| Mastering vocabulary is a necessary component for learning a second language well.Incidental acquisition is one of the main ways for second language learners to enlarge their vocabulary amount.Incidental Vocabulary Acquisition(IVA)is influenced by many factors.Input Enhancement(IE)and Task Involvement Load(TIL)play an important role in learners' vocabulary acquisition and long-term memory.As for senior high school students,reading is one of the important ways to acquire vocabulary incidentally.Three different types of IE(boldface,underline,annotation)and three different types of involvement load reading tasks(multiple-choice,blank-filling,sentence-making with target words)were selected to design different reading materials.This study aimed to explore the influences of IE and TIL on IVA in English reading of senior high school students.In this study,180 senior high school students in a city of Shandong Province were selected as the subjects.According to nine different collocations of IE and TIL,subjects were averagely divided into 9 groups(boldface + multiple-choice,boldface + blank-filling,boldface +sentence-making,underline + multiple-choice,underline + blank-filling,underline +sentence-making,annotation + multiple-choice,annotation + blank-filling,annotation +sentence-making).The Vocabulary Knowledge Scale(VKS)was used as a research tool to test the IVA scores after reading of the subjects.This paper attempts to answer the following three questions:(1)When the TIL is the same,what is the immediate impact of different types of IE on IVA of senior high school students of each group? What is the delayed impact of each group?(2)When the IE is the same,what is the immediate impact of different TIL on IVA of senior high school students of each group? What is the delayed impact of each group?(3)Are there any differences between the immediate and delayed impacts of IVA of senior high school students caused by different types of IE and TIL in reading? If yes,what are the differences?The data are statistically analyzed by the use of One-way ANOVA and Paired Sample T-test in SPSS21.0 software.Together with the results of the interview,the major findings of the study are as follows:(1)In high school students' reading,when the amount of TIL is the same,whether the amount is 1(multiple-choice),2(blank-filling)or 3(sentence-making),the effect of annotation on IVA is remarkably better than that of boldface and underline,while the difference in effect of boldface and underline on IVA is not significant.(2)In high school students' reading,when the form of IE is the same,whether the form of IE is boldface,underline or annotation,the results of VKS tests show that the higher the amountof TIL is,the better the effect of IVA is.That is to say,the score of sentence-making group(the amount of TIL is 3)is significantly better than that of blank-filling group(the amount of TIL is2),while that of blank-filling group(the amount of TIL is 2)is significantly better than that of multiple-choice group(the amount of TIL is 1).The results proved that the Involvement Load Hypothesis is not only applicable to senior high school students,but also valid in different forms of IE.(3)Comparison of the results of the immediate test and the delayed test showed that the IVA scores of nine different groups all decreased.Except for the three groups(annotation +multiple-choice,annotation + blank-filling,annotation + sentence-making),the performance of the other six groups decreased significantly.The results of this study can not only provide targeted guidance for senior high school English reading teaching activities,but also provide a way on how to use reading materials more efficiently for senior high school English teachers to guide students to acquire more vocabulary incidentally. |
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