英语论文网

ion acquired fewer meanings of the words.5. Findings and Pedagogical ImplicationsThis study has generated the following major findings；First, there was a significant difference between the Chinese-to-English translationclass and the English-to-Chinese translation class in both immediate and delayed retentionof incidental vocabulary tests and this suggests that a Chinese-to-finglish translation taskis more effective than an English-to-Chinese translation task in incidental vocabularyacquisition. This may be because a Chinese-to-English translation task takes a little moretime, has more involvement load and deep processing of lexical meaning than an English-to-Chinese translation task. These features may facilitate both immediate and delayedvocabulary retention.Second, both the Chinese-to-English translation task and the English-to-Chinesetranslation task caused incidental vocabulary acquisition. This finding is consistentwith Swain's (1985) Output Hypothesis that pushed output can intensify the cognitivenotice towards syntax and lexicon, thus resulting in more or less incidental vocabularyacquisition. It also suggests that besides the results shown in previous studies thatvocabulary can be acquired incidentally through reading, writing, speaking and listening,it can also be acquired incidentally through translation, which expands the scope ofincidental vocabulary acquisition.This study has some pedagogical implications.First, in the teaching of English courses, appropriate amounts of translation exercisescan be added. If possible, a translation course could be followed from the first year ofthe university by English majors rather than from the third year. Offering this course fora longer period of time would provide English learners with adequate opportunities topractice translation. In this way they could not only improve translation skills but alsoacquire new words incidentally.Second, teachers，roles should be brought into full play. Like their roles in teachingmaterials selection, their roles in guiding their students in employing intentionalvocabulary acquisition.Third, vocabulary acquired incidentally through translation should be intentionallylearned afterwards to develop the learners’ overall knowledge of vocabulary.

5. Limitations and Suggestions for Further Studies

The present study was only a preliminary study on the effect of different translation taskson incidental vocabulary acquisition and thus has its limitations and calls for improvementin future related studies.First, the sample in this study was selected from the first-year English majors and isnot large enough to be generalized to all English majors. In future studies, samples can beselected from various strata at different universities to test whether the conclusion drawnfrom this study is valid.Second, in this study only the learners' receptive knowledge of vocabulary ismeasured with their productive knowledge of vocabulary unmeasured. Thus in futurestudies, research designs should be made to measure both receptive and productiveknowledge of vocabulary.Third, this study only deals with the effects of different translation tasks on incidentalvocabulary acquisyion. Whether the translation task is most effective in incidentalvocabulary Requisition remains unknown. Thus future studies can be conductedto compare the effects of reading, writing and translation on incidental vocabularyacquisition.

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。