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1、延安大學(xué)延安大學(xué)外國語學(xué)院An Empirical Study of the Effects of Output Hypothesis on Incidental Vocabulary Acquisition By Chen JingjingSupervised by Associate Professor Liu Baining School of Foreign languages, Yanan University 2012.06.09延安大學(xué)外國語學(xué)院Why ?How ?What? The Outline of Presentation延安大學(xué)外國語學(xué)院The Outline of M

2、y Thesis1. Introduction 2. Literature Review3. Research Methodology4. Results and Discussions5. Conclusion 延安大學(xué)外國語學(xué)院Research Orientation:Why do I choose the theme for my study?It is a controversial issue whether output is the result of acquisition or the cause of acquisition and whether output proce

3、ss is related to learning process. It is quite natural that many L2 teachers feel uncertain about how to guide their students. Should they require their students to learn words intentional learning is not conducive to language learning? 12延安大學(xué)外國語學(xué)院Research QuestionsQ1:Q2:Q3:Do output tasks facilitat

4、e the acquisition of new words? What conditions cause acquisition of new words in output tasks?As the acquisition of new words, do learners of output tasks perform better than learners of comprehension tasks?What is the difference between learners of output tasks and learners of comprehension tasks

5、towards the new words retention?延安大學(xué)外國語學(xué)院Theories Related to This StudyRelated TheoriesOutput HypothesisInformation Processing ModelInvolvement Load Hypothesis延安大學(xué)外國語學(xué)院How?Research DesignSubjectsInstruments Procedures 延安大學(xué)外國語學(xué)院Procedures Group Pilot StudyTreatmentImmediate PosttestDelayed PosttestCo

6、ntrol (n=51)Pilot StudyImmediate PosttestDelayed PosttestComprehensiontask (n=48)Pilot StudyTrue or falsetaskImmediate PosttestDelayed PosttestProduction task(n=49)Pilot StudyTextreconstructiontaskImmediate PosttestDelayed PosttestTable 3.1 Design of Experiment延安大學(xué)外國語學(xué)院What?Results of ExperimentPret

7、est Immediate Test Delayed Test Comparison延安大學(xué)外國語學(xué)院Pretest GroupMeanStd. Deviation Control (n=51).00.000Comprehension (n=48).16.367Production (n=49).65.483Table 4.1 Descriptive Statistics of Pretest延安大學(xué)外國語學(xué)院Immediate Test GroupMeanStd. deviationGain 1 Control (n=51)3.241.5253.24Comprehension (n=48)5

8、.421.6175.27Production (n=49)5.881.5795.23Table 4.2 Descriptive Statistics of Immediate Test延安大學(xué)外國語學(xué)院Delayed Test Table 4.3 Descriptive Statistics of Delayed TestGroupMeanStd. deviationGain 2Control(n=51)1.781.0641.78Comprehension (n=48)4.051.4133.89Production (n=49)4.261.4643.61延安大學(xué)外國語學(xué)院Findings fr

9、om the Comparison(I) (J)MeanDifferenceStd.ErrorSig.95%Condifence IntervalLower BoundUpper BoundLSD 1 2 3-2.0222-1.9847.3469.3415.000.000-2.707-2.685-1.337-1.310 2 132.0222 .0375.3469.3415.000.9131.337-.63642.707.7114 3 121.9847-.0375.3415.3415.000.9131.310-.71142.658.6364The mean difference is signi

10、ficant at the .05Table 4.4 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 1.Note: 1=control group, 2=comprehension group, 3=production groupImmediate test -pretest延安大學(xué)外國語學(xué)院Findings from the Comparison(I) (J)MeanDifferenceStd.ErrorSig.95%Condifence IntervalLower BoundUpper BoundLSD 1 2 3-2.1146

11、1-1.83622.32002.31498.000.000-2.7461-2.4578-1.4831-1.2146 2 132.11461.27839.32002.31498.000.3781.4831 -.34322.7461.9000 3 121.83622-.27839.31498.31498.000.3781.2146-.90002.4578.3432The mean difference is significant at the .05 level.Table 4.5 One-way ANOVA: Post Hoc Multiple Comparisons of Gain 2.No

12、te: 1=control group, 2=comprehension group, 3=production groupDelayed test-pretest延安大學(xué)外國語學(xué)院Findings Results indicate that there is significant difference between Group 1 and Group 3 both in immediate posttest and delayed posttest. The condition leading to the acquisition of more new words in output

13、activities are noticing, word-induced involvement load and reoccurrence of the target item.Memory performance is determined far more by the nature of the processing activities engaged in by the learner. 延安大學(xué)外國語學(xué)院Suggestions Secondly, encouraged by Skehans Information Processing Model (1999), it can

14、be suggested that intervening in learners output process to further second language vocabularys learning naturally. Firstly , due to output exerts a critical effect on the acquisition of unknown words, it is natural and well-reasoned that language vocabulary instruction is supposed to be output-oriented other than comprehension-oriented. 延安大學(xué)外國語學(xué)院Limitations (1) The pretest of the experimental design may prompt the learners to notice the new words and sensitize them to vocabulary learning. (2) An important limitation of the