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1.1Research Background
词汇是语言教学的中心组织的课程纲要，学习者的表现的评价和获取资源提供（坎德林，1988）。，此外，词汇习得重要的是学习者的语言技能：阅读，写作，听，尤其是阅读。因此，如何帮助学生在更短的时间内学到更多的单词是一个关键的问题。研究人员一直在寻找有效的方法来提高词汇习得的学习者在课堂。但它发现，直接词汇教学似乎是准备不足的基本词汇学习的学习者在英语课堂。大量的话实际上是在不知不觉学到淘汰类。“这里是第一语言的研究意义的广泛阅读词汇收购随着时间的推移”（Paribakht＆Wesche，2001）导致相当的证据。一些案例研究进行出已显示附带学习词汇可以被培育通过阅读为基础的任务，（，1992; Hulstijn赵克拉申，1994年; Hulstijn＆Greidanus的，1996年）。据参与负荷假说把着向前走劳费尔和Hulstijn的（2001年），附带任务触发需要搜索和评估导致较高的词汇学习比那些不触发这样的过程。Vocabulary is at the center of language teaching in terms of organization ofsyllabuses, the evaluation of learner’ performance and the provision of acquiringresources (Candlin, 1988).Moreover, vocabulary acquisition is important for learners’language skills: reading, writing, and listening, especially, reading. Thus, how to helpstudents learn more words in less time is a key problem. Researchers have been searchingfor effective ways to enhance vocabulary acquisition of learners in classroom. But it isfound that direct vocabulary instruction appears to be inadequate to prepare learners inEFL classroom for the basic vocabulary learning. A large number of words are actuallylearned unconsciously out of class. “There is considerable evidence from first languagestudies that extensive reading for meaning leads to vocabulary acquisition over time”(Paribakht&Wesche,2001).A number of case studies carried out have shown incidental learning of vocabularycan be fostered through reading-based tasks, (Hulstijn, 1992; Cho & Krashen, 1994;Hulstijn, & Greidanus, 1996). According to the Involvement Load Hypothesis put forwardby Laufer and Hulstijn (2001), incidental tasks that trigger need, search and evaluationlead to higher vocabulary learning than those which do not trigger such processes.
The Involvement Load Hypothesis is some inspirations for the study of vocabularylearning and teaching. Many empirical studies have been conducted to see whether thehypothesis holds truth under different tasks (e.g., Huang, 2007; Laufer&Hulstijn, 2001,etc.), although the results so far are rather inconclusive. At the same time, it is quite clearthat the involvement load induced by a task is supposed by a task designer. So it can beseen as an external factor in learning process. But learners may activate their internalfactors such as learning strategies and vocabulary size when they performance readingtasks. As Wu, Lang & Dang, (2007) point out that most of the studies are aimed to assaythe Involvement Load Hypothesis, but the important variables such as vocabularylearning strategies and vocabulary size are not concerned. Do learners’ vocabularylearning strategies and their vocabulary size have some influence on the learners’incidental vocabulary acquisition?
To my best knowledge, just a few empirical studies are designed to take both theexternal factors and internal factors of learners into account. In this sense we start from incidental vocabulary learning to test the Involvement Load Hypothesis and we hope tofind whether and to what degree the assumptions are right with consideration of thevocabulary size and learning strategies. To be specific, we want to explore whether taskswith higher involvement load will lead to better learning outcomes than lower ones, andwhether tasks with the same involvement load will yield similar retention results. We arealso interested in whether learners’ vocabulary learning strategies and their vocabularysize have so本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。