Output Tasks On Second Language Vocabulary Acquisition Effectiveness Of Empirical Research

Linguistic researchers have always taken vocabulary as a fundamental basis for (SLA) Second Language Acquisition. It plays a crucial role in listening, reading, speaking and writing process. However, most learners and teachers are disturbed by inefficient acquisition and low intake which lead to less working memory and poor quality for new vocabulary. Vocabulary acquisition is a continuous process in which different type of tasks taken by the teacher will produce different effect. Enlightened by previous researches which argue that output serves an indispensable learning purpose and the relation between output and vocabulary, the author carried out an experimental research from a different perspective.Based on the output hypothesis proposed by the Canadian linguist Merrill Swain, an experimental study was carried out on the effect of different output task on productive and receptive vocabulary acquisition. To answer the following questions:1) which task affects vocabulary more effectively input tasks or output tasks? 2) In different type of output tasks, which one will be more effective, to what extent? 3) What are the different effect between interactive output and non-interactive output? Based on the questions and hypothesis,110 students from 4 parallel classes in the high school participated the experimental research. They were divided into 5 groups:one input group as control group and four different-task output group as experimental group, with 22 in each. They did pretest, treatments and three posttests designed for different purposes. The treatments had three major phases:passage understanding tests, target vocabulary recognition and understanding tests, target vocabulary production tests. Subjects acquired vocabulary through a series of different tasks'instruction and different performances' instruction to understand the vocabulary. This research aims to find out how different task types and different task performance have an effect on vocabulary acquisition.After data collection and analysis, the results indicated learner conducted the output group gained a higher score than input one, four output group performed differently in productive and receptive vocabulary knowledge and the interactive output group achieved a higher level of vocabulary acquisition. It indicates that output has a great effect in noticing, retrieve and retention. We can also conclude that different task type will lead to different acquisition level in which translation task is more effective in productive vocabulary acquisition and interactive oral output is a better way in output tasks. The most important is that the interactive mode will be more effective than non-interactive mode in vocabulary acquisition.This study has some shortcomings and limitations, but it is of certain significance in output research and will guide language teachers in teaching and students in learning English vocabulary.