A Study Of The Effects Of Input Type And Involvement Load Of Intervention Task On Second Language Incidental Vocabulary Acquisition

In recent years,incidental vocabulary learning has become the research focus in second language acquisition,and researchers paid great efforts to find out how incidental vocabulary learning could be achieved and be promoted.Most of the previous researches studied incidental vocabulary learning mainly using reading input as the stimuli,while a limited number of researches have been done on incidental vocabulary learning with multimodal input.Lots of past studies also discussed the effect of intervention and the involvement load of the intervention tasks on incidental vocabulary learning.Therefore,the present study was carried out to investigate the effect of audio-visual input on second language learners' incidental vocabulary learning,and compare it with that of reading input.The study also dealt with the effect of the intervention task and the involvement load of the tasks on students'performance in incidental vocabulary learning under the two input conditions.This study revealed that audio-visual input did lead to better incidental vocabulary learning outcome than the reading input,but significant difference caused by the input difference could not be found in the retention of the vocabulary knowledge.Moreover,intervention tasks,especially those with higher involvement load could improve students' performance in incidental vocabulary learning.However,the involvement load of the intervention task could only affect incidental vocabulary retention under audio-visual input condition.The findings of this study have pedagogical significance.