Chapter One Introduction
本章简要介绍了探讨背景，在这项探讨的动机和意义，然后再指出。此外，还介绍了论文的整体框架。This chapter briefly introduces the general background of the research at first and thenpoints out the motivation and the significance of this study. Besides, it also presents theoverall framework of the thesis.
1.1 General background of the study
阅读，写作，听力，口语和翻译组成的五个基本技能的英语学习。在这五个基本技能，阅读在语文教学过程中是非常重要的，也是一个重要的措施学习英语（胡，英语论文，王，1998）。新公布的大学英语课程教学（2017年）清楚地指出：“大学英语教学的目的是帮助大学生发展阅读理解水平最高。”显然，阅读一直被视为最重要的语言技能之一，开发等四种语言技能。大学英语阅读的重要性也已越来越多地在各种英语考试中确认。 CET-4和CET-6，阅读理解占了很大比例的总成绩。以同样的方式，它也需要一个显着的地方在其他重要的英语考试，如GRE，托福等。然而，不少学生仍然感到困难和持续贫困的英语阅读，可以证明了他们的表现不佳CET-4和CET-6阅读理解。CET-4考试的阅读理解部分每年超过一半的学生表现欠佳。为什么这么多的花费多年学习英语的学生仍然觉得英语阅读理解是让他们难以？无论何时，我们要求学生在英语阅读理解的一部分，他们最大的问题是什么，英语论文，几乎所有人都毫不迟疑地回答“词汇”。Reading, together with writing, listening, speaking and translation composes the fivebasic skills of English learning. Among these five fundamental skills, reading is veryimportant in language teaching process and also is one important method of Englishlearning (Hu and Wang, 1998). The newly published College English Curriculum (2017)states clearly: “College English teaching aims at helping college students develop arelatively high level of comprehension in reading.” Obviously reading has been regardedas one of the most essential language skills for developing other four language skills.The essential importance of college English reading has been also increasinglyrecognized in all kinds of English examinations. In CET-4 and CET-6, readingcomprehension accounts for a great percentage of the total grades. In the same way, it alsotakes a significant place in other important English examinations, such as GRE, TOEFL,etc. However, many students still feel difficult and remain poor in English reading, whichcan be evidenced by their poor performance in reading comprehension of CET-4 andCET-6. More than half of students perform unsatisfactorily in the reading comprehensionpart of CET-4 examination every year.Why do so many students who spend many years learning English still find thatEnglish reading comprehension is so difficult for them? No matter when we ask studentswhat their biggest problem is in English reading comprehension part, almost everyone hasno hesitation in answering “vocabulary”. It is true that many students are likely toencounter quite a few unfamiliar words in their English reading. How to handle theunfamiliar words met in reading comprehension effectively is one of the most essentialabilities. However, according to Paynter, Bodrova, and Doty (2017), their view is that it isquite insufficient to depend upon contextual cues to speculate about what the meanings ofnew words are, because this strategy often leads to erroneous or superficial understandingof the passage. Therefore, it is required for college students to grasp a basic knowledge of“how words work” and some strategies for dealing with new words encountered in the text.
Richek (2017) holds an idea that word-knowledge development is one of the bestpredictors of reading achievements. That is to say, the application of word knowledge isthe best effective way to promote reading fluency, to enhance reading comprehensionproficiency, and to improve academic achievement. However, despite the fact that theimportance of word knowledge has been put stress on for a long time, it still has not beendemonstrated that students’ awareness of intraword characteristics are trainedsystematically in
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