| Vocabulary acquisition is the foundation and core of language acquisition.However,Chinese senior high school students mainly rely on repeated recitation,an activity divorced from the context,to vocabulary learning mainly so that they often find vocabulary production a tough job for them.In addition,most vocabulary acquisition is based on visual input and little attention has been paid,by teachers and students both,to vocabulary acquisition in listening.To find out whether that vocabulary acquisition of senior high school students can be effectively promoted by listening input,this study explores the influence of listening-writing integrated task(L-W task)and readingwriting integrated task(R-W task)on vocabulary acquisition.At the same time,students’ language proficiency is added to explore the different input modes on vocabulary acquisition.Based on the continuation theory,this paper explores the role of language proficiency and listening and reading input modes in promoting incidental vocabulary acquisition.228 students from 6 parallel classes in the first grade of senior high school are selected for a five-week experiment.The experimental data are collected by means of tests,questionnaires and interviews.Statistical analysis,comparative analysis and inductive analysis are used for data analysis.Among the major findings are:(1)L-W task and R-W task can both promote incidental vocabulary acquisition.Although there is no significant difference in the effect of promoting learning,R-W task is slightly better than L-W task.(2)The effect of vocabulary acquisition in L-W task is greatly influenced by language proficiency,but the effect of vocabulary acquisition in R-W task is less influenced by language proficiency.(3)Materials with high topic interest can enhance the memory effect of R-L task in delayed vocabulary test.It is expected that the research will encourage the teaching and learning of vocabulary in listening in the future. |
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