The Effect Of Writing Task Input Mode On Incidental English Vocabulary Acquisition Of Junior High School Students

The use of language can not be separated from context.In the process of foreign language learning,due to the limitation of objective environment,students inevitably have to face the contradiction between the necessity of context and the lack of context in target language learning.In order to solve this contradiction,Wang Chuming(2014)proposed a method,which called continuation after reading.Subsequently,continued writing has gradually attracted attention in the field of foreign language teaching,some studies have confirmed the effect of continued writing in learning and incidental vocabulary acquisition.For a long time,vocabulary teaching is a very important part of foreign language teaching.However,most teachers' vocabulary teaching methods are single and boring,and students rely on the comparison of English-Chinese to memorize words,resulting in vocabulary learning is time-consuming and inefficient.Based on the relationship between continuation and vocabulary acquisition,this paper attempts to explore the influence of reading input and listening input during continued writing on incidental vocabulary acquisition of junior high school students.There are three research questions in this paper:(1)Is there a significant difference in the effect of reading input and listening input during the continuation on incidental vocabulary acquisition?(2)What are the effects of the reading input and listening input during the continuation on the incidental vocabulary acquisition of learners at different language levels?(3)What are the effects of reading input and listening input during the continuation on incidental vocabulary acquisition of learners at the same language level? This teaching experiment takes48 junior high school seventh grade students in Shandong Province as the research objects.This experiment adopts the methods of quantitative research and qualitative research,the mainly methods is test method.Meanwhile,questionnaire and interview are also used.Using the software SPSS to analyze the data.The research process is as follows: Divide participants into two groups according to different input methods: Reading input group and listening input group.Each group was divided into two groups: high-level group and low-level group.Four narrative articles of the same level were selected to carry out 4 tests.For every test,the teacher deletes the end of the article.After reading input or listening input,students completed the continuation of the article according to the given target words,then they should finish a test about those target words immediately,two weeks later,they should finish a delay test.Using vocabulary knowledge scale to examine the effect of incidental vocabulary acquisition.Conclusions:(1)The effect of listening input group vocabulary incidental acquisition is better than reading input group in instant and delay test,but there is no significant differencebetween the two groups.(2)When the input mode was same and the students' levels were different,in instant test and delay test,there were significant differences in the effect of incidental vocabulary acquisition between the high level group and the low level group in listening input group and reading input group.The effect of incidental vocabulary acquisition is greatly influenced by different language levels in listening input group.(3)When the level of the students was same and the input modes were different,the high-level students in listening input group were better than those in reading input group in the effect of vocabulary acquisition,and there was a significant difference between the two groups in instant test.There was no significant difference in delay test.The low-level students in listening input group were worse than those in reading input group,and there was no significant difference in instant and delay test.This study is helpful for English teachers to give full play to the important role of listening and reading in incidental vocabulary acquisition through the task of continued writing in future,at the same time,it provides reference and inspiration for the study of "continuation" theory.