An Empirical Study Of Output Tasks And Incidental Vocabulary Acquisition In Junior Middle School English Listening Class

Many domestic and foreign studies have shown that vocabulary can be acquired incidentally during listening,speaking,reading and writing.if the teacher can design the post-listening output task in the post-listening process reasonably,the teacher can help the student to promote incidental vocabulary acquisition more effectively.In recent years,domestic and foreign research scholars have begun to empirically study the impact of output tasks on vocabulary incidental acquisition in listening classrooms,but in traditional English listening classes,due to teaching equipment,listening materials,listening environment,variable control,and class hours.The limitations of stress and other factors,combined with the traditional English teaching philosophy,do not pay enough attention to the vocabulary incidental acquisition of the listening class,and the researchers have not reached an agreement on what kind of output task is more conducive to the Incidental Vocabulary Acquisition of listening class,therefore,researchers have less research on listening classes.This paper mainly studies the relationship between the post-listening output task in junior middle school listening class and the Incidental Vocabulary Acquisition.Mainly based on the " Comprehensible Output Hypothesis" of Swain(1985),this paper takes the listening class in a junior middle school in Shanghai as the research background,using grouping comparison,by allowing the participants in the experiment to complete the different types of postlistening output tasks designed by the author,collecting experimental data and analyzing,mainly to discuss the possibility of increasing the post-listening output in the listening class to help students achieve the Incidental Vocabulary Acquisition.At the same time,it explores the effective implementation of Incidental Vocabulary Acquisition in the junior middle school English listening class.The author selected 74 sixth-grade students from two parallel classes in Meiyuan Middle School of Shanghai as the experimental subjects,divided them into two groups,and let them listened to the same listening materials.After listening,they completed oral and written output tasks respectively.The test method of this empirical study is based on the Vocabulary Knowledge Scale(VKS).Based on relevant research at home and abroad,the author also has appropriately modified the VKS scale to suit the study of incidental vocabulary acquisition of listening.A pre-test was performed before the experiment,and an immediate vocabulary test was performed after the listening activities.After two weeks,the student was subjected to a post-test and a small survey on the student's preference of two different kinds of output tasks.The purpose of this experiment is to find out the different effects of two different kinds of output tasks on Incidental Vocabulary Acquisition in listening class.On the basis of the experimental results,some useful suggestions are given for teachers to design post-listening activities.The experimental results show that in the immediate test,post-listening activity is the most beneficial task for Incidental Vocabulary Acquisition,while post-test results show that oral output is more conducive to the retention of vocabulary acquisition.In addition,after conducting all the tests,the author also asked the subject which kind of output task they liked better,the result is that oral output is more popular with students.This study has the following implications for English teaching: First,English teachers should combine direct vocabulary teaching with incidental vocabulary acquisition after class.Secondly,the teachers should design some interesting output tasks to arouse students' interest in learning English.Finally,it should be pointed out that although the Incidental Vocabulary Acquisition study shows that oral output is better than written output,in the process of L2 learning,listening,speaking,reading and writing should not be ignored.Second-language learners should also practice writing skills through written output when practicing oral output.