A Study Of The Effectof Different Language Output Types On College English Vocabulary Learning

Vocabulary is the basis of language learning.However,many studies show that students' acquisition of vocabulary fail to reach the required standard.Since Swain came up with Output Hypothesis,some researches have found that output can promote language learning.However,there are still insufficient studies on the effect of different language output types on college English vocabulary learning.This study,based on the previous studies,intends to answer the following two research questions:(1)What is the effect of the different output types on the depth and breadth of subjects' vocabulary learning?(2)What are the subjects' perceptions of the different output types on their vocabulary learning?To answer the research questions,the researcher carried out an experiment,which lasted for 17 weeks.Forty college students were involved in the experiment.There were two experimental classes,class A and class B,in which vocabulary was taught based on oral output and written output typesrespectively.Tests and interview were employed to collect data for the study.And Independent Sample T-test was used to find out theeffect of different output types.The resultsof the study show that different language output typescan facilitate vocabulary acquisition.In terms of the breadth of vocabulary,both oral output and written output types can facilitate vocabulary learning,but there is no significance.As far the depth of vocabulary,oral output and written output types,especially written output not only improve vocabulary learning,but also the difference is significant.Besides,written output types have further promoted the depth of vocabulary acquisition.Most ofstudents show great interest ineither of the output types.