A Lesson Study On The Application Of Narrow Reading In Junior English Vocabulary Teaching

Vocabulary learning is necessary in language learning and is an important part of English teaching.The researchers found that vocabulary can be acquired through other cognitive activities,such as reading.While acknowledging the benefits of reading for second language vocabulary development,it remains a question for researchers to address: how can we make reading more effective in promoting vocabulary learning?Krashen introduced the concept of “narrow reading”(books of the same topic,author,or genre).In narrow reading,the core words connected with the topic will appear many times.By reading articles on the same topic,learners can repeatedly contact the core words,which will strengthen the language input.In order to explore the methods to improve the effectiveness of vocabulary teaching,and further verify the impact of narrow reading training on students' receptive vocabulary knowledge and productive vocabulary knowledge,and enrich empirical research,the author conducted a lesson study based on the input hypothesis,affective filter hypothesis and schema theory.The research questions are as follows:(1)Does narrow reading training help students in their receptive and productive vocabulary ?(2)Can narrow reading training improve students' interest in vocabulary learning?In this study,25 students in Grade Eight in junior high school from Tianjin city were trained in narrow reading.Together with the study group,the author conducted a lesson study on how to help students acquire vocabulary through narrow reading training,aiming at making up for students' lack of effective acquisition methods and low interest.After teaching plan design,classroom observation,discussion and revision,and then teaching again,we try to improve students' receptive and productive vocabulary acquisition and interest in vocabulary learning.The author recorded the process of the lesson study of narrow reading in detail,and collected data with the help of vocabulary tests,questionnaires and diary.Through the data analysis,the author drew the following conclusions:(1)Narrow reading can promote the receptive and productive knowledge of English vocabulary of junior high school students.(2)Narrow reading can improve junior high school students' interest in learning vocabulary.In addition,for teachers,it has greatly improved their reflection ability and the cooperative consciousness.This study hopes to have some implications for English learners and teachers,so that English learners can realize that they can acquire vocabulary through narrow reading;for English teachers,narrow reading can be used as a supplementary method for vocabulary teaching.