An Empirical Study Of The Effects Of Different Input Modes And Involvement Loads On Senior High School Students' Incidental Vocabulary Acquisition

This thesis mainly studies the related factors of incidental vocabulary acquisition.In recent years,IVA has become one of the hot spots in SLA research.Researchers are also committed to exploring IVA and its influencing factors.Laufer and Hulstijn(2001)put forward the Involvement Load Hypothesis which argued the greater the task-induced involvement load,the better the effect of IVA.Based on this hypothesis,a wealth of research has verified it.Some studies fully support the hypothesis,while others partially confirm it.Moreover,most of the experiments take reading as the input mode,but rarely examine the effect of audio-visual materials.Therefore,the effect of ILH on IVA under audio-visual input remains to be explored.On the basis of Input Hypothesis,Depth of Processing Theory and Involvement Load Hypothesis,this thesis discusses the effects of reading and audio-visual input modes and different involvement loads on IVA of senior high school students.Specifically,it answers the following three questions:(1)What is the effect of input modes on senior high school students' incidental vocabulary acquisition based on the same involvement load?(2)What is the effect of involvement loads on senior high school students' incidental vocabulary acquisition based on the same input mode?(3)What is the effect of input modes and involvement loads on incidental vocabulary acquisition of senior high school students?In this thesis,122 students from four classes of senior high school in Guangzhou were divided into four groups: audio-visual input with highinvolvement load(VH),audio-visual input with low involvement load(VL),reading input with high involvement load(RH)and reading input with low involvement load(RL).After receiving the corresponding input and tasks,the students are required to complete the immediate vocabulary post-test,and the delayed vocabulary post-test one week later.In order to ensure the reliability of the experiment,the duration of time-on-task of four groups is strictly controlled;what's more,the two vocabulary tests are identical except the word order.After the experiment,SPSS 22.0 was used for data analysis.The results show that:(1)under the same input,audio-visual input can promote learners' vocabulary acquisition more than reading input,and the difference between them is obvious;(2)under the same input mode,the task with high involvement load has better effect on IVA of senior high school students,and the difference between low involvement load group is significant;(3)there was no significant difference between VL and RH,so it is assumed that the two groups have interactive effects.This result enriches the research on the influence of input modes and involvement load on IVA;even more,it can give reference and guidance to traditional vocabulary teaching so that front-line teachers can select the stimuli and tasks of vocabulary learning more appropriately.As a result,improving the efficiency of vocabulary teaching as well as arising students' interest in learning English can be ensured.