Correlation Analysis Between Classroom Interaction And Incidental Second Language Vocabulary Acquisition

This dissertation aims to explore any possible relationships between the frequency of classroom interaction and incidental second language vocabulary acquisition on the basis of theories of classroom interaction, incidental second language vocabulary acquisition, Interaction Hypothesis, attention and memory in cognitive psychology.In this experiment, the independent variable is the frequency of classroom interaction, the moderator variable is the category of classroom interaction, and the dependent variable is the effect of incidental second language vocabulary acquisition. Classroom interaction in this experiment refers to verbal communication either between the teacher and the students or between the students and the students.This experiment took 183 students of Senior One in No.53 Middle School in Chongqing as subjects. According to the two research questions, the author carried out an experimental study with ten 40-minute classes for each class (altogether four classes) through 12 days, along with a pretest, five immediate posttests, and ten delayed posttests. Statistic analysis method was used for revealing the relationships between variables.Experiment results of this study turned out that: (1) Classroom interaction can have a role to play in the incidental second language vocabulary acquisition. (2) From the aspect of covert classroom interaction, different kinds of classroom interaction (mentioning, repeating, and focusing on new words) have different extents of positive influence on the new vocabulary learning. Mentioning on new words is dispensable for vocabulary recall. The effect of vocabulary recall has a relatively weak positive linear correlation with the number of repetitions and the number of focuses on new words. With the frequency of repetitions and focuses on a word increased, the effect of recall on that word might be enhanced. From the aspect of overt classroom interaction, which is reflected as turn-taking around new words for individuals, the effect of vocabulary retention has a strong positive linear correlation with the number of turns-taking around the new vocabulary. With the frequency of turns-taking of a student increased, the effect of retention for that student will be enhanced greatly.In conclusion, increasing the frequency of classroom interaction can enhance the effect of incidental second language vocabulary acquisition. Therefore, for the purpose of improving the effect of second language vocabulary acquisition, teachers can consciously increase the frequency of classroom interaction, including the frequency of repetitions and focuses on new vocabulary, and encourage the students to involve in classroom interaction actively.