The Study On The Effect Of Senior High School Students' English Lexical Inferencing Level On Their English Reading Scores

English reading,a vital way of language input,is an important means for students to learn English.Nevertheless,English reading is still difficult for students in the process of English learning.Lexical inferencing plays an important role in understanding texts,therefore;the probe into the effect of English lexical inferencing of high school students on their English reading performance is of great significance and deserves researching.The Grade-3 students of a senior high school in Quanzhou were chosen as the research subjects.Firstly,three English reading scores including those of various types of reading questions were collected and calculated to get the average scores,and then their English lexical inferencing level was tested.After that,3 students respectively from the high,medium and low levels of English lexical inferencing performance,a total of 9 students were randomly selected for interviews.The thesis aims to explore the following three questions: 1)What is the level of English lexical inferencing of high school students? 2)What is the correlation between English lexical inferencing level and English reading scores of high school students? 3)How does the level of English lexical inferencing of high school students impact their English reading scores as well as scores of various types of reading questions?The results show that: 1)The average score of English lexical inferencing is 33.497 points(the total score is 50 points)and 83.42% of the subjects can pass the test of English lexical inferencing,but none of them is excellent.2)The subjects' English lexical inferencing levels are positively correlated with English reading scores(r = 0.518);that is,while the lexical inferencing level is higher,the reading scores are higher,and vice versa.3)Lexical inferencing level can predict 26.9% of English reading scores;15.3% of the main-idea questions;24.5% of the detail questions;and 7.5% of reasoning questions.Based on the results of the above research,the author proposes that teachers should increase the students' awareness of English vocabulary reasoning and instruct them to predict unfamiliar words in discourse context.Students should also expand their vocabulary on their own so as to improve their English lexical inferencing level and English reading performance.