A Study On The Incidental Vocabulary Acquisition Of High School Students With Different English Scores Based On Reading

Vocabulary is the necessary foundation and guarantee for language learning,and English is no exception.There are many ways to acquire vocabulary,and the practice of “Incidental Vocabulary Acquisition” through reading is also highly respected in the education sector.Although studies have shown that this method can improve the effect of learners’ vocabulary acquisition,the number of research results for specific application is small and in-depth,and the application effect in teaching practice is not satisfactory.Due to limited vocabulary teaching time in classroom and lack of scientific self-learning methods for students,a considerable number of students have lost interest and confidence in learning English attributed weak vocabulary foundation.Therefore,to effectively improve the English vocabulary of high school students,it is especially necessary for researchers and English teachers to explore the effect of students of different English scores in high school who acquire English vocabulary incidentally through reading.To better implement students’ incidental vocabulary acquisition through reading,the research selects and designs reading materials,target words,post-reading tasks under the guidance of three theories: Input Hypothesis,Noticing Hypothesis and The Theory of Depths of Processing.The research taking three parallel classes(a total of 148 students)in the second year of high school in P City as subjects,probes into two questions: 1)Are there any significant differences in senior high student’s incidental vocabulary acquisition among high-score,middle-score and low-score learners? If so,what are they? If not,why? 2)What are the factors affecting the incidental vocabulary acquisition based on reading in senior high school students with different English scores ? To further explore the reasons,the author randomly selected 15 students,5 students from each score to conduct interviews.The results show that: 1)Both immediate and delayed retention test,the differences between high-score group and middle-score group,high-score group and low-score group,middle-score group and low-score group reach a significant level.2)Learner factors(English level,vocabulary learning concept,attention)and discourse factors(reading materials,word notes,reading tasks)are the two main factors that affect the incidental vocabulary acquisition of reading for students with different scores.Among them,students with high scores are mainly affected by vocabulary learning concepts and reading tasks,students with low scores are mainly affected by their English level and word annotation,and students with three different scores are all affected by their attention to words and reading materials.Based on the results,the author proposes the corresponding suggestions.First,in order to promote students’ incidental vocabulary acquisition in different scores,teachers should pay attention to the selection and presentation of reading materials.Appropriate reading materials and presentation form provide students with a good context for incidental vocabulary acquisition.Second,teachers are expected to design a variety of reading tasks to suit students’ different scores of English.Reading tasks exist to draw students’ attention to target words,so teachers should design reading tasks at different scores to promote students’ attention to target words.Third,teachers should pay attention to hierarchical explanation of vocabulary learning methods and correct different students’ vocabulary learning concepts.The vocabulary learning habits of students in different scores have their own characteristics.Teachers should explain vocabulary learning methods in different levels in a targeted way to help students develop good vocabulary learning habits.