An Empirical Study On The Effects Of Reading-writing Integrated Tasks On English Vocabulary Learning In Senior High Schools

Vocabulary is an important component of the second language learning.L2 learners are required to acquire a large number of words to learn second language well,therefore an effective method of vocabulary learning deserves much attention.Based on the existing studies,reading-writing integrated tasks can combine input with output closely,which is conducive to language learning.Continuation writing and summary writing are the two common sorts to display the effects of reading-writing integrated tasks.This study aims to explore the effects of reading-writing integrated tasks in comparison with the reading tasks and the reasons of the different effectiveness of continuation writing and summary writing.On the basis of the Input Hypothesis,the Output Hypothesis and Interactive Alignment Theory,this study probes into the two questions.1)What are the effects of reading-writing integrated tasks on English vocabulary learning for senior high school students?2)What different effects do continuation writing and summary writing have on English vocabulary learning for senior high school students?Taking sixty grade-two students of a senior high school in Huanggang as the research participants,this study employs the experimental method and interview.The sixty students are averagelydivided into three groups.In this experiment,all of the participants complete three different tasks after reading the same passage.The participants of the continuation group are required to use the target words to create an ending.The participants of the summary group use the target words to summarize the whole passage.The participants of the reading group finish four questions.After completing the tasks,all the participants would immediately conduct the vocabulary test.After a week,all of the participants would finish another vocabulary test.After the experiment,the data are analyzed by SPSS.The major findings of this study include:1)In comparison with the reading task,the reading-writing integrated tasks have remarkable effects on English vocabulary learning for senior high school students to some extent.From the results of immediate post-test and delayed post-test,the reading-writing integrated tasks outperform the reading task,especially in lexical meaning and use.The results also show that the reading-writing tasks exert positive influence on receptive and productive vocabulary learning to some extent.2)Continuation writing notably outweighs summary writing in terms of lexical meaning and use.Continuation writing induces the students to use the words creatively,which deepens students' receptive and productive vocabulary knowledge learning to some extent.The results of this study have the instructive significance to thevocabulary teaching.It is helpful to learn vocabulary through combining output and input.Teachers can apply reading-writing integrated task to classroom teaching.The conclusion of this study has some limitations,like confined samples and short experiment period.