英语论文网

In this chapter, the author would make a literature review on the related researches, includingreading plus enhancement activities, narrow reading, and vocabulary acquisition. The fist part is aboutreading plus, including the necessary definition, related studies abroad and at home. The second part isabout narrow reading, which includes the definition and some principles of it, and some representativeempirical studies abroad and at home. The third part is about vocabulary acquisition, the author developsthis part from the theory to the relationship between vocabulary acquisition and reading.

2.1 Studies on Reading Plus Abroad and at Home
Reading Plus or Reading Enhancement was first put forward by Paribakht and Wesche in 1993.They give the definition briefly: to reinforce vocabulary acquisition through the relevant vocabularyexercises after reading. This method was advocated to solve the problem that the low efficiency ofvocabulary acquisition by reading only and the difficulties of vocabulary acquisition only by therecurrence of target words. By this approach, in order to finish the various of exercise learners mustacquire the functions and usage of the target words, and furthermore some advanced learners even learn tostudy the detail items of the vocabulary, which ensures the success of the application of this method (Gass,1988; Hulstijin, 1992).Studies in this field began later, however the development of it was not slowly. Earlier studies madeby Luppescu & Day, in 1993 and Knight, in 1994 put forward the related studies. Some empirical studieswere also followed up. Compared to reading only, the method of reading plus some other enhancementactivities has shown the superior effectiveness (Laufer, 2003; Schmitt, 2009; Amiryousefi, 2010).
....

2.2 Studies on Narrow Reading Abroad and at Home
In the early 1980s, Krashen and other linguists have proposed the concept of narrow reading.Different from the traditional reading methods, such as intensive reading or extensive reading, whichadvocates learners should read articles on the same theme, topic, or books by the same author, or in thesame genre. Krashen (1981) believes that narrow reading is an effective learning strategy in secondlanguage acquisition. Reading a series of similarity works will give the reader more chance to expose tothe same vocabulary, grammatical structures, discourses and background knowledge. In some degree, itwould reduce the difficulty of reading materials. Meanwhile, through narrow reading, the reading processwould be coordinated to be consistent with the readers’ cognitive system. That is mainly manifested in: 1)Each writer has their own favorite way of expression and unique writing style, each topic has a relatedvocabulary and discourse structure, and narrow reading would provide readers with such internalperspective; 2) narrow reading would provide readers with more background information on the subjectmatter, helping learners use the existed background knowledge to read related topics what they areinterested in.
..........

Chapter 3 Theoretical Framework..... 18
3.1 Monitor Theory.........18
3.1.1 Acquisition-learning Hypothesis...........18
3.1.2 Input Hypothesis....19
3.2 Depth of Processing..........20
3.3 Schema Theory.........22
Chapter 4 Methodology........24
4.1 Research Questions...........24
4.2 Subjects...