Effect Of Retrieval Opportunities On Incidental Vocabulary Learning In English Reading At Senior High School

Vocabulary is the basis for English learning activities and obtaining diverse information,especially in this daily updated era.It's believed that vocabulary functions as bones and blood if language is compares as the sketch.Moreover,teachers in senior high schools attach importance to vocabulary teaching in regular instruction.Nevertheless,traditional vocabulary teaching model seems far from stimulating students' enthusiasm and passion to learn and use newly learned words despite endeavors made on vocabulary teaching.And as is emphasized in New English Curriculum Standard,vocabulary learning should be elevated so that students can master meaning as well as collocation and so on.Thus it is urgent to advance efficient vocabulary learning of senior high school students.There are mainly two ways of accessing vocabulary learning.One is intentional vocabulary learning,and the other is incidental vocabulary learning.Intentional vocabulary learning is often seen in daily English language teaching situation,and in recent years,incidental vocabulary learning has also largely aroused authors' attention.Nowadays quantities of scholars state that students more often acquire plenty words through reading and writing in the form of incidental vocabulary learning.In view of reading context,learners can master the meaning and usage of vocabulary,together with enhancing reading abilities.Thus many researchers advocate incidental vocabulary learning during reading and writing;however,few researchers have recognized and raised how to improve the efficiency of incidental vocabulary learning during reading and writing.And the thesis conducts an experiment to examine the result of Barcroft's in 2015,which proposes opportunities for word retrieval can increase incidental vocabulary learning during reading.90 senior high school students of similar English proficiency are invited to participate in the researcher.And the participants are divided into two groups.Control group is given L1 word meaning alongside target words when they read the passage,while retrieval group is only given L1 word meaning alongside target words for the first time when they read the passage.The study intends to examine the effect of retrieval opportunity for word on the incidental vocabulary learning during reading,and testify the effect of retrieval opportunities on L1-to-L2 and L2-to-L1 translation.The thesis is composed of 5 chapters.Chapter One is about introduction.It gives a brief introduction about the background,significance and purpose,the layout of the thesis as well.Chapter Two reviews domestic and overseas studies about retrieval,intentional vocabulary learning,and incidental vocabulary learning during reading,and introduces the development of theoretical foundation.Chapter Three explains the methodology and design of this empirical study including experiment subjects,materials,and procedure.Chapter Four is the presentation and the analysis of author results.Chapter Five states the conclusion and implications for second language vocabulary learning and teaching based on the thesis findings as well as limitations of this thesis.The researcher draws a conclusion that retrieval opportunities can increase incidental vocabulary learning during reading of senior high school students.And retrieval opportunities generate more effect on L2-to-L1 word translation than L2-to-L1.The researcher expands upon the theoretical structure that retrieval increase vocabulary learning such as incidental and intentional vocabulary learning.Besides,it demonstrates the pedagogical implications.Publishers and language instructors are encouraged to provide materials with retrieval opportunities.To conclude,language instructors and learners can obtain the most out of the researcher findings in the researcher and apply them into regular teaching practice to accomplish the wishful effect of vocabulary learning.