| The acquisition of vocabulary plays a crucial part in English language learning.However,sometimes the current traditional vocabulary teaching and learning pattern in senior three can't fully stimulate students' interest in vocabulary learning,or can't help to achieve the ideal learning effect.Therefore,it is necessary to seek an effective vocabulary teaching model to help senior three students improve their English vocabulary level and vocabulary learning confidence.Narrow reading,proposed by Krashen,is a strategy for learners to acquire language by reading articles of the same subject,the same author or the same style.This study is dedicated to exploring the feasibility and effectiveness of the application of narrow reading strategy in senior three vocabulary teaching.Applying narrow reading to the teaching of English vocabulary in senior three,this study allows students to read articles of the same subject and designs feedback exercises of target vocabulary,which aims to study the influence of this teaching mode on students' vocabulary ability and vocabulary learning confidence at different levels.The research questions in this paper include:1.What are the current situation and existing problems of vocabulary teaching in senior three?2.Can narrow reading improve students' vocabulary ability?What are the effects on students of different levels?3.How does narrow reading affect students' interest and confidence in vocabulary learning at different levels?This study uses questionnaire,teaching experiment and student interview as the research tools,and adopts qualitative as well as quantitative statistical and analytical approaches to explore the influence that narrow reading strategies have on senior three students' vocabulary ability and vocabulary learning confidence.A total of 90 students who are from two parallel classes in the third grade participated in the eight-week experiment as subjects.First of all,the author investigated the current situation of senior three students' vocabulary learning and the existing problems through the pre-experimental questionnaire and pre-experimental vocabulary level test.According to the results of the pre-test,the experimental class and the control class students were divided into three levels from high to low,with each group 15 students.After that,narrow reading strategy was applied to the experimental class in students' vocabulary teaching,while the control class followed the conventional vocabulary teaching method as usual.There was a total of 6 different topics of narrow reading in the whole experiment,and corresponding feedback exercises of target vocabulary were designed and conducted when finishing each topic.After the teaching experiment,the test scores of students' vocabulary level in both classes were collected and analyzed to explore the influence of narrow reading strategy on the vocabulary competence of students at different levels.At the same time,questionnaires and student interviews were designed and implemented to further investigate the influence of narrow reading strategy on students' interest and confidence in vocabulary learning.Following conclusions can be drawn through the analysis and discussion of the experimental data:l.The present situation of vocabulary teaching in senior three needs to be improved.Senior three students pay much attention to vocabulary learning,but they think their vocabulary proficiency is not up to the ideal level.Besides,there shows a lack of interest and self-confidence among them.The difficulty of students' vocabulary learning mainly lies in word memorization,polysemy,the unfamiliar meaning of the familiar words and the words that are easy to mix up.2.It is feasible and effective to apply narrow reading to the teaching of vocabulary in senior three.The application of narrow reading strategy in senior three vocabulary teaching is helpful to facilitate the vocabulary learning effect and the degree of influence varies with students' vocabulary level.There is no significant effect on the vocabulary ability of high level students,while as for the middle level and low level students,a remarkable effect on students'vocabulary ability is shown,among which the influence on the improvement of vocabulary ability of low level students is the greatest.3.The application of narrow reading strategy in senior three vocabulary teaching is helpful to improve students'interest and confidence in vocabulary learning at different levels.The comprehensible input materials in narrow reading provide content schema for students,relieving the anxiety and pressure of senior three students on vocabulary learning,and arousing the enthusiasm and confidence of students in vocabulary learning.This study confirms the feasibility and effectiveness of the application of narrow reading strategies to senior three students in vocabulary learning.Teachers can design vocabulary learning activities related to narrow reading according to teaching objects and teaching objectives under the premise of effective selection of narrow reading materials to help senior three students improve their vocabulary learning effectively. |
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