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The Application of Word Guessing Based on Context Theories to Improve Studetents’ Reading Ability

Author: WangChunRong
Tutor: ZhangCaiFeng
School: Inner Mongolia Normal
Course: Subject Teaching
Keywords: Vocabulary Context Context Theory Guessing Strategy Reading ability
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 142
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Abstract

English teaching, in order to conform to the trend of the development of education and the students of the objectives of the comprehensive ability, English educators to cultivate the students' English reading ability has become an integral part of the work of English teaching. There are many factors that affect students' ability to read, but which is the most fundamental and important a factor is words. Any kind of language or verbal word composed by basic units, although the word is the smallest meaningful linguistic unit that morpheme, but truly constitute a statement of the unit or the vocabulary itself. No vocabulary, does not matter, the sentence can not be mentioned in the paragraph, the article. Linguist Wilkins said in his book \Obviously, the words in the English learning plays a pivotal land, however, is not random series of words stacked together can form intentional expression. Vocabulary to show its true sense, under the conditions of different contexts, the same words have different interpretation by the context is the language environment. In general, the context can be divided into linguistic context and non-linguistic context. The linguistic context refers to the language of the internal environment, such as: context, or on late. Non-linguistic context refers to the environment outside the linguistic context, such as: speech object, manner of speech, the specific conditions and social background. Foreign context-based research is much earlier than the country, people generally believe that on a century in the West, the first to propose a context the term is the Polish human linguists Malinowski (B.Malinowski 1884-1942), and there are a lot of linguists in the country through in-depth research and statements of context. In fact, regardless of linguists to study in what manner, are inseparable from the two basic elements of the vocabulary and context, because the word only exists in some sort of context environment will show its significance. Further push the clues provided by the context (linguistic context and non-linguistic context), we can express the true meaning of the word to speculate. Furthermore, we can through the context to guess the word theory to English reading, in order to improve their reading comprehension skills. The authors experimentally that two parallel classes of 100 students to guess the word strategy training experiment in the context of a two-month theory, and experimental results for testing. The experimental embodiment is divided into two stages, i.e. before the experiment and after the experiment, the two phases to take two different papers of the difficulty of the same, the same number of test at the same time, in order to be able to better test results, the authors also be try survey. The authors propose two hypotheses: a context to guess the word training can improve students' ability to guess the word before the experiment. Guess the word ability, students' reading comprehension skills also improved. The final results of the experiment confirmed two assumptions, the author of that context on students to guess the word training can improve the ability of students to guess the word, to help students improve their English reading comprehension.

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