Effects Of Integrated Reading-writing Tasks On English Incidental Vocabulary Acquisition Of Senior High School Students ——A Case Study Of No.2 Experimental Middle School Affiliated To Qinghai Normal University

For language learners,vocabulary learning is inevitable.Only by deepening vocabulary learning can language learning be better.If vocabulary learning and accumulation are not in place,it will have a negative impact on language learning,which is not conducive to language expression and understanding.Therefore,the importance of vocabulary teaching in senior high school English teaching should be highlighted and various measures must be taken to improve vocabulary teaching.Meanwhile,compared with the previous high school syllabus,the requirement for the number of vocabulary mastered by students by the new curriculum standard has doubled.Thus,English vocabulary teaching in senior high school is even more demanding.Therefore,exploring an effective vocabulary teaching method has become urgent.This paper conducts a research on two types of integrated reading-writing tasks,namely continuation wring and summary writing,exploring the effects of integrated reading-writing tasks on senior high school students’ incidental acquisition of English vocabulary,telling the similarities and differences between the two integrated reading-writing tasks,finding the differences in the effects of incidental vocabulary acquisition and exploring the change of students’ attitudes towards vocabulary learning in the process of incidental vocabulary acquisition through specific training.Based on the input and output hypothesis,involvement load hypothesis,and interaction orientation theory,this thesis examines the effects of integrated reading and writing tasks on vocabulary acquisition using an experimental design.More specifically,this research is primarily designed to answer the following questions:（1）What are the effects of integrated reading-writing tasks on English incidental vocabulary acquisition for senior high school students?（2）What different effects do continuation and summary writing have on English incidental vocabulary acquisition for senior high school students?（3）What are students’ attitudes towards vocabulary and vocabulary learning through the integrated reading-writing tasks?The study selected 139 students in Grade two of No.2 Experimental Middle School Affiliated to Qinghai Normal University as subjects.Tests,questionnaires,and interviews were used as the experiment instruments.And the software SPSS 26.0 was applied to analyze the data.The author concludes the following after undertaking a multi-angle and multi-directional analysis and discussion of the data acquired via vocabulary tests,questionnaires,and interviews:When compared to a single multiple-choice reading test,the integrated reading-writing tasks showed a considerable increase in the incidental acquisition of English vocabulary by high school students compared to that task.According to the results of both the immediate and delayed post-tests,the integrated reading-writing task（continuation writing and summary writing）outperformed the multiple-choice reading task in terms of word meaning and used in both the immediate and delayed post-tests.As a consequence of these findings,it was concluded that the integrated reading-writing tasks improved vocabulary comprehension and output.Continuation writing is substantially more effective than summary writing in terms of learning the meaning and use of new vocabulary.A certain amount of continuation writing allows students to develop their expressions via reading materials while also deepening their incidental vocabulary acquisition to some level.The integrated reading-writing tasks can help change students’ understanding of incidental vocabulary acquisition and thus improve students’ interest in the incidental acquisition of English vocabulary.After the experiment,the students in the two experimental classes showed significant improvement in the aspects of vocabulary learning attitude,vocabulary learning strategy,and ability.As a result,The results of this study extend the ideas of English vocabulary teaching in senior high schools,guide teachers to consider both input and output in the teaching process,and improve the effect of English vocabulary teaching in senior high schools through the rational application of integrated reading-writing tasks.However,there are still many problems in this study.For example,the sample size is relatively small,the trial period is relatively short,and the credibility of the research conclusion still needs to be further improved.