English Vocabulary Acquisition In High School Listening Teaching Process: Input-Output Hypothesis

Vocabulary is a preliminary basis of language learning.Nowadays,traditional vocabulary teaching mainly draws emphases on the reading,spelling and meaning of a word,with a little touch on the formation of a word.So it is obvious that most English vocabulary teaching in China focuses on students’ vocabulary learning and neglects acquisition.But the language acquisition exists in all the learning processes of a language learner,more or less.And the acquisition happens in a comprehensive and systematic way,meaning in the reading and listening processes there is vocabulary and grammar acquisition,though not so protruding.Unfortunately,these acquisition processes are always neglected in the traditional classes.Therefore,this study employs listening teaching as the object and experiment about the function of listening activity in vocabulary acquisition,explaining the mechanics of acquisition in terms of the In-put and Out-put hypothesis,and providing suggestions on the practical teaching model.The author thinks that vocabulary can be learned incidentally through listening teaching,that is,through knowledge displacement(that is,presentation-input in other situations)to strengthen the understanding of vocabulary,master the use of vocabulary,and promote vocabulary incidental acquisition.In this study,based on the previous contributions,the investigations and experiments are carried out upon the current situation of English vocabulary learning among high school students and the possible concerns on their learning strategies,trying to figure out the distinction between learning strategies of the students and the reactions to incidental vocabulary teaching based on listening scenarios.As a result,suggestions and amendments to the teaching method can be worked out.The study process is divided into quantitative analysis and qualitative analysis.The former is based on questionnaires and students’ classroom feedback and vocabulary test,which mainly take place in the experimented high school of Ganzhou.The experiment starts with the investigation of the daily vocabulary learning and the general habits of the students.By analyzing the appropriation and value of listening teaching for incidental acquisition,the research can then give out reasonable methods for students according to their classroom performance and result of a vocabulary test.The qualitative research applies face-to-face interviews in order to collect more information about students’ views on the available ways of vocabulary teaching thus supplementing the quantitative research results.This research is supposed to answer the following four questions:1)What is the mechanism that restricts students’ vocabulary acquisition?2)How to embody the vocabulary acquisition mechanism in listening teaching?3)How to implement vocabulary-assisted teaching in the process of listening teaching?The findings of this research are as follows:1)Traditionally,students learn vocabulary from the texts and the wordbook during their daily study and are examined via the dictation or word matching questions in the tests.Obviously,these simple input and output confine the students to grasp the usage of the words.In fact,the restricting mechanism is more than that.2)Traditionally,listening is focused on the understanding of the information conveyed by the listening materials.In fact,the vocabulary study happens during the listening process and the retelling process.3)We can not make listening teaching a vocabulary teaching,but how to embody the assistant vocabulary acquiring into the listening teaching has still a complex process.