Studyon Influence Factors of.docVIP

Study on Influence Factors of?English?Vocabulary Teaching 1 Introduction 1.1?Research BackgroundAs it is acknowledged, vocabulary acquisition plays a key role in second languageacquisition. Abundant vocabulary makes us express ourselves fully and meaningful. Somastering effective and corrective words promises us to communicate smoothly, which hasbeen the hot topic to the researchers.So how to master and memorize words effectively in the English teaching has been theresearched and explored topic. For many years, learners and scholars have been paying moreattention to the explicit teaching, discovering explicit and intentional learning influencesvocabulary acquisition effectively (Fan Hua 2008). Recently, more and more scholars havebegun to focus on the effect of incidental vocabulary acquisition (IVA), discovering IVA playsan positive part in the building of words (Gai Shuhua 2003; Pulido 2007). Being theby-product of language learning, IVA doesn’t require learner’s to memorize every wordintentionally; however, it does occupy a key proportion of the vocabulary growth, so many ofthe present study focus on IVA through reading. According to the structure of the theory toacquire language put forward by Gass (1988), the course of acquiring language could beclassified into four parts: ①apperceived input ; ②comprehended input; ③intake; ④integration. What’s more, they categoty the practice to enhance vocabulary into five (the levelof processing vocabulary from low to high): ①Selective Attention; ②Recognition;③Manipulation; ④Innterpretation; ⑤Production. And then, Laufer and Hulstijn (2001)proposed “Involvement load Hypothesis”, that is tasks with different involvement load willlead to different incidental vocabulary acquisition. In Laufer and Hulstijn’s construct ofinvolvement, involvement is handled by designed tasks with need, search and evaluation.Involvement Load combines the presence or absence of one of the three elements. Teacherswho want to design teaching tasks co