Effects Of Input Methods And Input In Listening On Incidental Vocabulary Acquisition Of High School Second Language Learners

This research is to establish effectiveness of IVA(incidental vocabulary acquisition)in listening comprehension exercises.Since the IVA is affected by both input modes,and the amount of learner's task input,this study takes both factors of task input and input method into investigation.This research project selects 212 examinees from a high school in Fuqing City,Fujian Province.All subjects are divided into a pilot test class and three experimental classes,two listening passages of the same difficulty are adopted,with a certain number of target words specified in the sample test of the pilot class.Different listening tasks in two inputs modes were given to the experimental classes.In the following week and one month,respectively,real-time and two delayed vocabulary tests were launched with the aim to study the following issues:(1)What are the vocabulary acquisition efficiencies among subjects of varied vocabulary levels?(2)How does the amount of task input affect their incidental vocabulary acquisition?(3)Are incidental vocabularies acquisitions of high school students affected by the interaction of task input and input methods? If there is such an effect,what is its specific performance?With data analyses of the repeated measurement of variance,one-way ANOVA,results indicate that high school English learners can achieve IVA through listening exercises in positive reaction to input modes.The efficiency IVA of input with keyword subtitles is significantly better than the otherwise.Further more,the multiple choice questions proves to be a more efficient task of IVA(M=43.417),with a significant difference over the other two tasks,sentence making(M=33.829)and translation(M=33.488).IVA of high school students can be affected by the interaction of their task input and modes.However,the increase of amount of task input does not necessarily produce better acquisition and memory of vocabulary.There were significant variances in the matrix of multiple choice,sentence making and translation tasks,either with or without keyword subtitles.Among them,the scores of multiple choice questions show the maximum difference between input modes with or without keyword subtitles,followed by translation task,while sentence-making task reveals the minimum.The following suggestions to EFL teaching in high school have been made.English teachers should adopt diversified input methods to teach vocabulary.With the help of auditory and visual two-way stimuli,students can significantly improve vocabulary acquisition and retention.Secondly,when designing listening tasks with different inputs,acquisition efficiency and feasibility should be considered to make sure students can adopt to acquire and accumulate vocabulary more effectively.