The Impact Of Output Activities On EFL Learners' Vocabulary Learning

Claims have been made in many studies that language output can facilitate the vocabulary acquisition. However, the evidence of such gains is anecdotal. Enlightened by the previous researches of the relation between language output and vocabulary acquisition and classification of the different vocabulary definitions in different dimensions, the author of the thesis carried out a 17-week vocabulary teaching through three different approaches, which are the grammar-oriented traditional sentence translation, the writing-oriented approach and the speaking-oriented approach.This action research on the differences between traditional approaches to teaching vocabulary and writing and speaking approaches to teaching vocabulary reveals that compared with traditional vocabulary teaching approach-grammar-oriented traditional sentence translation, speaking and writing activities adopted in vocabulary learning can lead to significant improvement in learners' long-term retention and that both writing and speaking activities can influence the learners' depth of vocabulary at almost the same level, but these two methods obviously have better effects on learners' depth of vocabulary than grammar-oriented traditional sentence translation. As for the generative use of the learned words, among the three different teaching approaches, writing-oriented approach can most facilitate the generative use of the learned words, speaking activities are second to the writing approach, and the worst is grammar-oriented traditional sentence translation approach.This thesis consists of five chapters. Chapter One mainly introduces the significance...