An Application Study Of Converting Senior High School Students’ English Reading Vocabulary Into Listening Vocabulary Via Listening Input

Listening is one of the most important parts in the four skills of languagelearning. For first language learners, listening is the basis of all the language, withoutlistening input, communicating function of language will disappear, and language willbecome meaningless. However, as second language learners, under the guidance ofthe exams, lots of learners neglect the training of listening competence, but payrelatively more attention to training the reading competence, as we all know,vocabulary is the basic element of articles, and thus lots of words must be learned inorder to form better reading competence, then, vocabulary quantity became a standardof one’s language level. As a second language learner and an English teacher as well,the author found that the standard of vocabulary quantity is actually not the real“standard”, especially today when people advocate developing the synthesis ability oflanguage application, however, lots of second language learners can’t recognize thewords when listening to them. With the help of lots of literature, the author found thatthere exists the difference between reading vocabulary and listening vocabulary, thetwo kinds of vocabulary are stored into different parts of the brain through differentnerve systems. If the input of a word only contains the form and its meaning, the wordis called reading vocabulary; on the contrary, if the input of a word only contains thepronunciation and its meaning, the word is called listening vocabulary. Therefore,whether a second language learner can recognize the word by reading it or bylistening to it depends on the former storing form of the word.The thesis was based on Krashen’s input hypothesis, aiming at proving theformer hypothesis of “There exists the difference between reading vocabulary andlistening vocabulary”, meanwhile, the author tried to find out some efficient ways ofconverting reading vocabulary into listening vocabulary, so as to fulfill the aim ofhelping high school students balance the language synthesis ability.In order to further prove there exists the difference between reading vocabularyand listening vocabulary, and find out the efficient way of consolidating the readingvocabulary via listening inputs, the author did the experiment in class16and class17which were almost in the same level and were taught by the same teacher, in theexperiment, the author selected class16as the experimental class, while class17asthe control class, before the experiment, the two classes had the pre-tests and arelevant questionnaire, then the author did the experiment for four months, during the four months, class16was taught the words mainly by different comprehensiblelistening inputs, while, class17was taught still in the traditional way of vocabularyteaching. The author applied classroom observation and kept reflection diary duringthe experiment process. After the experiment, the two classes were checked via post-tests, and all the data were collected and analyzed. After that the author drew theconclusions: there exists the difference between reading vocabulary and listeningvocabulary in senior high school, and our students have much more readingvocabulary than listening vocabulary, besides, reading vocabulary can be convertedinto listening vocabulary via different comprehensible listening inputs.