A Study On The Relationship Between Grade One Of Senior High School Students’ Vocabulary Breadth And Depth Knowledge And Their Reading Comprehension Performance

Vocabulary is the basis of reading,which directly affects the speed and quality of understanding the text.Only with rich vocabulary knowledge,can learners accurately obtain information on the basis of understanding and mastering the content of the text.Vocabulary knowledge includes two aspects,vocabulary breadth and depth knowledge,that is,the quality and quantity of vocabulary.Because reading comprehension accounts for a large proportion in the examination,teachers will focus on reading in teaching.But in most cases,the results of students’ reading comprehension are not ideal.The reason is that vocabulary is the primary obstacle that affects students’ reading.Small vocabulary,polysemy and different usages of words in different contexts will affect students’ reading comprehension performance.Therefore,in order to help reconstruct the teaching of vocabulary and reading and improve students’ reading ability,this study attempts to explore the relationship between vocabulary knowledge and reading from the perspective of vocabulary breadth and depth knowledge.In order to explore the relationship between vocabulary knowledge and reading comprehension performance of students in grade one of senior high school,this study focus on solving three questions:(1)What is the level of vocabulary breadth knowledge,depth knowledge and reading comprehension performance of students in grade one of senior high school?(2)What is the impact of vocabulary breadth and depth knowledge on reading comprehension performance of students in grade one of senior high school?(3)Which has a greater impact on grade one of senior high school students’ reading comprehension performance,the breadth or the depth of vocabulary knowledge? To solve the above questions,this study uses test method and interview method to analyze the relationship between the two aspects.The students are tested three times respectively by using the tests of vocabulary breadth knowledge,depth knowledge and reading comprehension.Then this study imports the data into SPSS 25.0 to analyze the test results.Firstly,we can know the current situation of student’ vocabulary knowledge and reading level according to descriptive statistical analysis and interview results.Secondly,this study explores the correlation between the two aspects according to Pearson correlation analysis.Finally,this study compares the two factors to find out which one has a greater impact on reading comprehension performance according to the linear regression analysis.The results can be obtained based on data analysis.First,on the whole,the vocabulary knowledge of students who are in grade one of senior high school has reached the passing level,but the individual diversity is large.And the overall level of students’ reading is not high.Second,there is a significant positive correlation between vocabulary breadth knowledge,vocabulary depth knowledge and reading comprehension performance.There is also a significant correlation between vocabulary breadth knowledge and vocabulary depth knowledge.This shows that the relationship among vocabulary breadth knowledge,depth knowledge and reading comprehension performance of students in grade one of senior high school is interrelated and interactive.Third,compared with vocabulary depth knowledge,vocabulary breadth knowledge has a greater impact on students’ reading comprehension performance.This shows that the larger the students’ vocabulary is,the higher their reading level will be.It finds that teachers pay more attention to increasing students’ vocabulary breadth knowledge in teaching through interviews.Based on the findings,this study proposes teaching suggestions from the aspects of improving vocabulary,strengthening the deep learning of vocabulary and improving the English reading ability.Teachers should guide students to choose appropriate methods to improve vocabulary knowledge and reading ability.Teachers should pay more attention to the breadth of vocabulary knowledge,but they should not neglect to guide students to learn the depth of vocabulary knowledge.They should promote the balanced development of vocabulary knowledge and improve students’ reading level.