更新时间：09-08 （佩佩教授）提供原创文章
Abstract
There are mainly two ways of building vocabulary in reading classes. One is teaching vocabulary explaining the words without referring to the passages; the other is teaching vocabulary while reading passages. This research aimed to find the difference that different ways of building vocabulary makes in reading classes for students’ vocabulary learning and reading.
Two paralleled classes were chosen from a school, while there were three schools, six classes in total were tested in the research. Based on 864 questionnaires from the participants, the thesis find out there are different effects of the two ways on the vocabulary learning and on reading for students in different levels.
Keywords: Vocabulary; reading; learning level; focuses of reading class
Contents
Abstract
摘 要
1. Introduction-1
1.1 Research background-1
1.2 Thesis structure-1
1.3 Aim of the thesis-2
2. Literature Review-3
2.1 The importance of building vocabulary-3
2.2 The relationship between vocabulary and reading-3
2.3 The way to dispose vocabulary-3
2.4 Problems of current English classes-4
3. Methodology-5
3.1 Research Methodology-5
3.2 Research questions-5
3.3 Participants-5
3.4 Research Instruments-5
3.5 Procedure-5
3.5.1 Questionnaire design-6
3.5.2 Class record-6
4. Results and Discussion-7
4.1 Results on the vocabulary need to be presented/explained in reading classes-7
4.2 The two ways to teach reading in the two classes-8
4.2.1 The effect of the two ways on students in general-8
4.2.2 The effect of the two ways on students in Level A-9
4.2.3 The effect of the two ways on students in Level B and Level C-9
4.3 The effect of building vocabulary on reading-9
4.3.1 The effect of the two ways on students in general-10
4.3.2 The effect of the two ways on students in Level A-10
4.3.3 The effect of the two ways on students in Level B and Level C-10
5. Conclusion-12
5.1-Major findings-12
5.1.1 Building vocabulary in reading class-12
5.1.2 Building vocabulary for reading-12
5.2-Pedagogical implication-12
5.3-Limitations and suggestions-12
References-14
Appendix 1-16
Appendix 2-17
Appendix 3-18
Appendix 4-19