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nguage learner,either in speech orwriting”.In addition to speaking and writing,some scholars believe that output alsoincludes translation.Laufer and Girsai(2008)and Huang(2008)hold the view thattranslation is essentially a kind of pushed output.Wen(2008)proposes in the contextof foreign language teaching in China that output also includes interpreting andtranslating(from Chinese to English and from English to Chinese).Therefore,it canbe concluded from the above definitions that output refers to the language producedby language learners either in oral or written form,which includes speaking,writing,interpreting,and translating.

2.2 Previous Research on IVA

The study of IVA has gone through a long period of time from its inception,emergence and development to its maturity.Since the 21st century,the field ofincidental second language vocabulary acquisition has undergone a developmentprocess from slow growth to fluctuating growth,and then to rapid growth(Yang&Luo,2022).This section reviews the literature on IVA at home and abroad.

2.2.1 Previous research on IVA abroad

Nagy et al.(1985)introduced the concept of IVA on the basis of studyingchildren’s vocabulary learning of their native language.They argued that most of thenative vocabulary is likely to be acquired incidentally,but not by intentional learning.Since this is the case with native language vocabulary acquisition,what is the casewith second language vocabulary acquisition?Is it possible that most second languagevocabulary can be acquired through incidental learning?To this end,many scholarshave made studies on IVA.Generally speaking,a certain degree of IVA occursalongside the development of other language skills(Gai,2003a).In the following,theauthor introduces the related studies of IVA abroad from four aspects:listening,speaking,writing,and reading.

Chapter Three Theoretical Framework ......................... 22

3.1 Output Hypothesis .............................. 22

3.1.1 Introduction to the Output Hypothesis ................... 22

3.1.2 Application of the Output Hypothesis to the present study ....... 24

Chapter Four Methodology ............................. 29

4.1 Research Questions ............................. 29

4.2 Research Subjects ............................ 29

4.3 Research Materials .................................... 30

Chapter Five Results and Discussion ........................... 45

5.1 Results ............................. 45

5.1.1 Effects of two reading-based output tasks on IVA of senior high school students ................... 45

5.1.2 Effects of two reading-based output tasks on IVA of senior high school students at different English proficiency levels ..................... 48

Chapter Five Results and Discussion

5.1 Results

The objective of this study is to compare the effects of two reading-based outputtasks,namely the sentence translation task and the sentence writing task,on theincidental English vocabulary acquisition of senior high school students,and furthercompare their effects on the incidental English vocabulary acquisition of senior highschool students at different English proficien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。