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3.1. Research questions.... 17
3.2. Participants ......... 17
3.3 Material.... 18
3.3.1. Reading material ...... 18
3.3.2. Target words ....... 19
3.4 Instrument ...... 19
3.5. Procedures..... 21
3.5.1. The pilot study.... 22
3.5.2. The main study ......... 22
3.5.3 Data collection..... 24
Chapter Four Results and Discussion ..... 26
4.1 Results...... 26
4.2 Discussion ...... 37
4.2.1 The difference of vocabulary acquisition among the two classes ..... 38
4.2.3 The difference of the retention rate among the two classes......... 38
Chapter Five Conclusion......... 41
5.1. Summary of the study ..... 41
5.2. Pedagogical implications of the present study.... 44
5.3. Limitations and recommendations of the present study........ 44

Chapter Four Results and Discussion

4.1 Results
Pre-experiment vocabulary test is administered on Oct. 12th. The word test isconducted to see if the students of two classes have a same volume of vocabulary size ornot. The vocabulary level test is derived from Nation’s Vocabulary Levels Test (1990).There are 36 multiple choices in 2000 level and 3000 level test. The full mark was 36points with one point for each question. In Table 4.2, the Levene’s Test for Equality of Variances shows that the significanceof Variances Equality is .824 (﹥.05), which means that the variances of the two classes areequal. Therefore, the data in Equal Variances assumed is valid. The observed t-value is-.105 and the significance level (2-tailed probability) is .917 which is more than .05, or wecan say the P value is more than .05. That is to say, at the beginning of the experiment, thetwo classes have no significant difference in vocabulary proficiency.

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Conclusion

This study aims to examine the effects of FFI on incidental vocabulary acquisition byChinese university learners of non English major. The results of the study partiallysupported FFI.The purpose of this paper is to find out answers to the two main research questions whichwere presented in the third chapter. They are: 1. Do FonF and FonFs in FFI have effects onincidental vocabulary acquisition through reading? 2. For FonF or FonFs in FFI, whichtype can improve the retention of the target words?From the results discussed in Chapter four, we can find sufficient evidence to testifythe hypotheses we have proposed. In a word, the findings of present study are as following:1. Focus on form strategy and focus on forms in FFI have effects on incidental vocabularyacquisition through reading. Non-English majors in Arts and Science College of BohaiUniversity can acquire some new words incidentally through reading and their IVA gainsare influenced by FonF and FonFs condition. In detail, in the immediate test, the provisionof FonFs condition is more efficient in increasing subjects' IVA gains than the provision ofFonF condition. The effect of reading with FonFs condition is greater than that of readingwith FonF condition because the former requires more notice, deeper processing and moreinvolvement load.
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Reference (omitted)

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