An Empirical Study Of Incidental Vocabulary Learning Through Writing By Chinese Non-English Majors

The present study aims to investigate the role of writing in incidentalvocabulary learning (IVL). On the basis of previous both theoretical andempirical researches, the author conducted one experiment composed of onepilot study, a main study and two tests to find out the effects of various taskson promoting learners'incidental vocabulary learning.The empirical results reveal that IVL does occur in writing, and writingseems to be a more effective way than reading for the acquisition andretention of vocabulary acquired incidentally. In addition, it seems that outputtasks (writing) will result in more productive vocabulary than the input task(reading).The study has both theoretical and practical values. This empirical studypartially testifies the validity of the ILH and provides empirical data tosupport, revise, or perfect it. An understanding of the effect of writing onChinese EFL learners'incidental vocabulary learning and the way itinfluences the development of vocabulary will shed some light on thevocabulary teaching and learning in China. More elaborate investigations areexpected in future.