不同投入量的输出任务对初中生词汇习得和词汇记忆的影响.pdf

The Effect of Output Tasks with Different Involvement Load on Vocabulary Acquisition and Retention for Junior High School Students Abstract The present study explores the effect of the output tasks with different involvement load on vocabulary acquisition and retention of Chinese junior high school students. The two research questions of this study are: 1.Which output task with different involvement load, namely sentence blank filling and sentence translation , is more effective on vocabulary acquisition and retention for Junior high school students ? 2.Do the two output tasks with different involvement load have different effects on vocabulary acquisition and retention for high-achieving and low-achieving Junior high school students ? Thirty-eight Grade 8 junior high school students from Huachen Brilliant Foreign Language School in Dongguang participated in the experiment. The two output tasks with different involvement load used in this study were sentence blank filling and sentence translation. This study was composed of the vocabulary pretest, immediate post-tests and delayed post-tests. All participants took a vocabulary pretest in the first week to make sure the target words were new to them. Then from the immediate post-test on Thursday of the second week to delayed post-test on Tuesday of the fourth week, the participants took two immediate post-tests and two delayed post-tests based on two types of output tasks with different involvement load. And interviews were conducted after all the post-tests had finished. Parubakht and Weshche’s (1993) Vocabulary Knowledge Scale (VKS) test was used to examine the learner’s previou