The Research On Incidental Vocabulary Collocation Learning In Senior High School English Audio-visual Input

The knowledge of vocabulary collocation is the key for second language learners to learn vocabulary.Most of the studies on the incidental acquisition of vocabulary collocation by scholars at home and abroad have focused on college students,and few studies have been conducted on the incidental acquisition of vocabulary collocation by high school students.In terms of research content,students’ vocabulary collocation is mostly examined from the perspective of external cognitive factors,such as the input quantity hypothesis.There are few studies on students’ incidental acquisition of vocabulary collocations due to contextual interest induced by interestingness of the task.In view of this,this study explores the effects of task difficulty and interestingness on incidental acquisition of vocabulary collocation of senior high school students by focusing on the affective factor of interestingness through audio-visual input.This study intends to explore three questions:(1)What is the relationship between the language difficulty and interestingness of audio-visual materials?(2)After controlling the language difficulty of audio-visual materials,how does task difficulty affect the incidental acquisition of immediate and delayed vocabulary collocation of audio-visual input of senior high school students?(3)How does interestingness affect the incidental acquisition of immediate and delayed vocabulary collocation for senior high school students’ audio-visual input after controlling the language difficulty and task difficulty of audio-visual materials?To answer the above questions,this study used quantitative research,which was examined empirically through the scientific statistical software SPSS25.0.The results show that(1)Linguistic difficulty of the audio-visual input was negatively correlated with interestingness of the input.To investigate the effect of interestingness on vocabulary collocation,it is necessary to control language difficulty factors;(2)Subjects’ incidental vocabulary collocation learning was affected by task difficulty(bilingual subtitle vs.English subtitle)in such a way that the bilingual subtitle group with low difficulty led to better vocabulary collocation learning and retention;(3)After controlling the language difficulty and task difficulty of audio-visual materials,interestingness of the audio-visual input had an significant impact on incidental vocabulary collocation learning of senior high school students.The more interesting the input,the better the learning effects and retention of incidental vocabulary collocation.The findings partially explain the controversial nature of the input quantity hypothesis—ignoring the affective factor.Meanwhile,it verifies the important role of Input Hypothesis Theory and Forgetting Curve Theory in second language vocabulary learning,and provides some reference for the study of audio-visual input facilitation,and most importantly,provides some insight into the teaching of second language vocabulary collocation.