词汇附带习得影响的实证分析-教育学；教师教育专业论文.docxVIP

iii iii Ningxia University participated in the experiment and were assigned to perform one of the four learning tasks varying in involvement loads: reading plus comprehension, reading plus fill-in, reading plus sentence-translation, and reading plus sentence-making. The four tasks bear different involvement load and are put in the increasing order of the involvement load indexes (1 to 4). Accordingly, it is presumed that vocabulary acquisition and retention scores are in an decreasing sequence, that is Task 4﹥Task 3 ﹥Task 2﹥Task 1. Short and long-term retention of ten target words was investigated on two (immediate and delayed) posttests at an interval of two weeks. The scores of vocabulary retention are assessed by a recently developed instrument, the Vocabulary Knowledge Scale (VKS) and the data from the experiment is analyzed by PASW (Predictive Analytics Suite Workstation) Statistics 18. The major results are summarized as follows: The Chinese intermediate English learners can acquire and retain vocabulary incidentally after completing tasks bearing different involvement load. In both the immediate posttest and delayed posttest, the vocabulary acquisition and retention sequence is not Task 4﹥Task 3 ﹥Task 2﹥Task 1, which is different from what has been assumed. Higher involvement load would not necessarily result in better vocabulary retention. So it should be noticed that there are other factors affecting the retention score. It can’t be seen from the results that there is significant correlation between subjects’ academic performance and vocabulary acquisition in the immediate posttest, but subjects’ academic performance has a positive effect on vocabulary retention in the delayed posttest; meanwhile, the subjects’ present vocabulary level has a significant effect on their achievement in the immediate gains as well as the long-term retention of the target words. The results suggest the Involvement Load Hypothesis is not mature enough and needs further and deep