| With the importance of vocabulary learning being universally recognized, studies about incidental vocabulary acquisition have gained much more attention. Many researches have proved that incidental vocabulary acquisition can be achieved through reading, listening, speaking and writing activities. However, few studies have focused themselves on the effects of post-listening output on incidental vocabulary acquisition. This thesis attempts to explore the relationship between post-listening output and senior high school students’incidental vocabulary acquisition. By employing such research methods as experimentation, literary review, statistical analysis, and comparative analysis, this research arrives at the following conclusions based on reliable experimental data: First, all of the four approaches of output widely used at senior high school students’ post-listening stage, namely, the individual oral output, the individual written output, the collaborate oral output and the collaborate written output, can help students realize incidental vocabulary acquisition. Second, oral output tasks promote incidental vocabulary acquisition better than those of written output. Third, collaborate output tasks generally function better in promoting incidental vocabulary acquisition than those of individual output tasks. Last, the four kinds of post-listening output tasks have different effects on senior students’ incidental vocabulary acquisition. The collaborate oral output tasks promote incidental vocabulary acquisition best, while the individual written output tasks function worst. |
