1、延安大学延安大学延安大学外国语学院An Empirical Study of the Effects of An Empirical Study of the Effects of Output Hypothesis on Incidental Output Hypothesis on Incidental Vocabulary AcquisitionVocabulary Acquisition By Chen JingjingSupervised by Associate Professor Liu Baining School of Foreign languages,Yanan Univ
2、ersity 2012.06.09.,.,1延安大学外国语学院Why?How?What?The The Outline of PresentationOutline of Presentation.,.,2延安大学外国语学院The The Outline of My ThesisOutline of My Thesis1.Introduction 2.Literature Review3.Research Methodology4.Results and Discussions5.Conclusion.,.,3延安大学外国语学院Research Orientation:Research Ori
3、entation:Why do I choose the theme for my study?It is a controversial issue whether output is the result of acquisition or the cause of acquisition and whether output process is related to learning process.It is quite natural that many L2 teachers feel uncertain about how to guide their students.Sho
4、uld they require their students to learn words intentional learning is not conducive to language learning?1 12.,.,4延安大学外国语学院Research QuestionsResearch QuestionsQ1:Q2:Q3:Do output tasks facilitate the acquisition of new words?What conditions cause acquisition of new words in output tasks?As the acqui
5、sition of new words,do learners of output tasks perform better than learners of comprehension tasks?What is the difference between learners of output tasks and learners of comprehension tasks towards the new words retention?.,.,5延安大学外国语学院Theories Related to This StudyTheories Related to This StudyOu
6、tput HypothesisInformation Processing ModelInvolvement Load Hypothesis.,.,6延安大学外国语学院How?Research DesignSubjectsInstruments Procedures.,.,7延安大学外国语学院Procedures Table 3.1 Design of Experiment.,.,8延安大学外国语学院What?Results of ExperimentPretest Immediate Test Delayed Test Comparison.,.,9延安大学外国语学院Pretest Tabl
7、e 4.1 Descriptive Statistics of Pretest.,.,10延安大学外国语学院Immediate Test Table 4.2 Descriptive Statistics of Immediate Test.,.,11延安大学外国语学院Delayed Test Table 4.3 Descriptive Statistics of Delayed Test.,.,12延安大学外国语学院Findings from the ComparisonThe mean difference is significant at the.05Table 4.4 One-way
8、ANOVA:Post Hoc Multiple Comparisons of Gain 1.Note:1=control group,2=comprehension group,3=production groupImmediate test-pretest.,.,13延安大学外国语学院Findings from the ComparisonThe mean difference is significant at the.05 level.Table 4.5 One-way ANOVA:Post Hoc Multiple Comparisons of Gain 2.Note:1=contro
9、l group,2=comprehension group,3=production groupDelayed test-pretest.,.,14延安大学外国语学院Findings Findings Results indicate that there is significant difference between Group 1 and Group 3 both in immediate posttest and delayed posttest.The condition leading to the acquisition of more new words in output
10、activities are noticing,word-induced involvement load and reoccurrence of the target item.Memory performance is determined far more by the nature of the processing activities engaged in by the learner.,.,15延安大学外国语学院Suggestions Suggestions Secondly,encouraged by Skehans Information Processing Model(1
11、999),it can be suggested that intervening in learners output process to further second language vocabularys learning naturally.Firstly,due to output exerts a critical effect on the acquisition of unknown words,it is natural and well-reasoned that language vocabulary instruction is supposed to be out
12、put-oriented other than comprehension-oriented.,.,16延安大学外国语学院Limitations Limitations (1)The pretest of the experimental design may prompt the learners to notice the new words and sensitize them to vocabulary learning.(2)An important limitation of the study concerns the small sample.Detailed classroom-based studies may not be generalizable to a larger population of learners.(3)It is difficult to control the time of experiment exactly.,.,17延安大学延安大学延安大学外国语学院Thank you for your attention!.,.,18
