A Study On The Effect Of Double Translation Method On Students’ Lexical Richness In English Writing In Senior High Schools

Lexical richness can reflect the learners’ ability to use vocabulary in English writing.It can be analyzed from three dimensions that are lexical variation,lexical sophistication and percentage of lexical error.But in senior high schools,many English teachers lack the awareness of improving students’ lexical richness in their writing.Therefore,many high school students can only use simple and high-frequency vocabulary to express their ideas in writing.Given the phenomenon presented above,this thesis tries to explore the effect of the Double Translation Method on senior high school students’ lexical richness in their English writing.Meanwhile,it is supported by the following theories: Robert Lado’s Comparative Analysis Hypothesis,Corder’s Error Analysis Hypothesis,Krashen’s Input Hypothesis and Swain’s Output Hypothesis.The present study attempts to answer two questions: 1)What’s the current situation of senior high school students’ lexical richness in their English writing? 2)What effect of Double Translation Method on senior high school students’ lexical richness in their English writing?The methods of documents,experiment and questionnaire survey were adopted in the present study.To solve the research question,the author invited the students of two classes in a middle school in Putian to take part in the experiment.The Double Translation Method was carried in one class for one semester.The questionnaire survey was carried before the experiment to know the present situation of students’ lexical richness in English writing.And,the experiment aimed to investigate the effectiveness of Double Translation Method.After the experiment,the data collected in this study was analyzed by SPSS.The major findings of the present research include two parts.On the one hand,senior high school students’ awareness of improving lexical variation and lexical sophistication is poor.Furthermore,there are many lexical errors in students’ English writing.On the other hand,Double Translation Method can largely improve the lexical richness of senior high school students’ English writing,which can be presented from the following aspects:Firstly,Double Translation Method is beneficial for students to enhance lexical variation in their English writing.For example,students will try to use some synonyms or antonyms flexibly to express the same ideas instead of reusing some words.Secondly,Double Translation Method is conducive for students to improve lexical sophistication in their English writing.For instance,students will try to use some advanced words to express their ideas.Thirdly,Double Translation Method is helpful for students to reduce spelling mistakes,collocation errors and grammar errors.But the little effect has been made on reducing the errors in the part of speech and omission.On the whole,Double Translation Method has a positive effect on improving students’ lexical richness in their English writing.Therefore,the results of the present study have a certain enlightening effect on improving senior high school students’ lexical richness in their English writing.