英语论文网

本文是一篇英语词汇学论文，笔者认为词汇是英语教学的难点和重点之一，也是大多数中国学生英语学习道路上的绊脚石。鉴于意向性词汇教学不能进一步满足高中生的需要，许多学者发现，IVA是解决这一问题的可行而有效的方法。

Chapter 1 Introduction

1.1 Research background

Vocabulary,like bricks and tiles,is the foundation of English learning.As a renownedEnglish linguist,Wilkins(1972:111)argued:“Without grammar,little can be conveyed;without vocabulary,nothing can be conveyed.”Wang Yanling(2015)also pointed out thatvocabulary was the basic element of language,the direct embodiment of phonetics,grammar and semantics,and one of the tools for thinking and communication.The scale ofvocabulary restricts the development of learners’listening,speaking,reading and writingabilities.Therefore,it can be said with certainty that vocabulary plays a decisive role inEnglish language learning.

According to the requirements of New English Curriculum Standards for Senior HighSchool(2017 edition),high school students need to accumulate 3000-3200 words and acertain number of phrases after graduation.Besides,they are supposed to name things withproper vocabulary,describe the setting and development of events as well as characteristicsand concepts.Moreover,under the great pressure of National College EntranceExamination,there is an urgent drive for high school students to master more vocabularythrough extensive reading constantly.

1.2 Purposes and significance of the research

The research is concerned with the effects of different post-reading activities on highschool students’incidental English vocabulary acquisition,especially which kind ofpost-reading activities can make students acquire more vocabulary knowledge.

Based on the above research purpose and research questions,the values orsignificance of this thesis will be illustrated from both theoretical and practicalperspectives.

For theoretical values,this research attempts to regard post-reading activities as abreakthrough to enlarge students’vocabulary knowledge in an incidental way comparedwith the traditional approach--intentional vocabulary teaching,enrich related studies,update English teachers’teaching concepts towards vocabulary acquisition,and attractmore attention to the effects of different post-reading activities on learners’incidentalvocabulary acquisition.

For practical significance,this study sheds light on a new way to vocabularyacquisition by implementing various post-reading activities both for teachers and students.Due to the fact that high school students have a higher level of English proficiency and they are required to read a lot as much as possible in English reading class,post-readingactivities can better stimulate students’reading interest and learners can acquire morevocabulary through interactions with peers or teachers if the activities are designedappropriately and wisely by English teachers.Thus,it is of vital importance to carry outvarious post-reading activities in actual English reading classroom and this combinationprovides a feasible way for teachers to gain some inspirations in the authentic teachingcontext.On the one hand,students are able to achieve a growth in vocabulary knowledgeand regain the confidence in language learning;on the other hand,English teachers canmake a reflection on teaching modes and improve their professional development.Therefore,a virtuous cycle of learning and teaching 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。