Two Different Output Modes Impact On Vocabulary Acquisition

Vocabulary is one of the basic materials of language. It is the flesh and blood of language. People cannot communicate without vocabulary. In language communication, vocabulary plays a pivotal role.It sets a very high requests to the learners’ vocabulary both in the native language acquisition and second language acquisition. In a way, the target language level of the learners depends on the mastering of the vocabulary. A larger vocabulary enable learners to understand and express more appropriate.As a result, in the process of teaching Chinese as the second language, we should focus on vocabulary teaching. We can easily find that vocabulary takes up a bigger share of the Chinese books than other aspects such as grammar and pronunciation. We can say that the second language learners never stop learning vocabulary in the whole process of learning second language. Especially when the learners’ language skills improve to the intermediate to advanced levels, the study of vocabulary almost become the entire contents of second language learning.People all know that output is as important as input. Input must come before people acquire language. While output is a necessary part of completing the process of the internalization of language materials and transferring external materials into internal language system.People use reading, writing, speaking and listening to assess one’s language competences. Speaking and Writing can not only reflect a learner’s ability of speaking and writing, but also can be two different ways of learning the second language. As two different output modes, speaking and writing have different effects on the acquisition of language. Then which one can bring a better result? This is a question worth thinking about.This article aimed at discussing the different effects in learning vocabulary through different ways:speaking and writing.In the study, I proposed an assumption about this topic. The vocabulary knowledge assessment theories provide reference for the experimental design. And16foreign students from Minzu University of China participate in the experiments. The experiment can be divided into two parts:one is the process of learning the tested words by speaking or writing them. The other part includes two tests:one test is just after the output process of the tested words, while the other one is a week later.The data are entered into the SPSS software to help us analyze relevant information. The result shows that the grade of writing is higher than speaking in the first test. And the grade of speaking is higher than writing in the second test. So we can say that writing brings a better result within a short time. While speaking enable people to keep memorizing the words.In the process of teaching, teachers can deal with the words in different ways according to the conclusion. If we need the learners to acquire the words in a short time and start using them immediately, it is better to let the learners write the words. If we want to help the learners to keep the words that they have learnt for a long time, it is better to pay more attention to speaking.All in all, the vocabulary size directly affects the Chinese level of the second language learners. To acquire the words more efficiently is the common pursuit of both the teachers and the learners. Though the two methods of outputting bring the different result, the best way to acquire vocabulary is to combine these two approaches.