An Experimental Study On The Effects Of Applying Lexical Approach To Improve Students' English Reading Performance In Senior High Schools

As English Curriculum Standard for Senior High Schools(2017)points out that language skills include listening,speaking,reading,viewing and writing,which are playing important roles in language proficiency.The development of students' English language skills is to enable students to understand the information,opinions,emotions and attitudes conveyed by verbal and written discourses through listening,speaking,reading,writing and viewing activities.Reading is an important language input skill in language teaching and one of the important ways of language acquisition.There is still a gap between the senior high school students' present reading level and the requirements of the Curriculum Standards for students' English reading ability.Based on the previous researches on the Lexical Approach,the author applies the Lexical Approach to the high school English reading teaching,and discusses whether it is helpful to improve the students' reading ability if the teacher adopts the Lexical Approach in the high school English reading teaching,thus proposing the following two research questions.First,does applying the Lexical Approach have any positive impacts on English reading habits of senior high school students' ? Second,does the applying Lexical Approach be helpful to improve senior high school students' reading performance?In this study,102 students were selected from two parallel classes in senior one in a senior high school in Huaiji for a 16-week teaching experiment.When entering high school,all the students in the two classes were randomly designated by computers.They have the same English text books,reference books,learning time and the same English teacher.The only difference is the reading teaching method the English teacher adopted.There was no obvious significant difference in reading ability in the pre-test between the two classes.In the EC,the Lexical Approach is adopted,and the traditional teaching method is implemented in CC.All the students in the two classes participated in the pre-test,post-test and the first survey.After the experiment,the students in EC participated in the second questionnaire survey and 6students were randomly selected for an interview.The research results show that theEnglish reading ability of the EC students is significantly higher than that of the students in CC.