A Study On The Influence Of Senior High School Students' Vocabulary Knowledge On Reading Comprehension

The English curriculum reform has taken the comprehensive language proficiency as the core of English curriculum objectives since 2000.Hence,the influence factors and the improvement strategies of the competence have become the focus of current research.The vocabulary knowledge is the basis of the proficiency,and reading comprehension is one of the manifestations of the proficiency.140 senior high school students in No.1 school in Shawan,Tacheng,were selected as the study subjects?subjects?.Based on test,quantitative and qualitative research was used to explore the vocabulary knowledge and reading comprehension of the subjects,aiming to answer the following three questions:1)what are the subjects'vocabulary breadth,depth,and reading comprehension test scores?2)How does the subjects'breadth of vocabulary knowledge affect reading comprehension?3)How does the subjects'depth of vocabulary knowledge affect reading comprehension?Through data processing,the findings are exposed as follow:1)The subjects'breadth of vocabulary is at a high level,but the individual difference relatively large.The subjects'level of the breadth of productive vocabulary is higher than that of the breadth of acceptive vocabulary.The subjects'level of the depth of vocabulary?meaning?is higher than that of the depth of vocabulary?collocation?.in reading test,the subjects'reading comprehension is at a high level,but the individual difference relatively large.Compared the mean,standard deviation mean and median of the four types of reading questions,the four types of reading comprehension competence from high to low are ranked as follow:extracting facts,reasoning,guessing words and generalizing ideas;2)Pearson correlation analysis results show that,the breadth of vocabulary knowledge is correlated with reading comprehension(0.568^**),and the breadth of acceptive vocabulary knowledge possessed a higher correlation with guessing words(0.512^**),generalizing ideas(0.379^**),reasoning(0.521^**),and extracting facts(0.432^**).The regression analysis results show that,the breadth of acceptive vocabulary knowledge possessed more predictive power on guessing words?29.7%?,generalizing ideas?29.8%?,and reasoning?30.3%?.While the breadth of productive vocabulary knowledge possessed more predictive power on extracting facts?21.2%?;3)Pearson correlation analysis results show that the depth of vocabulary knowledge is correlated with reading comprehension(0.498^**),and the depth of vocabulary?collocation?possessed a higher correlation with guessing words(0.499^**),generalizing ideas(0.421^**)and extracting facts(0.451^**),while the depth of vocabulary?meaning?possessed a higher correlation with reasoning(0.458^**).The regression analysis results show that,the depth of vocabulary knowledge?collocation?possessed more predictive power on guessing words?30.4%?,generalizing ideas?25.4%?,reasoning?27.3%?,and extracting facts?28.4%?.According to the research conclusions,the researcher three teaching suggestions:1)Investigate students'vocabulary knowledge and reading comprehension;2)Pay attention to the influence of the breadth of vocabulary knowledge on reading comprehension;3)Pay attention to the influence of the depth of vocabulary knowledge on reading comprehension.