The Study Of Incidental Vocabulary Acquisition On English Reading Of High Schools From The Involvement Load Hypothesis Perspective

Vocabulary is the basis of language.Due to the limited input of target language,reading has become the main way to deal with unfamiliar words in language learning.How to master a large number of vocabulary in the process of reading has become a problem that many students must face.Therefore,in English reading teaching,based on the involvement hypothesis,three different types of reading tasks are designed with the same input amount,and then the students are tested before the reading teaching,and the results are used to compare and analyze which type of reading task is more effective.The aim of Help improve students' vocabulary acquisition.Questionnaire survey method,data analysis method,interview method,and test method are the author's research methods.Attention hypothesis,input-output hypothesis,and processing level theory are used as the theoretical basis to guide high school English reading teaching and analyze students' vocabulary acquisition ability.This study answers the following three research questions: 1.What is the status of incidental vocabulary acquisition of high school students at the current stage? 2.Designing three different types of reading tasks with the same amount of input,can it improve the situation of incidental vocabulary acquisition of students? 3.Which type of reading task based on the involvement hypothesis will make students' vocabulary acquisition better?The author takes 45 students in a senior high school class one and four in a key high school in Harbin as experimental subjects,and conducts a total of four months of teaching experiments.Through questionnaires,I know the situation of incidental acquisition of English vocabulary in high school.According to the experimental arrangement of the involvement hypothesis,the author divides the experimental class into reading group,translation group and writing group.Before each unit of reading teaching,the target words were filtered twice according to the vks vocabulary knowledge table,and finally 10 target words were determined.The target words determined according to the reading materials to be explained in each unit were given three tasks.The group distributed different reading tasks(reading tasks of reading,translation,,and writing)for testing,,and tested a total of 8 units.Finally,the teacherexplained the reading materials in class.After the teaching experiment,the author compares the reading results before and after the semester and the comparison of the reading results of the 8 units.The purpose is to find out the changes in the students' performance and analyze which reading type.At the same time,9 students were interviewed at random to discuss whether the input-based hypothesis was effective for incidental vocabulary acquisition in English reading in high school.The study found that 1.At the present stage,the situation of incidental vocabulary acquisition of senior high school students in English is poor.The reason may be that students have not mastered the method of incidental vocabulary acquisition,and teachers have not provided students with vocabulary teaching methods through reading.2.Through one semester of experimental teaching,it was found that the vocabulary acquisition ability of students in the experimental class has improved.Among them,the writing group has the fastest improvement,the translation group has the second highest performance,and the reading group has the slowest improvement.The reason may be that the index of the "demand" and "search" factors of the writing group are higher than those of the reading group and the translation group,and the target words are processed through different types of reading tasks.The depth of their processing is different,indicating that the output-type reading tasks Compared with input-type reading tasks,students have effects on vocabulary acquisition.Therefore,the research on collateral acquisition of English reading vocabulary based on the involvement hypothesis is effective,and improve students' vocabulary acquisition.Although some achievements have been made in this research there are some shortcomings in the experiment,and the conclusions of the experiment will be one-sided.Therefore,I hope to continuously solve the problems in the light of some problems.