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A Study on the Effects of Different Reading Tasks on Incidental Vocabulary Acquisition

Author: LiuJianPing
Tutor: LiuChunYan
School: Jiangxi Normal University
Course: Curriculum and Pedagogy
Keywords: Incidental Vocabulary Acquisition Direct and indirect learning Depth of treatment Focus on the amount of Focus volume index
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 173
Quote: 2
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Abstract

In terms of the importance of foreign language learning has long been recognized as a foreign language learners and vocabulary acquisition in foreign language teaching issues are also attracted more and more attention. However, most of the English vocabulary is acquired through incidental vocabulary acquisition, language acquisition and how to teach how to achieve the best effect remains to be further studied. The key question is what learning tasks incidental vocabulary acquisition for better results. This paper aims to provide a reference of this question the answer. This paper describes the theoretical background of vocabulary and Hulstijn Laufer (2001) proposed to focus the amount of assumptions (Involvement Load Hypothesis). Incidental Vocabulary Acquisition refers to the learner during other learning tasks (such as reading article) indirectly vocabulary acquisition. Focus is to describe the amount paid to perform a task degree of emotional and cognitive constructs, particularly affecting the processing of vocabulary. People think in-depth understanding of vocabulary will strengthen their memories. In this paper, the focus Hulstijn Laufer volume index (involvement index), through an empirical study the effect of different learning tasks for Incidental Vocabulary Acquisition. Subjects two classes for non-English major freshmen. In the first experiment, a class of three groups of students were asked to focus on the amount of the respective three different tasks: reading, writing, and reading plus fill in the blanks. Which group of students reading done after reading the article multiple-choice reading comprehension; given group of students reading plus fill in the blanks in the article instead of the target word is in brackets, in addition to completing the same choice students outside but also from the article is given after the 15 words (10 as the target word, the other five as noise words) in the context of the article to elect a fill back the original; writing given group of students based on interpretation 10 English target words, write an article that contains all the target word . Three groups of students were used 18,25 and 32 minutes to complete the task. In the second experiment, the student's learning task with the first one, except that the time to complete the task was controlled in 35 minutes. Students complete the task in real time immediately after the test, students are required to write 10 words in English or Chinese meaning. Tests carried out after a week delay, the target word is unchanged, but the order has been disrupted. Through analysis of experimental data, we can draw the following conclusions: the amount of different learning tasks focusing on incidental vocabulary acquisition effect statistically significant differences; focused high levels of learning tasks than focus on low learning tasks more effectively Incidental Vocabulary Acquisition promoted; complete tasks for vocabulary acquisition also have a positive effect, the longer, the better acquisition. Therefore, teachers should focus on the amount of the design according to the different needs of different learning tasks. For the more important and commonly used terms can be designed to focus on the task of high levels of vocabulary acquisition to produce better results. In this thesis, validate and enrich the inputs assumptions. In two experiments, we found that students' test scores low. This shows that for a certain word, just one touch away with the acquisition does not produce satisfactory results. Some helper methods for effective vocabulary acquisition is crucial. But the teacher must be based on students' different learning purposes and different learning abilities to balance classroom time and study the relationships between tasks. Finally thesis experiment raised some limitations as a reference for future studies sexual suggestions.

A Study on the Effects of Different Reading Tasks on Incidental Vocabulary Acquisition

Abstract

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