Research On Incidental Vocabulary Acquisition In Reading For English Learners

Researches from abroad manifest the possibility of reading tasks facilitating incidental vocabulary acquisition. Moreover, different reading tasks impose diverse effects on vocabulary acquisition. However, domestic researches in this field are relatively rare. What is more, there is defectiveness in experiment designs and consideration of time limit to complete tasks. The present study aims to probe into incidental vocabulary acquisition in reading based on"involvement load hypothesis"put forward by Laufer and Hulstijin (2001).151 senior high school students are chosen as subjects of the research. The present thesis endeavors to testify"involvement load hypothesis"by comparing the relative importance of the three elements of involvement load on enhancing incidental vocabulary acquisition, comparing the effect of tasks of the same type with different involvement load on incidental vocabulary acquisition and the impact of task with different types on incidental vocabulary acquisition. The study provides reference for the resultful way of teaching and learning English vocabulary.The present paper is composed of five chapters. Chapter1 gives a brief introduction of the background, purpose and significance of the study as well as layout of the thesis. Chapter2 reviews researches both at home and abroad concerning incidental vocabulary acquisition in reading and introduces the development of theoretical foundation. Chapter3 illustrates methodology of the empirical study. Chapter4 is devoted to reaching conclusions by the analysis and discussion of the research results. Chapter5 states the pedagogical implication for second language learning and teaching based on the findings of the present research.The empirical study partially proves"involvement load hypothesis". A task with higher involvement load is more effective on incidental vocabulary acquisition. Besides, it is newly found out that reading task is a determinant factor in incidental vocabulary acquisition and the task of making sentences is the most effective one in vocabulary preservation in the present study. It verifies the relative importance of the three elements on vocabulary acquisition. We also find that the factor of time on incidental vocabulary acquisition should be considered when it comes to the quantitative indicators of involvement load.Some pedagogical implications are proposed based on research findings. Teachers and learners are encouraged to design or select tasks with different involvement load and diverse types according to teaching program and objective for the sake of vocabulary acquisition; extensive reading is recommended in order to frequently expose to target words.In brief, language teachers and learners should get the utmost out of the findings in present research and put them into effect in instructional practice so as to achieve the desired effect of vocabulary retention.