英语论文网

本文是一篇高中英语教学论文，本研究探讨了不同读后输出任务（句子翻译和造句）对高中生英语词汇附带习得的影响，为高中英语教师的词汇教学以及高中生的英语词汇学习提供了新思路，同时也为该领域其他方向的进一步研究奠定了基础。

Chapter One Introduction

1.1 Research Background

Vocabulary learning plays a crucial role in the development of language skills(Schmitt,2008).Any language skills such as listening,speaking,reading,writing,andtranslating are closely related to vocabulary.Therefore,vocabulary acquisition is acentral task of second language acquisition(Lewis,1993).General Senior HighSchool Curriculum Standards(English)(2020)has set specific vocabularyrequirements for senior high school students.At the stage of the required courses,students are required to master 2000 words in total,including 1500 words that theyhave learned at the compulsory education stage.Besides,senior high school studentsshould be able to use 1000 additional new words after learning the required electivecourses,with an accumulative total of 3000 words.In addition,General Senior HighSchool Curriculum Standards(English)(2020)has put forward specific requirementsfor English vocabulary teaching in senior high schools,that is,vocabulary teachingshould aim at a higher level of depth and width in using vocabulary and focus onfurther expanding students’vocabulary through extensive reading so as to enhancetheir ability to understand and express meaning more accurately.Based on the above,English teachers in senior high schools should attach great importance to vocabularyteaching.

1.2 Research Objectives

Vocabulary is as important to language as bricks are to a whole building.Atpresent,numerous studies have shown that IVA can be effectively achieved by settingintervention tasks such as reading plus activities,and the output task is one of theintervention tasks.Guided by the Output Hypothesis(Swain,1985)and theInvolvement Load Hypothesis(Laufer&Hulstijn,2001),this study aims to explorewhich reading-based output task,sentence translation or sentence writing,has bettereffects on incidental English vocabulary acquisition of senior high school students,and to compare the effects of these two output tasks on the incidental Englishvocabulary acquisition of senior high school students at different English proficiencylevels,so as to provide implications for English vocabulary teaching and learning insenior high school.

Chapter Two Literature Review

2.1 Core Concepts

In this section,two core concepts are introduced in order to have acomprehensive understanding of them and lay a foundation for this study.These twoconcepts are output task and IVA.

2.1.1 Definition of output task

Ellis(1994:295)defines output as“language produced by learners”.Swain,whoproposed the Output Hypothesis,does not give a clear conceptual definition of output.In her articles,she only gives synonyms with similar meanings,such as“producinglanguage”(Swain,1995:125),“language performance”,“using the language”,and“speaking or writing”(Swain,1995:127),and“production or use”(Swain&Lapkin,1995).In Swain’s view,the term output is dynamic.It is not only the language thatlearners produce,but also the task that learners perform to produce the language.According to the Longman Dictionary of Language Teaching and Applied Linguistics(2010),output refers to“language produced by a la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。