写作任务与互动任务对非英语专业学生词汇附带习得影响的对比研究.doc

山东师范大学硕士学位论文 Abstract The past three decades have witnessed an expansion of research scope of second language vocabulary acquisition, with some scholars considering it a central task of second language acquisition. Most studies have been dedicated to the relationship between incidental vocabulary acquisition (IVA) and reading, and a large portion of these studies have verified the feasibility of IVA through reading. However, only a small number of experiments have been conducted concerning the relationship between IVA and listening. Some researchers indicated that through manipulation of task-based factors, vocabulary retention performance could be enhanced. Learners involved in productive word-focused tasks were more likely to recall words than those engaged in receptive tasks. Among different productive tasks that enhance IVA, composition and interaction tasks become the focus; however, few studies have compared the effects these two tasks have on facilitating foreign language IVA. According to Long, interaction “facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways”. With interaction research extending into cognitive field, researchers found out that negative feedback helped learners to notice the gap between their interlanguage and target language and observe the subsequent input. Learners who received interaction task could get the teacher?s negative feedback while those who received composition task could not. Would negative feedback help interaction task exert better learners? attention and thus better facilitate foreign language vocabulary acquisition? Based on the noticing hypothesis and interaction hypothesis, the present study is to investigate which task (interaction or composition) has better effects on incidental English vocabulary acquisition under the listening input. In the present study, 60 non-English-major freshmen from Linyi University participated and they