The Effects Of Text Repetition And Pictorial Annotations On Incidental Vocabulary Acquisition From English Listening In Junior High School

Vocabulary is a prerequisite part of language learning.Research to date lends general support to the claim that incidental vocabulary acquisition(IVA)is the main approach to acquiring vocabulary,especially where reading input are concerned.However,studies of incidental vocabulary acquisition from listening have been few,though it is a significant source of vocabulary acquisition that can’t be ignored.Therefore,it seems worth researching the effective ways of acquiring vocabulary from listening.Based on the Depth of Processing Hypothesis and Involvement Load Hypothesis,the current study explores the effects of two types of supportive input(i.e.,repetition & pictorial annotations)on different aspects of vocabulary knowledge in Chinese junior high school students learning English and the study attempts to answer the following two research questions:1.What effects does repetition have on IVA of junior high school students from listening in vocabulary form and meaning?2.What effects do pictorial annotations have on IVA of junior high school students from listening in vocabulary form and meaning?The participants are 120 students in junior Grade 2 in Yuanwang junior high school Chaoyang city.30 students are chosen as a pilot group,and 90 students,randomly classified into three experimental groups with the same number,listen to a story under any one of the three listening treatments:(1)listening text with three times repetition,(2)listening text with pictorial annotations,and(3)listening text with none input support.After the experiment,the participants completed a listening comprehension multiple choice to confirm participants acquired vocabulary incidentally.This was followed by two measurement tests: form recognition,and meaning recall.The main results were:(a)the repetition input resulted in better scores than no supporting input in terms of word form,while differently in terms of word meaning.(b)the pictorial annotations input led to more vocabulary knowledge being acquired than no supporting input.The results suggest that although only part of vocabulary form and meaning was retained in the memory after 1week,the effect of both types of supportive input is superior to no support input while listening.In the light of the findings,some effective and feasible suggestions are provided for both teachers and students to enhance vocabulary acquisition.