The Study Of Effects Of Input Modes And Language Proficiency On Vocabulary Acquisition In Continuation Task

Vocabulary,the basis of language learning,plays an important role in language learning.However,the second language learning environment is limited due to the lack of the objective context.In terms of vocabulary acquisition,most students learn vocabulary by memorizing the Chinese meaning of the English words mechanically,which wastes the time on the one hand,and results in less proficient English skills on the other hand.Consequently,students face the situation where they can understand the text by reading but unable to do so by listening to it.Therefore,it is necessary to find an effective method.The continuation task theory put forward by Wang Chuming is beneficial to interact and imitate between the learners and the texts,which draws great attention in language teaching/learning field.Many researches have been made about this theory and its application effects from different aspects.As for its effects on vocabulary learning,there is only one research about continuation task after reading.However,this research is limited on the reading input,and the language proficiency is not in consideration.The different input modes mean the channels receiving the information are different,and the ability of receiving information from different input modes could be different for students with different language proficiency.Then will these changes have effects on vocabulary learning? These questions are worth further research,which is also good for exploring the learning effects of continuation task.This empirical study explores the effects of continuation task on L2 vocabulary acquisition by different input modes and different level of students in English major sophomores.There are 56 subjects,which are divided into two groups averagely.The experiment is carried out for four weeks and is made by cross-over method in order to keep the results fair.Research results show that continuation after listening can promote L2 vocabulary acquisition,and its effects are as much as that of continuation after reading.Results also indicate that language proficiency has a strong influence on L2 vocabularyacquisition in the task of continuation after listening,but has a little influence on the continuation after reading.These results can help foreign language teachers pay enough attention to the role of listening in vocabulary teaching and provide some enlightenment for later continuation task study.