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Previous research has shown that native kids aged 4-5 are capable of remembering 4,500 words. Their vocabulary acquisition increases about 1,000 words per year and reaches 20,000 words by the time they go to college. Because it is challenging to teach all of the vocabulary through classroom teaching, experts think that the majority of the vocabulary is acquired by learners on occasion. In 1975, Gibson mentioned the concept of incidental vocabulary acquisition, but he did not provide a clear definition of it (Gibson, 1975). The concept “incidental vocabulary acquisition” was put forward by Nagy after analyzing the results of his empirical studies done in 1985 (Nagy, 1985).

Krashen (1989) first introduced “incidental vocabulary acquisition” into the field of second language acquisition research and drew the attention of other scholars. Different scholars understand “incidental vocabulary acquisition” from different perspectives. Schmidt (1994) argued that “incidental vocabulary acquisition” was a kind of learning that did not aim at learning the target word. Joe (1998) held that words were acquired unconsciously if learners focused on the reading materials rather than on the words, that is, the information conveyed by the reading material was more important than the meaning of individual words.

2.2 Previous Studies on the Effects of Output Task Type on EFL Learners’ Incidental Vocabulary Acquisition

2.2.1 Studies on the effects of output task type on EFL learners’ incidental vocabulary acquisition abroad

The effects of output task type on EFL learners’ incidental vocabulary acquisition are mostly studied from the perspective of involvement load hypothesis. “Involvement load hypothesis” was first proposed by Laufer and Hulstijn (2001), which argued that the task with higher involvement load was more conducive to EFL learners’ incidental vocabulary acquisition. A number of empirical studies on EFL learners’ incidental vocabulary acquisition based on the “involvement load hypothesis” has been rising abroad with the in-depth research on incidental vocabulary acquisition (Hazrat, 2021; Sylvia & Reynolds, 2022; Yanagisawa & Webb, 2021).

The most notable ones were the parallel studies carried out in Israel and the Netherlands in 2001 by Hulstijn and Laufer, which investigated the effects of three reading tasks (reading comprehension, reading comprehension + blank filling, and writing with target words) with various involvement loads on EFL learners’ incidental vocabulary acquisition. The “involvement load hypothesis” was fully supported by the findings of the Israeli experiment, but only partially supported by those of the Dutch experiment. In both experiments, the best results in EFL learners’ incidental vocabulary acquisition were found in the writing task with the highest involvement load. In addition to Laufer & Hulstijn (2001), the study of Keating (2008) also partially supported the “involvement load hypothesis”. He designed three reading tasks (reading comprehension, reading comprehension + blank filling, and making sentences with target words). The experimental findings indicated that the reading comprehension task had the lowest impact on EFL learners’ incidental vocabulary acquisition. However, the effects of the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。