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.........27-33
        3.3.1 Vocabulary Size Test......... 27-29
        3.3.2 Selecting Reading Materials......... 29-30
        3.3.3 Choosing Target Words......... 30-31
        3.3.4 The Design of Test.........31-33
Chapter Four Data Analysis and Discussion......... 33-38
    4.1 Results of Vocabulary Size Test......... 33-35
    4.2 Results of the Pretest .........35
    4.3 Results of the Posttest......... 35-36
    4.4 Discussions......... 36-38
Chapter Five Conclusion......... 38-42
    5.1 Major Findings......... 38-39
    5.2 Pedagogical Implications......... 39-40
5.3 Limitations and Recommendations......... 40-42

Conclusion

According to the test we have concluded that IVA is an effective way invocabulary learning, but there are still some limitations in the test.Firstly, the subjects I choose only have 60 students. The number is very small. Sothe results may not be very convincing. If there were more subjects in the experimentthe results would be more convincing and persuasive.Then, during the test though the teacher had tried to avoid such factors aspossible as she can, it can not be avoided that some students may look at the other’sanswers during the tests. So the result may have a little question.Lastly, it is about the choice of the passage. It is a short passage, not a longarticle. So perhaps it is easy for students to finish the exercise. Most of the studentsmay be interested in such kind of passage. In real situations, students may meetvarious kinds of articles, most of them they are not interested in. There is anotherthing that is about the time of the experiment. It is very short about the time of the test.So it can not show a long-term of gaining vocabulary. In the future study, it will betestified.
In summary, the College English course book plays an important role in collegestudents’ vocabulary acquisition, but in College English Extensive Reading, studentswith limited vocabulary and the ability to learn the occasional vocabulary learningefficiency has been greatly restricted. Therefore, teachers should be based on theactual situation of students and the theories mentioned in the paper to strengthen theoccasional vocabulary acquisition skills and strategies; teacher should systematicallytrain students to handle the occasional vocabulary of cognitive strategies withguidance and awareness. Students can effectively expand vocabulary in Extensive classroom, and use the most appropriate vocabulary acquisition strategy in Extensivepractice. And then it may be true to learn more incidental vocabulary throughextensive reading.

References
[1] Craik, F. I. M. & Tulving, E. 1975. Depth www.51lunwen.org/dxyylwfd/ of processing and the retention
[2] of words in episodic memory. Journal of Experimental Psychology:General, 104,268-285
[3] Day, R., C. Omura & M. Hiramatsu. 1991. Incidental EFL vocabulary learningand reading. Reading in a Foreign Language.7: 541-551.
[4] Dee Gardner. 2004. Vocabulary input through extensive reading: A comparison ofwords found in children’s narrative and expository reading m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。