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Abstract: Input is considered as the first step of language learning since it provides language data for language learning. The Noticing Hypothesis (Schmidt, 1990) maintains that “noticing” plays a key role in the process of turning input into intake. Various tasks have been studied in language class to arouse learners’ attention to language form, with input enhancement being one of them. Incidental vocabulary learning refers to the learning of vocabulary unintentionally while finishing various language activities. Based on the degree a certain word is acquired, it can be receptive or productive. Taking the Noticing Hypothesis as the theoretical framework, this study probes into the effect of input enhancement on L2 incidental vocabulary acquisition. It has been found that input enhancement does facilitate L2 incidental vocabulary acquisition. The target words are learned more receptively than productively. At the same time, learners adopting some vocabulary learning strategies may direct more attention to the target words while finishing the reading tasks, even if they are not in the condition of input enhancement.
Key words: input enhancement; incidental vocabulary acquisition; vocabulary measurement
CONTENTS
Abstract
摘要：
1. Introduction1
2. Literature Review.2
2.1 Concept of noticing
2.2 Input enhancement
2.3 Incidental vocabulary learning
2.4 Measurement of vocabulary test
2.5 Research question
3. Methodology.7
3.1Research hypotheses
3.2 Participant
3.3 Instrument
3.3.1 Reading material
3.3.2 Target words
3.3.3 Recalled interview
3.3.4 Vocabulary measurement
3.3.5 Pilot study
3.4 Data collection
3.5 Data analysis
4. Findings and results12
4.1 Effect of input enhancement
4.2 Promotion of receptive and productive vocabulary
4.3 Results from recalled interview
4.4 Results from notes in reading
5. Discussion 15
5.1 Possible explanation for the results
5.2 Pedagogical implications
6. Conclusion .17
Bibliography.19
Appendix 1 Passage22
Appendix 2 Questions.23
Acknowledgements.25