A Study Of Senior High School Learners' Incidental Vocabulary Acquisition Based On Combined Reading-Writing Approach

Language consists of large numbers of words,and not only is vocabulary essential for students to learn and accumulate a large number of words in the process of language learning,but also it is regarded as an indispensable component in facilitating the comprehension and expression of language.At present,English vocabulary teaching in Senior High School,by and large,still adopts the traditional teaching approach,of which the process is dull so that the learning result is far from satisfactory.Most of the students have a tendency to acquire vocabulary through input tasks in the process of studying,thus unable to use it freely and appropriately.To improve students' vocabulary through combined reading-writing teaching approach,we are urged to work out a practical and effective approach to teaching vocabulary in high school.This has aroused wide concern among high school teachers.In order to deal with the problem,combined reading-writing teaching approach is advocated.On the basis of the theories of Krashen's Comprehensible Input Hypothesis and of Swain's Comprehensible Output Hypothesis,the thesis is targeted at demonstrating that English teaching can be better facilitated when input reading goes with output writing.This thesis concentrates on the following research questions:1.Will this combined reading-writing teaching approach be effective in improving students' vocabulary performance?2.Will this combined reading-writing teaching approach be effective in changing students' understanding of English vocabulary and enhancing their interest in vocabulary?Experiments together with questionnaires are used as research instruments to gather relevant data.Based on both quantitative analysis and qualitative analysis,the following findings are obtained:1.This combined reading-writing teaching approach is effective.On account of the application of the combined reading-writing teaching approach,students of experimental class outperformed those from the control class in the VKS performance test.2.It is feasible to improve students' vocabulary performance and enhance their interest in vocabulary through the combined reading-writing teaching approach.After the experiment,students in experimental class have significant improvement in the interest,strategy and ability towards vocabulary learning.However,the advances in these aspects are not evident in the control class.In light of the research findings,the author suggests that the combined reading-writing teaching approach is effective in improving students' vocabulary learning.At the same time,the findings tell us that it is workable to bring the combined approach into the teaching of vocabulary.