| Incidental Vocabulary Acquisition (IVA) has been the generally-focused topic on theresearch community. The majority of study has showed the feasibility and effectives ofincidental vocabulary acquisition. Being the by-product of language learning, IVA doesn’trequire learners to memorize every word intentionally; however, it does occupy a keyproportion of the vocabulary growth. So many of the present study focuses on the incidentalvocabulary acquisition through reading.However, research at home and abroad has been focusing on the factors that manyinfluence IVA through second language reading. But as to the factors influencing theacquisition of vocabulary, Input enhancement and task load involvement account for a largeproportion. But those studies were designed only on a single factor. We all know thevocabulary acquisition is effected by many factors. So we should study the vocabularyacquisition on many factors. At abroad, many studies (Kim2003; Rott2007) discovers theenhanced input on the vocabulary (boldface or underlining of target words) does arousereaders’ attention on vocabulary, impressing them deeply and playing a positive role in thevocabulary acquisition. But those studies were also designed on a single factor. On whichkind of the task, does the input enhancement act in the IVA? In which aspects of thevocabulary, does the input enhancement act in the IVA? Which kind of the effect on themaintenance of memorizing the vocabulary does the input enhancement act?So, the study is designed by means of2X2factors, researching the two factors: inputenhancement and task load involvement, which influences the form and meaning ofvocabulary acquisition on the condition of incident study. The input enhancement appears byways of boldface while the tasks load involvement as different reading tasks. The studyresearches three key questions:(1)Whether the input enhancement has influenced the acquisition of incidental vocabulary form and meaning? This question includes two aspects specifically: Whether thetype of input enhancement has influenced the immediate and delayed memorizing of theacquisition of incidental vocabulary form? Whether the type of input enhancement hasinfluenced the immediate and delayed memorizing of the acquisition of incidental vocabularymeaning?(2)Whether the different reading task load involvement leads to different effects on theacquisition of incidental vocabulary form and meaning? The specific questions are: whetherdifferent reading task load involvement has influenced the immediate and delayedmemorizing of the acquisition of incidental vocabulary form? Whether different reading taskload involvement has influenced the immediate and delayed memorizing of the acquisition ofincidental vocabulary meaning?(3)Whether the input enhancement and task load involvement have the interaction effecton the acquisition of incidental vocabulary form and meaning? The specific questions are:Whether the input enhancement and task load involvement have the interaction effect on theacquisition of incidental vocabulary form? Whether the input enhancement and task loadinvolvement have the interaction effect on the acquisition of incidental vocabulary meaning?Those questions were answered in the present study. The subject was120non-Englishmajor freshmen, coming from two parallel classes. Each class has60. They had the sameEnglish-study level and background, same age and same numbers of male and female. Thereading material with enhanced input was randomly assigned to one class, and the other readthe material without enhanced input. Each class was randomly divided into two groups. Eachof them dealt with different reading tasks. After finishing the reading task, they conducted the“immediate test”. Another delayed posttest followed two weeks later. They had the sametarget words but the different order of them.The raw data was analyzed by the Statistics Package for Social Science (SPSS)17.0. themajor findings are: the input enhancement plays key role in the acquisition of vocabularyform, but influences unobvious on the acquisition of vocabulary meaning; the task loadinvolvement plays part both in the acquisition of vocabulary form and in the maintence ofvocabulary meaning; the input enhancement and task load involvement show no remarkableinteraction effect, but if the high task load involvement with the assistance of inputenhancement, it could reinforce the effect of the acquisition of vocabulary form and meaning.“Involvement load Hypothesis” and “Noticing Hypothesis” do have positive effects onIVA. In the vocabulary teaching, teachers can adjust different reading tasks with specificdemands; what’s more, they can add much more enhanced input to the words to give students higher notice to words. At last, the limitations of the study and suggestions for further studyare put forward. |
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