The Effect Of Input Orders Upon Vocabulary Learning Of Senior High School Learners

Vocabulary is not only one of the three elements of language,also the most basic part of language learning.So in foreign language learning,vocabulary learning has a very important position.Studies have shown that the higher the learners' language level is,the greater the demand for vocabularies.However,vocabulary learning seemed to be neglected for a long time in the past.Especially for second language teachers,they should change the way on teaching the students to learn a vocabulary aimlessly and it is very important for teachers to find an efficient and targeted way of vocabulary teaching.Many studies have shown that,in the process of second language learning,there has a certain contact between vocabulary input and acquisition.Over the past twenty years,studies on effects of vocabulary acquisition regarding the input amount,input frequency,input conditions and other related factors have been extensively studied by the scholars and linguists at home and abroad.However,after read through the past literature reviews,the author found that the researches on the relationship between vocabulary acquisition efficacy and input order of meaning and form of vocabulary knowledge are relatively rare.This study is based on Information Processing Theory(Han&Peverly,2007:17-37)and Type of Processing Resource Allocation(Barcroft,2009:79-103),intending to explore the relationship between the input order and the efficacy of vocabulary acquisition.This study is mainly intends to conduct the investigation on three different input orders so as to explore effects of the different input order on second language learners' vocabulary acquisition.The respondents in this study were the English learners chosen from four classes of No.l High School in Nanping city.This study intends to discuss the following three questions:(1)Does input order affect learners' vocabulary acquisition efficacy?(2)How does input order affect vocabulary acquisition efficacy?(3)Do the students with high or low learning ability have significant differences in vocabulary acquisition efficacy through different input orders?The measuring lasted two weeks,including a survey,an immediate test and a delay test.Meanwhile,the immediate test and delay test interval for two weeks.The survey is designed to select target vocabularies,the immediate and delay tests are conducted in order to explore the efficacy of vocabulary acquisition and maintain efficacy.After the completion of the experiment using SPSS20.0 to statistically analyze the collected data.The results of the study show that:(1)In three different input orders,high school students can acquire knowledge of the vocabulary in different degrees.The meaning-form input order results in better acquisition of vocabulary meaning than that of the other two kinds of order;At the same time,the form-meaning input order results in better acquisition of vocabulary usage and form;The order of meaning and form input simultaneously results in worse acquisition of overall vocabulary knowledge than the average level;(2)In immediate test,the meaning-form input order results in significant advantages on acquisition of vocabulary meaning than that of the other two kinds of order;the form-meaning input order results in significant advantages on acquisition of vocabulary usage than that of the other two kinds of order;Input order has minimum effect on acquisition of vocabulary form item compared to the other two items.The form-meaning input order results in significant difference on acquisition of vocabulary form compared to meaning and form input simultaneously.There also existed significant differences at 0.05 levels among the three different input orders.And in time delay test:simultaneously input the meaning and form results in significant difference on acquisition of vocabulary form compared to consequential input;the form-meaning input order results in significant advantages on acquisition of vocabulary usage than that of the other two kinds of order;(3)Simultaneous input the meaning and form results in no significant difference on vocabulary overall knowledge among different level English learners;While consequential input the meaning and form results in significant differences on some parts of vocabulary knowledge among different level English learners.The results of this study have certain implications for second language teachers and learners on vocabulary teaching and learning in China.