Chapter One Introduction
1.1Background of the study
Foreign language instructors and learners are well aware of the fact that learning asecond language involves the learning of a large number of words. Not surprisingly, manylearners are somewhat apprehensive when faced with such an enormous task, which isboring and time-consuming (Gai, 2017).Not only learners, language teachers also face a dilemma in vocabulary teachingsituation (He, 2017). They acknowledge the importance of lexical item learning in Englishinstructing and would like to teach their students a lot in an interesting and efficient way(Liu, 2017). But it is not possible for them to take most of the class time to teachvocabulary alone. Apart from that, memory will fade with age, and not everything is fun tolearn. Some information is dull (Wu, 1998). Moving a new word from short-term memoryto long-term memory always seems not so easy in practice (Wu, 2017).Under such circumstances, incidental vocabulary acquisition might become analternative for teachers and students when they find themselves in the dilemma (Lv, 2017).Incidental vocabulary acquisition can be exploited as an approach which is more effectivethan the traditional school ways of teaching (Wei, 2017). This method can not only beconducted during class time but after class as well if teachers inform students about howthe method works out. It overcomes the shortcomings of memorization and offers a fun andefficient way for students to learn those new words (Zhou, 2017).
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1.2 Significance of the study
Learners regard English as a second language, and the major purpose of languagelearning is to gain the upgrading of the whole English proficiency, for which the enrichingof vocabulary quantity is quite significant (Zhao, 2017). Then the effects of Englishproficiency on incidental vocabulary acquisition are another purpose deserving to beemphasized. Because the lexical term being acquired would rely on the learner's ownselection of input messages, incidental vocabulary acquisition is individualized andlearner-based. The influence of incidental vocabulary acquisition, from the perspective of alearner-based point of attitude, is to assist second language students, in a certain sense, tolearn word and facilitate their learning potential. As incidental vocabulary acquisition isnot the same as intentional learning, the students themselves are taking a key point on thewhole research (Zhao, 2017).Researcher workers and theorists admit the significance of reading for L2 learners’vocabulary development and compose that learners incidentally acquire a statisticallysignificant quantity of unfamiliar words when they are reading passage for fullcomprehension (, Liu, 2017). There is also restricted proof to testify the effect of FFI onincidental vocabulary acquisition in addition to the empirical studies based on the depth ofprocessing model. Even if some empirical studies (Laufer-Dvorkin, 2017; Mou, 2017；Batia, 2017, etc.) provide some proof for it, some research questions are also unfamiliarsuch as the influences of different tasks in different educational circumstances on learners’lexical items retention, the influences of different tasks (input task and output task) withthe equivalent involvement load (i.e., the same involvement index) on English learners’lexical items retention. And some of the researches supp，英语论文范文，英语毕业论文
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