| Reading and writing,as the embodiment of English subject core competence,occupy an important position in English teaching and a large proportion in college entrance examination.As the old saying goes,“Read widely,and you will wisely write.” The combination of reading and writing is a very important method in the teaching of English writing,which has been generally accepted by teachers.The basic unit of writing is vocabulary,but the use of vocabulary of high school students is very worrying.Monotonous use of vocabulary and frequent use of high-frequency words,writing level can not be improved.More and more scholars at home and abroad begin to pay attention to the degree of vocabulary richness.Based on the research at home and abroad,most of them are high-level scholars,and the research of high school students is less.I teach Senior 2,so the focus of the study is on the richness of vocabulary in Senior 2 students’ writing.From the perspective of the combination of reading and writing,this study explores the relationship between English masterpiece reading and vocabulary richness in writing.The study conducts a four-month experiment on the students’ English masterpiece reading and English writing.A total of 80 compositions from two experimental classes and two control classes are collected and analyzed by Range 32,which is used to analyze the lexical richness in terms of lexical density,lexical complexity and lexical variety.Finally,the data about vocabulary richness was analyzed by means of T-test with the help of SPSS in order to check the correlation between vocabulary richness in English writing and students’ masterpiece reading.The results show that Grade 2 students in senior high school still mainly use high-frequency words,and the proportion of notional words is very large.However,after the materpiece reading experiment,the students’ probability of using low frequency words increases.The small increase in the complexity of students’ vocabulary proves that the students have accumulated the relevant vocabulary while reading the famous works.After the experiment,the increased number of low-frequency words and the richness of words confirm that students has accumulate the related words while reading.The increased word types after the experiment indicates that it is more possible for students to use words flexibly.The result also shows that the lexical density was higher than before and after the experiment,with 60.71% after the experiment and 57.84% before the experiment.This study may provide pedagogical guidance for English composition teaching in senior high school even though there are some limitations in the study. |
