Chapter 1 Introduction
1.1 Background of the research
This research aims to investigate the relationship between the reading proficiencyof L2 readers and the organizational patterns of their mental lexicon，英语论文范文，thereby provides explicit evidence about the initial and vital role of vocabulary played in L2 reading comprehension. At the same time, the result of the study might offer some useful implications for English teaching, especially for the teaching of English reading at college level. Reading comprehension has always been a major part of L2 language teaching and learning. The test of reading proficiency has always been indispensible in all kinds ofexams at various levels of language learning，especially the intermediate and advanced level. Reading ability is also one of the basic linguistic competences that might affect oreven control other parts of language acquisition such as speaking and writing. Readingis also one of the most convenient and effective means of information input. Accordingto some studies, nearly 80 percent of one's knowledge comes from visual channel. For most college L2 learners, reading is the major or only visual channel they can get access to. As a college teacher of English, I've been dedicated to English Reading Course for 7years. The main purpose of the establishment of College English Reading Course is to enlarge students' vocabulary and strengthen students' reading proficiency through extensive reading practice so that they can improve their output efficiency in speaking and writing.
本探讨旨在研讨L2读者的阅读能力和他们的心理词库的组织模式之间的联系，从而在L2阅读理解的词汇发挥初始和重要的影响，提供了明确的证据。与此同时，这项探讨的结果可能会提供一些有益的启示英语教学，特别是在高校英语阅读教学。阅读理解一直L2语文教学的一个重要组成部分。阅读能力的测试一直是不可或缺的各种考试，各级语言学习，特别是中级和高级水平。阅读能力也可能会作用甚至不必控制的其他部分如口语和写作的语言习得的基本语言能力之一。阅读是信息输入的最方便，最有效的手段之一。根据一些探讨表明，一个人的知识近80％来自视觉通道。关于大多数高校学习者，读书是主要的或唯一的视觉通道，英语论文，他们可以访问。作为一所大学的英语老师，我一直致力于英语阅读课程7年。建立大学英语阅读课程的主要目的是扩大学生的词汇量，并通过广泛的阅读实践，加强学生的阅读能力，使他们能够提高他们的口语和写作的产出效率。
Through years of teaching, I noticed that large quantity of reading may lead toineffective acquisition when teachers overlooked some important factors that affect thequality of reading，such as the input of reading skills，various language proficiencylevels within one group of learners, anxiety of learning，selection of reading materials,the size and depth of readers' vocabulary, etc. Among all the factors mentioned,vocabulary seems to be the major complaint from learners of all levels that would leadto slow reading speed and poor understanding, and this is also the factor that has beenlargely overlooked by my fellow teachers in classroom practice.Then how to enlarge learner's vocabulary scale is also a major concern of bothteachers and students. Even with many years of language input，many students still frequently encounter the problem of recognizing meanings of words which thereforehinder the understanding of context and discourage readers' continuous reading. Moreand more researchers are focusing on the field of vocabulary acquisition in recent years.Meanwhile, studies also indicate that effective acquisition is closely related to theorganization and work of human brains. Hence, the term of mental lexicon, which refersto the vocabulary stored in one's brain, causes increasing concern. The combination ofPsychology and language acquisition is not only a leading path to linguistic studies inthe future but also makes pedagogical contributions to L2 teaching and learning.
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