摘要
Studies prove that there are strong relationships between vocabulary development and reading comprehension. In English, there is a relatively close relationship between the vocabulary size and English language proficiency. Reading represents the primary way that ESL learners in China can learn on their own beyond the classroom. But vocabulary size in reading comprehension strongly limits the sorts of texts that they can read with ease. First, the problems Chinese EFL learners and teachers confront in comprehensive reading are revealed. And then some feasible ways of helping learners build word size in real teaching practice are demonstrated.
