However, researches discussed the relationship between high school students with different vocabulary level and discourse types reading are relatively rare. The purpose of present study is to probe the relationship between them.The present experiment has chosen 71 senior high school students as subjects, who are Jinan middle school students in Grade 1 in Jiujiang City. The present thesis endeavors to study the incidental vocabulary acquisition through reading by comparing the type of three articles on students with different vocabulary level, comparing the different results of students who were in different vocabulary levels on incidental vocabulary acquisition after doing the same reading tasks. The aim of this study is to improve the efficiency of English vocabulary learning and teaching.The empirical study partially testifies the relationship between the discourse style and vocabulary level on incidental vocabulary acquisition. The 71 subjects were divided into two groups based on the scores of adapted level test in this experiment. Besides, it is newly found out that both the vocabulary level of participants and the discourse type are influential factors in incidental vocabulary acquisition. By comparing two groups of students with different level, the conclusion can be made. The result of this experiment is that the incidental vocabulary acquisition rate of low level is higher than the high levelgroup. And the social discourse is the most efficient reading material for the subjects in this study. Based on the findings of the research, the author made implications and conclusion. Various texts could be employed in teachers’ daily teaching, e.g. using graded reading materials to match different vocabulary levels of students. The facilitative powers of different discourses with various forms of exercises should be applied to design suitable learning tasks for high school students. Teachers have to make a thorough understanding of their students, and according to each student’s situation make suitable strategy.In brief, the aim of present study is to find an effective way of learning vocabulary,so as to reduce the burden of students learning a foreign language. It is clearly that the reading proficiency and vocabulary acquisition of students both can be developed in different discourses.