英语论文网

摘要：本文是英语词汇学论文，The current research is totally different from former studies, which is set to explorethe effects of different tasks which includes reading task, writing task and the continuationtask on incidental vocabulary acquisition to test Involvement Load Hypothesis and aims toapply the continuation task into the vocabulary teaching.

/> 5.2 Implications ...... 50
5.3 Limitations and suggestions for the future study.... 51

Chapter Four Data analysis and discussion

4.1 Analysis of the participants’ English vocabulary proficiency in the VLT
Table 4-1 shows a general description of the participants’ English vocabularyproficiency which includes numbers, minimum scores, maximum scores, mean scores andstd. deviations. From the table it can be seen that the means respectively are 34.7020,35.0091 and 34.4800, which are fairly similar, however, it can not be proved that there is nosignificant difference among the 3 classes, thus one-way ANOVA is used to solve theproblem. In the following table, the results are presented. Combining the analysis of the one-way ANOVA in the table 4-2 which presents thesig-value .994 is more than 0.05 (the mean difference is significant at .05 level) with theresults of the table 4-1, the conclusion is: the English vocabulary proficiency of theparticipants of the 3 classes are almost the same.

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Conclusion

In the current study, the effects of three different tasks including reading task, writingtask and the continuation task on incidental vocabulary acquisition for senior high schoolstudents have been investigated and discussed. And based on the data analysis, a list ofmajor findings is drawn as following.First of all, for the short-term retention of the vocabulary, the writing-task group andthe continuation-task group gain higher scores than the reading-task group, besides, there isno significant difference between the writing-task group and the continuation-task groupbut the reading-task group has the significant difference with writing-task group and thecontinuation-task task group, that is to say, the writing task and the continuation task caninduce learners to have more effects on incidental vocabulary acquisition than the readingtask alone.Moreover, for the long-term retention of the vocabulary, the scores of thecontinuation-task group is higher than the scores of the writing-task group as well as thescores of the writing-task group is higher than the scores of the reading-task group,furthermore, the scores of the continuation-task group has significant difference betweenthe reading-task group and the writing-task group and there is also significant differencebetween the scores of the reading-task group and the writing-task group, in other words,the continuation task can induce leaners to have more effects than the reading task and thewriting task on vocabulary retention.
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