A Study On The Effects Of Listening Tasks With Different Involvement Loads On Incidental Vocabulary Acquisition Of Senior High School Students

English vocabulary plays a fairly vital role in language study.When the incidental vocabulary acquisition is proposed,scholars make a large number of empirical researches which are based on Involvement Load Hypothesis.They research the effect that tasks with different involvement loads have influences on incidental vocabulary acquisition through reading activity.The results show that learners can acquire some words incidentally in the process of reading;the higher involvement loads were put in,the better effects on incidental vocabulary acquisition have.But researches on incidental vocabulary acquisition through listening activity with different involvement loads are less.In fact,listening also plays a very important role in foreign language acquisition.Therefore,the effects of listening tasks with different involvement loads on incidental vocabulary acquisition need testing.This thesis are based on Involvement Load Hypothesis,Generative Processing Theory,Comprehensible Input and Output Hypothesis and Deep Processing Theory,which attempts to explore incidental vocabulary acquisition through listening tasks with different involvement loads,and compares effects of listening tasks with different involvement load on incidental vocabulary acquisition.The subjects of this research are 148 students from Shijiazhuang 22 Middle School,that is,Class A,Class B,Class C and Class D,and they are all senior two.The first three classes are required to finish three different listening tasks respectively(the involvement loads of listening tasks are 1,2 and 3)and immediate and delayed vocabulary knowledge scale tests accordingly.Besides,according to scores of mid-term examination and final examination,the students of Class D are divided into 3 groups(Group A,Group B and Group C),and give them listening tasks with the same involvement load(the involvement loads of listening tasks is 2).All data are analyzed by SPSS after test.The results show that(1)students can acquire vocabulary incidentally in different listening tasks;(2)the higher the listening task involvement load is,the better incidental vocabulary acquisition results will be;the higher the listening task involvement load is,the better effects on retention of vocabulary acquisition will be;(3)students with high English proficiency have better effects on vocabulary acquisition than those lower proficiency in the listening task with the same involvement loads.The present research has both theoretical and practical significance,and it will provide guidance on listening and vocabulary teaching to researchers and teachers.