| The output driven is a new learning method that affects learners' study by the way of output,and the previous researchers have already applied it to many fields.This thesis tries to figure out the effects of the output driven on the vocabulary,which will be influential to the researchers and learners.This study is based on Wen's output-driven hypothesis(2008),and Nation's multidimensional vocabulary knowledge(1990).It includes five dimensions,which are the meaning of the target words,spelling,syntactic collocation,grammar function and semantic relation.The study uses the way of combining the quantitative research with the qualitative research to explore the effects of different output driven made on the multidimensional vocabulary knowledge acquisition and to study which kind of output driven could be more beneficial to the multidimensional vocabulary knowledge acquisition for the senior high school students.The following research questions are put forward:(1)Do the individual output and the cooperative output have effects on the multidimensional vocabulary knowledge acquisition? If so,in what aspects?(2)Are there any differences between the effects of the cooperative output and the individual output on the multidimensional vocabulary knowledge acquisition? If so,what are the differences?(3)Are there any differences between the effects of the cooperative output writing and the cooperative output non-writing on the multidimensional vocabulary knowledge acquisition? If so,what are the differences?The study investigates one key senior high school of Jiang Xi and selects 60 students of senior grade one in science key class as the subjects.60 subjects are divided into three different groups in this research,that is,three different output driven.After collecting the statistics of high school entrance examination results,the vocabulary level test results and the pilot study results,the subjects of three groups are asked to finish the same test,while they meet with different task requirements.The thesis uses the SPSS 17.0 to make statistical analysis,results are as follows:(1)It was found that whether the individual output driven or the cooperative output driven have effects on the multidimensional vocabulary knowledge acquisition of the senior high school students.The specific effects are reflected on the followingnine sections: receptive orthology,productive meaning,productive grammar,productive syntax,productive paradigmatic association,receptive grammar,receptive syntax,receptive paradigmatic association and receptive meaning.Among them,the productive meaning and the receptive meaning are especially significant.(2)The individual output and the cooperative output have significant difference on the multidimensional vocabulary knowledge acquisition.The mean value of the cooperative output driven were much higher than the individual output.Therefore,it can arrive at the conclusion that the cooperative output has much better effects on the senior high school students' multidimensional vocabulary knowledge acquisition.(3)The cooperative output writing group and the cooperative output non-writing group have significant difference on the effects of the multidimensional vocabulary knowledge acquisition.The mean value of the cooperative output writing group was much higher than the cooperative output non-writing group.That is to say,the cooperative output writing group has much better effects on the senior high school students' multidimensional vocabulary knowledge acquisition.This study would have some inspiration to the researchers,English teachers and students.For the researchers,they can make more meticulous and all-sided study on the mentioned nine dimensions.For English teachers,they could adjust the teaching style.Transforming the teaching method from input to output,promoting input by output.While for students,they can change their concepts and habits of English learning.Input actively and then output positively. |
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