Study On The Effectiveness Of Input And Output Tasks On Incidental Vocabulary Acquisition In Reading For Senior Three High School Students

British linguist Wilkins(1976)once said:“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” At present, to enlarge their vocabulary, lots of students recite words mechanically, which makes them headache. Therefore, how to enlarge vocabulary efficiently is very essential. In recent years, at home, there are more and more researches concerning Incidental Vocabulary Acquisition in second language of college students, which aims at finding out a efficient way of learning vocabulary and lighten their burden. Proceeding from the Incidental Vocabulary Acquisition, and based on this study Involvement Load Hypothesis, the study compares the influence of two types of reading tasks: input reading task and output reading task, in readers’ reading process of senior 3 high school students.The Participants of this study are 103 students in Grade three from Senior High School in Habahe County, Altay City. They are from two same level of science classes. Class 6 is named as group output reading task, and class 8 is group input reading task. The experiment includes 3 passages, and their immediate tests of incidental vocabulary acquisition and time lag test operated in the following week. At the beginning of this study, all the subjects were given the vocabulary test and English reading level test. After that, all the subjects are given reading materials with different tasks, and immediate tests of incidental vocabulary acquisition were given to all the participants, and after a week, the subjects were tested again with the same content in a different order. At the same time, the author did questionnaire survey. At last, the experiment data were analyzed through SPSS Microsoft and conclusions were drawn as follows:1.During the process of reading,comparing input reading task, output reading task is more beneficial to whatever immediate or time lag incidental vocabulary acquisition.2.There is no significant influence between reading level and incidental vocabulary acquisition. And only few subjects’ vocabulary meet the requirement of new curriculum standard. Hence the students of this school have to pay more attention to English vocabulary.This study further proves that output reading task is in favor of incidental vocabulary acquisition for high school students from the incidental vocabulary acquisition point of view. Meanwhile, it also provides an empirical evidence for acceptance and application of theory of incidental vocabulary acquisition and output. In practice, this study can not only offer some effective suggestions, so that educators can improve their vocabulary and reading teaching effects, but also give some guidance for students to select the way of vocabulary acquisition and improve study efficiency.Vocabulary, Reading Task, Involvement Load Hypothesis, Incidental...