| Vocabulary is the basis of language learning.Learners cannot learn and improve language skill without relying on vocabulary.Intentional vocabulary learning,as one of the most common ways to learn vocabulary,is still used in the classroom.In view of the importance of vocabulary in language learning,the learners’ process of second language acquisition has attracted more and more attention in the field of second language acquisition.As a branch of vocabulary research,incidental vocabulary acquisition,as an effective way to master a large number of vocabulary,is particularly valued.At present,a large number of studies have confirmed that there is a certain degree of incidental vocabulary acquisition through reading and listening,and compared the effect of incidental vocabulary acquisition under different input modality.However,there are few studies on the effect of multi-modality input combining with subtitles,sounds and pictures on incidental vocabulary acquisition.In addition,with the development of cognitive psychology,frequency effect has been paid more attention to by researchers of second language acquisition.A large number of studies at home and abroad focus on the positive effect of frequency on the development of second language ability through listening,speaking,reading and writing,but few studies on the effect of frequency on incidental acquisition of second language vocabulary.In view of the above analysis,this paper studies the influence of input modality and input frequency on incidental vocabulary acquisition,and mainly discusses the following three questions:(1)Does input modality affect incidental vocabulary acquisition and retention among senior high school students?(2)Does input frequency affect the incidental vocabulary acquisition and retention among senior high school students?(3)Do input modality and input frequency have an interaction with incidental vocabulary acquisition and retention among senior high school students?Participants in this study were 121 senior high school students from three parallel classes in Nanchang No.8 middle school.They were divided into a pilot group andtwo experimental groups.The pilot group selected the words they did not know and then ten target words were identified.After receiving different input modality,the reading input group and the multi-modality input group were given an immediate vocabulary test consisting of ten target words and five distractors for three consecutive days in the presence of input.The delayed vocabulary test was conducted one week later.The results of the four vocabulary tests are statistically analyzed by SPSS 17.0.The results show that the input modality and input frequency have an important influence on incidental vocabulary acquisition.Both input modality can promote vocabulary acquisition,but different input modality have different effects on incidental vocabulary acquisition.Multi-modality input is better than reading input modality.Besides,input frequency also affects incidental vocabulary acquisition among senior high school students.Vocabulary acquisition increases with the increase of frequency.What’s more,the main effects of input modality and input frequency on incidental vocabulary acquisition are significant but there is no significant interaction effect on IVA.Then,in the delayed test after a week,not all acquired vocabulary can be maintained for a week,and the retention effect of the two input modality is significantly different from that in the immediate test.These findings not only enrich the research on incidental vocabulary acquisition,but also have certain reference significance for teachers’ vocabulary teaching and curriculum design as well as students’ vocabulary learning in and out of class. |
