A Study On The Effects Of The Combination Model Of Reading And Writing On English Vocabulary Acquisition Of Junior High School Students

Vocabulary acquisition is an important task of second language acquisition and runs through the whole process of language acquisition.At present,the effect of the conventional vocabulary teaching mode in junior high school is not satisfactory.Most students can not completely master the vocabulary and achieve the effective output of them.In order to solve the problem,a teaching experiment was carried out.Referring to the combination model of reading and writing proposed by Zhou Li(2011)and focusing on the new words in the reading material,the experiment lasted for 3 months.under the guidance of Krashen’s Input Hypothesis,Swain’s Output Hypothesis,information processing theory,and relevant research at home and abroad,the experiment took junior high school students as the research subject and 6 reading articles from the textbook,Go for it,as the material.Combination model of reading and writing provides context for students to understand and use vocabulary,achieving vocabulary input in the reading and vocabulary output in the writing tasks.This study intends to explore the following two questions:(1)What is the influence of combination model of reading and writing on the English vocabulary learning strategies of junior high school students?(2)What is the influence of combination model of reading and writing on junior high school students’ English vocabulary acquisition?In this study,Gu & Johnson’s(1996)vocabulary learning strategies questionnaire and Wesche and Paribakht’s(1996)Vocabulary Knowledge Scale were used to collect relevant data.SPSS23.0 was used for statistical analysis.The research results are as follows:(1)The combination model of reading and writing has a positive influence on the perception of vocabulary learning,the use of guessing strategies and trial strategies of junior high school students.(2)The combination model of reading and writing can promote vocabulary acquisition,especially helping students better master productive vocabulary.In conclusion,the experiment proves that the combination model of reading and writing is feasible in daily vocabulary teaching.