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cy levels.Therefore,the results of theimmediate and delayed vocabulary post-tests in the two rounds of experiments aredescribed and analyzed in the following sections.

5.1.1 Effects of two reading-based output tasks on IVA of senior high schoolstudents

In this study,research question one attempts to compare the effects of tworeading-based output tasks,namely sentence translation and sentence writing,on theincidental English vocabulary acquisition of senior high school students.Therefore,the data of the immediate vocabulary post-tests and the delayed vocabulary post-testsof the subjects in the two rounds of experiments were put into SPSS 18.0 fordescriptive analysis and the independent samples t-test.The specific results are asfollows.

Chapter Six Conclusion

6.1 Major Findings

Based on previous studies on IVA at home and abroad,and guided by the OutputHypothesis and the Involvement Load Hypothesis,this study mainly adopts theexperimental method to compare the effects of two reading-based output tasks,namely the sentence writing task and the sentence translation task,on the incidentalEnglish vocabulary acquisition of senior high school students,and further comparetheir effects on the incidental English vocabulary acquisition of senior high schoolstudents at different English proficiency levels.According to the data and discussionin Chapter Five,the following major findings are made in this study:

Firstly,the analysis of the data from the two rounds of the immediate anddelayed vocabulary tests shows that students in the sentence writing group and thesentence translation group have acquired the target words incidentally to some extent.That is to say,both the sentence translation task and the sentence writing task canfacilitate incidental English vocabulary acquisition of senior high school students tovarious degrees.This finding is in line with Bao’s(2015)finding that both thesentence translation output task and the sentence writing output task are effective infacilitating the incidental acquisition of English vocabulary,which further proves theimportance of output tasks in incidental English vocabulary acquisition.

Secondly,the performance of the sentence writing group is significantly betterthan that of the sentence translation group in the two rounds of the immediate anddelayed vocabulary tests.This shows that the effect of the sentence writing task issignificantly better than the sentence translation task in facilitating the incidental English vocabulary acquisition of senior high school students.This result is consistentwith the finding of Li(2015)on the effects of the translation task and the sentencewriting task on English learners’vocabulary acquisition,and also fully supportsLaufer and Hulstijn’s(2001)Involvement Load Hypothesis,that is,the sentencewriting task with a higher involvement index is more conducive to learners’IVA.

reference(omitted)

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