A Study On The Effects Of Different Forms Of Reading And Writing Tasks On Junior High School Students' English Vocabulary Learning

Vocabulary learning runs through the whole process of language learning,which plays a crucial role in language learning.It has been proved that continuation tasks can improve the learning of English vocabulary.However,relevant studies mainly focus on its influence on reading,writing,and grammar learning.And the experimental study of effectiveness of continuation task on second language vocabulary learning is still limited.On the basis of previous research,this study aims to explore different forms of continuation tasks' influence on English vocabulary learning from three aspects as form,meaning,and usage in junior high school students,and then further analyzes its influence from the learner factors(English proficiency),and tries to explore the reasons behind it so as to put forward a new perspective for junior middle school English vocabulary teaching.Based on the Input Hypothesis and the Output Hypothesis and guided by the Interactive Alignment Model,this study traced the origin and development of the continuation task,and attempted to explore the following three research questions:(1)What is the immediate and delayed effect of the simple continuation and the intensive continuation task on English vocabulary learning?(2)How does learner's proficiency influence the effect of the simple continuation and the intensive continuation task on the vocabulary acquisition of junior high school students?(3)What is the impact of the continuation task on junior high school students' interest in and attitude to vocabulary learning?In this study,120 students from the second grade of a junior high school in Linyi City were randomly divided into three groups: the simple continuation group,the intensive continuation group,and the word-selection group.The first two groups participated in the formal experiment,and the word-selection group was only used to select target words before the experiment.The simple continuation group is given English materials and asked to continue in English and the intensive continuation group is given English materials with Chinese meaning and asked to continue in English.The experimental method was mainly adopted and the data analysis software SPSS 26.0was used to conduct the independent sample t-test analysis on the experimental data.At the same time,with the help of questionnaire survey method and interview method,the following research conclusions are drawn based on the results:(1)In the immediate and delayed effect,the learning effect of the intensive continuation group was better than that of the simple continuation group in terms of form,meaning,and usage with those in terms of meaning and usage.(2)For learners of different language levels,the vocabulary learning effect of the intensive continuation group was better than that of the simple continuation group in terms of form,meaning,and usage with those in the middle-level and low-level groups having the most significant vocabulary acquisition effects.(3)In the questionnaire and interview results,most of the participants insisted that the continuation task can promote participants' interest and learning of target words.This study explores the influence of different forms of continuation tasks on learning English vocabulary,which is of great benefit to junior high school English vocabulary learning and English vocabulary teaching.Meanwhile,the study lays a foundation for further research orientation in this field.