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olating from appropriate contexts. Current Situation for Reading Learning and Teaching in Senior HighSchoolsReading, no matter in the textbooks or in the extracurricular reading books, is alsoone focal part of English learning. Both teachers and students have the awareness of theimportance of reading. However, the teaching results are far from satisfaction. Due togreat pressure from various subjects, it is difficult for senior high school students to readas much as they can after school. Even if a few students can stick to their reading afterschool, they can hardly acquire what they should get because of the lack of scientificevaluation and instruction in the reading processes.At the same time, reading in the text book accounts a large proportion of the textbookfor senior high school students. In the formal class teaching setting, due to themisunderstanding of the reading exam as well as the stereotypic reading modes, teachersspend most class time on the explanation of language points in the reading text. Therefore,means the quality namely they should use those words and expressions flexibly accordingto different situations, which turns out to be the most difficult part of English learning formost senior high school students. To put it in another way, in the NECS, students areexpected to master more vocabularies than before, and they should try to use those wordsappropriately, which requires students to learn and master more knowledge aboutvocabularies.According to the analysis of the NECS, it is not difficult to get the conclusion thatboth the reading and vocabulary learning have been brought out with higher requirementsto meet the standards. At the same time, apart from the knowledge, skills, the NECS alsoattach great importance to the strategies, affective attitudes and cultural awareness ignoredin the teaching processes.

1.2 Purpose and Significance of the Study研究意义和目的
The current thesis is engaged into groping out a feasible teaching method, i.e. theincidental vocabulary acquisition in the reading teaching process, to help students meet therequirements about vocabulary and reading in the NECS.Two research methods will be used in the thesis, namely the static text analysis oftextbooks used in the senior schools, and the dynamic classroom teaching analysis. As forthe text analysis, it is based on the three components of the Involvement Load Hypothesisfrom two dimensions: the affective and cognitive aspects, which can not only give cleardirection for teaching interference but is closely related to the strategic and affective goalsmentioned in the NECS, and these two aspects are likely to be ignored in the teachingprocess. As far as the dynamic classroom teaching analysis is concerned, great attention ispaid to the reading class with the help of the Involvement Load Hypothesis.Based on the analysis of the textbooks especially the reading parts and classroomobservation of the realities of the formal reading class, the thesis is intended to combinethe vocabulary learning and formal reading teaching together through the IVA, therefore,senior students can not only acquire new vocabularies in the classroom reading teachingprocesses, but they can have affective and strategic cultivation required in the NECS.Hopefully, the current study can give practical suggestions for English teaching,teacher training as well as textbook compiling. And the IVA can become an effective andfeasible method for English le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。