The Effects Of Sentence Writing On Acquisition Of L2 Vocabulary Form-An Experimental Study

Based on memory mechanism and information processing theory in cognitive psychology, and utilizing the achievements of input and output theory in L2 vocabulary acquisition, this study aims to investigate the impacts upon Chinese students in the acquisition of L2 vocabulary form when writing words into sentences (output in sentence level).This study wants to answer the following questions: 1) compared with only word-picture (without sentence writing), does writing new words into sentences (output in sentence level) affect the acquisition of vocabulary form? 2) How about the effect, does it promote or inhibit the acquisition? 3) Compared with output in sentence level, does semantic elaboration in sentence level output promote or inhibit the acquisition?This study used two kinds of vocabulary acquisition presentation methods: word-picture (without sentence writing), word-picture (with sentence writing). Participants were 60 students from College of Foreign Languages in Chongqing University. During the experiments, the participants were classified into two groups. They tried to acquire 24 words in given time. In Experiment 1, the exposure time under word-picture condition (without sentence writing) was 6 seconds, and the total exposure was four repetitions and 24 seconds. Under sentence writing, the exposure time was 24 seconds and one repetition only. After the exposure, the participants were asked to write the target words into sentences within 24 seconds. In Experiment 2, under word-picture model, the exposure time is 24 seconds and one repetition. Under sentence writing, it was the same.After the experiments, the participants had acquisition tests. There were immediate test and two posttests (two days later, one week later). Two scoring methods were used, including whole-word scoring and syllable scoring. In order to guarantee the accuracy, it would not be reviewed after experiments. And also the time of posttests would not be told to the participants. After tests, data would be submitted to SPSS 12.0 and the significance of means would be analyzed. Time and condition in acquisition were independent variables, while scoring was dependent variable.The results showed that: compared with only word-picture, writing words into sentences inhibit learners'acquisition of word form. That means output in sentence level negatively affected the acquisition. Within same time, different repetitions pattern of vocabulary have no significant impact upon acquisition. In addition, semantic elaboration can promote acquisition of word meaning, while decrease acquisition of word form.The study here had implications that output has different roles in the acquisition of L2 vocabulary form and meaning. In classroom activities, it should revalue the role of output. It should not deny or affirm the function of output simply. In vocabulary learning, different teaching activities should be designed to satisfy different vocabulary demand and thus enhance learners'vocabulary level.