An Empirical Study On Vocabulary Audio Input On The Basis Of Involvement Load Hypothesis

In recent years, many studies have demonstrated the obvious effectiveness of intentional learning model on ESL/EFL vocabulary acquisition. However, there is not much literature found on the study of word list strategy, which is one of the most important sub-strategies of intentional vocabulary learning. Moreover, the empirical research on different modes of vocabulary audio input is even harder to be found. Therefore, the exploration of effective vocabulary recordings for ESL/EFL learners based on SLA theories is a valuable research topic.Laufer & Hulstijn (2001) propose the involvement load hypothesis when studying the vocabulary learning effect. They claim that greater task-induced involvement in processing new vocabulary can result in better vocabulary retention.By comparing the effects of L1-L2 and L2-L1 vocabulary audio files on ESL/EFL vocabulary acquisition, the present researcher makes an attempt to find out whether the mode of L1-L2 vocabulary audio input can increase the amount of English learners' involvement load so as to enhance learning effectiveness of receptive vocabulary.Two classes of non-English major postgraduates and two classes of non-English major undergraduates at Soochow University were chosen as the participants of the present study. In the two classes of postgraduates majoring in science and arts, the researcher conducted a questionnaire survey respectively, aiming to find out the tendency of their application of vocabulary books in their preparation for nation-wide English proficiency tests. In the two classes of undergraduates whose English proficiency were approximately at the same level, the researcher employed the quantitative approach to verify the effects of the involvement load hypothesis on vocabulary acquisition through different modes of audio production. The data were then analyzed with Excel and SPSS 11.5, and the major findings of this study are presented as follows:1. At present the great majority of non-English majors at college and university in China apply the word-list strategy in preparation for nation-wide English proficiency tests. However, only a small number of them make use of related audio products to improve their vocabulary retention.2. With the pretest results at the same level, the experimental class of undergraduates considerably outperformed the control class on the posttest. The result proved thatL1-L2 vocabulary audio input could intrigue more involvement of learners in newly-learnt vocabulary, thus was more effective than L2-L1 vocabulary audio input on receptive vocabulary acquisition.3. The low achievers in both the experimental class and the control class made greater progress than high achievers, which indicated that vocabulary audio products were more beneficial to learners at the beginning level.Based on the above research results, the author of the thesis emphasizes the importance of vocabulary audio products in college English teaching and learning. First, college English textbooks should be equipped with separate vocabulary recordings; vocabulary books published for the preparation of taking nation-wide English proficiency tests should also have top quality vocabulary audio files as a by-product. Second, teachers may take advantage of L1-L2 vocabulary audio products to diversify classroom activities. Finally, students should be encouraged to make use of the mobility of vocabulary recordings so as to overcome the low effectiveness brought by the forgetting phenomenon.