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An Empirical Study of Incidental Vocabulary Acquisition on English Reading of High School Students

Author: MaoWeiHua
Tutor: GuoNaiZhao
School: Shanxi University of Finance
Course: Foreign Linguistics and Applied Linguistics
Keywords: Inputs Reading task Vocabulary knowledge Incidental Vocabulary Acquisition Information process
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 113
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Abstract

Vocabulary in the 1970s and again in English studies experts pay attention to it, and many scholars and teachers vocabulary study for English teaching. Among them, researchers on Incidental Vocabulary Acquisition (Incidental Vocabulary Learning) learning methods to generate strong interest. Here Incidental Vocabulary Acquisition learning is that learners learn vocabulary included in the process of listening to or reading. In this process, the learner will focus primarily on the content of what they hear or read, rather than just on the vocabulary learning and memory. That is to say, in the cognitive process of listening to or reading vocabulary acquisition is just a byproduct of the whole learning process rather than the main purpose. The study of vocabulary learning method is a useful complement to direct vocabulary teaching methods. About incidental vocabulary acquisition most famous theory is put forward in 2001 by B. Laufer and JH Hulstijn inputs assuming (Involvement Load of Humaniy Hypothesis) concept. The assumption that the learner language activities in volume is composed of three parts, namely, the need (Need), search (Search) and evaluation (Evaluation). In volume caused by the different tasks are different, and different inputs to determine the effectiveness of learning the task came learners vocabulary acquisition. China has the overwhelming majority of English-learning groups in the world, domestic incidental vocabulary acquisition School University majoring in English and non-English major college students as the research object do empirical research. However, empirical research is very uncommon for the domestic middle school students, especially high school students to study vocabulary incidental acquisition. This thesis is based on B. Laufer JH Hulstijn (2001) assume that the amount of investment in school high school students to China in an empirical study. Aimed at investigating different inputs of Chinese high school students read a Second Language vocabulary memorization process and maintain influence and attempt to answer the following questions: 1) of high school students reading incidental vocabulary acquisition? 2) reading task whether the impact of the high school students of incidental vocabulary acquisition? 3) different reading tasks affect high school students vocabulary Incidental Acquisition? paper selected a high school sophomore three natural classes of students as research subjects. Learners' incidental vocabulary acquisition is done through an experiment and three test. The experiment is divided into three steps. Step 1: First, the target word pretest (pretest) to ensure that subjects are familiar with the target word less than 5% of the time of ten minutes. Experiment Step two: three groups of experimental subjects read within 30 minutes, the same as a number of words in the English material, but its different reading tasks. First read the article, to make a choice; second group read or translate articles containing the target word statement; third group read the article, with the target word sentences. Quiz teacher immediately after the reading task is completed, the experimenter target word test (immediate test) in a timely manner, and to recover the papers, the test time of ten minutes. The third step in the experiment: timely test to the end of the two weeks after the delay test (posttest), content, time and form of the same timely test. Through the use of social science research statistical software (SPSS, 12.0) version of the original data were processed and analyzed, and came to the following findings: 1) learners in reading achieve incidental vocabulary acquisition, but a different reading tasks learners Incidental Vocabulary Acquisition is affected, the average amount of descriptive statistics (Mean) and standard deviation (Standard Deviation) clearly shows the significant difference of the three groups of subjects the actual grasp the situation of the target word. 2) differences in vocabulary acquisition effects on different reading tasks, invest a higher amount of reading activities lower in volume than the reading activities more effectively. 3) different reading tasks on Incidental Vocabulary Acquisition significantly affected, with after reading the target word and sentence reading task for learners better vocabulary acquisition. \In this task, the learner put a statement containing the target word task more workload than answer questions after the \The authors hope that the findings of this thesis can help middle school English vocabulary teaching. First, teachers should encourage students to read a lot of comparable level of English reading materials to expand their own vocabulary. Second, teachers can under the Involvement Load Hypothesis conscious in everyday teaching design inputs classroom reading tasks to help students to improve the effectiveness of memorizing words and expand vocabulary. Finally, teachers should advocate for students with a variety of other methods to learn words, rather than just rely on a single reading means to memorize words or only from the teacher to explain vocabulary knowledge.

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