Effects Of Input Enhancement And Output Task Type On Senior High School Students’ English Lexical Chunk Acquisition

Both input enhancement and output task type can influence second language acquisition,but most of previous studies have focused their effect on vocabulary acquisition and grammar acquisition,and their effect on lexical chunk acquisition remains unclear.Taking Input Enhancement theory and Output Hypothesis as the theoretical bases,this study is intended to examine the effects of input enhancement and output task type on lexical chunk acquisition.The subjects are senior high school students.The study is to answer the following four questions:(1)Do input enhancement and output task types affect the acquisition of lexical chunks?(2)Is there any significant difference in the acquisition effect of lexical chunks between input enhancement and output task types?(3)If the answer to the second question is yes,then is the difference persistent?(4)Is there any difference in the effect of different intervention methods in input enhancement and output task types on different dimensions of lexical chunk acquisition?The results are as follows:(1)Both input enhancement and output tasks can effectively promote the overall acquisition of lexical chunks,and the effect of output tasks is better than that of input enhancement,and there is significant difference.The difference does not persist over time.(2)Different interventions in input enhancement and output task have different effects on the acquisition of knowledge in different dimensions of lexical chunks.By comparing the differences among the four groups,it is found that summary writing has the least effect than the other three intervention methods in terms of chunk form acquisition,and there is no significant difference among the other three intervention methods.In terms of meaning acquisition,although the average score of the control group is the lowest,there is no significant advantage in the other three groups apart from the back-translation group.Among the four groups,the best performance is achieved in the back-translation group.In terms of use acquisition,the summary writing group and theback-translation group have significant promoting effects.This study tests Input Hypothesis and Output Hypothesis and adds new knowledge to them.It also provides more empirical data to the generalization of input enhancement and output task types,and has some implications for English lexical chunk teaching.