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摘要：As a matter of fact, the need to promote the development of students' Englishreading ability has received attention in academic circles over the last few decades. InChina, many scholars have also studied on the development of students' English readingability.

inted symbols，but also pay attention to the meaning of them in the context. Neil Anderson (1999)points out that a synergy which combines the written material with the readers'knowledge in the head occurs in the reading. Despite the lasting disagreement on thenature of reading process, there exists a general consensus among reading authorities.The point is that reading is to build meaning by the interplay of literal meaning of thewritten material, its meaning in context, and readers' prior knowledge..
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2.2 Vocabulary learning

2.2.1 Vocabulary knowledge
Vocabulary learning has been considered progressively important over the past twodecades. Many scholars have studied vocabulary from various angles and made greatachievements. For a long time, it is believed that knowing a word means knowing itsform and meanings. Later，many researchers add other types of knowledge and proposedifferent frameworks of vocabulary knowledge to guarantee a complete understandingof a word. For example, Richards (1976) identified seven aspects of word knowledgebesides word meaning and form such as frequency, syntactic behavior, underlying formand derivations, network of associations and different meanings etc in his well-knownvocabulary knowledge framework. However，there is a consensus that at least twodimensions which refer to vocabulary breadth and depth should be contained invocabulary knowledge in all the frameworks. Vocabulary breadth refers to the numberof words of which a learner at least has a superficial understanding, while vocabularydepth means how well a learner knows a word. Generally speaking，vocabularyknowledge involves not only the form and meaning of a word, but also the variousconcrete uses of the word.
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Chapter 3 Research Design......... 19
3.1 Training program......... 19
3.1.1 Enlarging students' vocabulary quantity .........20
3.1.2 Enhancing students' discourse awareness......... 23
3.2 Methodology......... 28
3.2.1 Research hypothesis......... 28
3.2.2 Subjects .........29
3.2.3 Instruments......... 29
3.2.4 Research procedure......... 30
3.2.5 Data collection and analysis......... 31
Chapter 4 Results and Discussion......... 33
4.1 Results......... 33
4.1.1 Results of the questionnaire......... 33
4.1.2 Results of the tests......... 36
4.1.3 Results of the interview......... 37
4.2 Discussion .........40
Chapter 5 Conclusion......... 41
5.1 Reflection......... 41
5.2 Implications for English reading teaching i......... 42
5.3 Limitations of this thesis and suggestions......... 45

Chapter 4 Results and Discussion

4.1 Results
The questionnaire was adopted to analyze the different states of subjects'vocabulary knowledge, discourse knowledge and reading speed before and after theexperiment. The results are presented in the following tables. These tables show the percentage of the each option for twelve questions. Thereare two percentages in each option. The first one refers to the result before theexperiment, while the second one refers to the result after the experiment.As is shown in the Table 4-1, i本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。