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Chapter one Introduction

1.1 Research background
In second language learning, vocabulary learning has been an important issue inlanguage teaching and learning, so to speak, it is the key to language comprehension andexpression. Just like Meara (1980) points out: “Many second language learners believe thatvocabulary learning is difficult, however, once they go through the initial stage of secondlanguage acquisition, they will recognize that vocabulary learning is the biggestdifficulty”(p. 229). By the end of the 20thcentury, some researchers on second languageget inspiration in the study of the process in children to learn native language words andthen propose incidental vocabulary acquisition (IVA). Craik and Lockhart (1972) presentthe Depth-of-Processing theory which comes from cognitive psychology, in other words,without considering the length of time, the depth with levels which some pieces ofinformation process at the beginning determines whether it can be stored into long-termmemory. In short, information memory depends on processing depth. Nagy, Herman andAnderson (1985) put forward IVA which refers to the theory that the learners focus on theunderstanding of reading texts but not on the target words, what’s more, IVA is given moreand more attention recently and it gradually replaces the traditional ways in vocabularyteaching, which makes lexical learning more effective. Laufer and Hulstijn (2001) proposethe Involvement Load Hypothesis, which is a construct of task-induced involvement, toimprove the Depth-of-Processing theory. It not only supplies a theoretical foundation fortask-based method of vocabulary acquisition through introducing the involvement load, butalso helps to survey the level of effects of incidental vocabulary acquisition by reading.
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1.2 Research significance and purpose
Recently, many researches are set to investigate the incidental vocabulary acquisitionand most of them verify the feasibility and effectiveness on incidental vocabularyacquisition by reading task. However, few researches focus on different tasks on incidentalvocabulary acquisition, especially in comparing the impacts of different tasks. There aremany studies to test the Involvement Load Hypothesis, but few of them aim at studying onincidental vocabulary acquisition to test Involvement Load Hypothesis.The current research is totally different from former studies, which is set to explorethe effects of different tasks which includes reading task, writing task and the continuationtask on incidental vocabulary acquisition to test Involvement Load Hypothesis and aims toapply the continuation task into the vocabulary teaching. It is not only a beneficialsupplement for former researches and enriches the studies on tasks on incidentalvocabulary acquisition, but also helps teachers to design or choose relatively suitable tasksfor students, and explore students’ interests in learning vocabulary.
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Chapter Two Literature review

2.1 Introduction of incidental vocabulary acquisition
Nagy and Herman (1985) propose incidental vocabulary acquisition based onstudying how children acquire words in their mother language. They define it as theprocedure that learners are focused on understanding the meaning rather than on theexplicit goal o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。