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5 5 2 Effects of Different Listening Conditions on Incidental Vocabulary Acquisition（第1页）

5.5.2effectsofdifferentlisteningconditionsonincidentalvocabularyacquisition

theresearchquestioninthischapteralsoaskedabouttheeffectsofdifferentlisteningconditionsonlearners'vocabularyacquisition.theposttestscoresfromthetwolisteningcycleswereaveragedtogiveaclearerpictureoftheparticipants'vocabularyacquisition.table52liststhepercentageofeachgroup'svocabularyscores.

astable52shows，thelearnersinallthefourlisteningconditionsdemonstratedvocabularyacquisition，especiallyintermsofreceptiveandformknowledge.however，itshouldbenotedthatvocabularyacquisitionwasunder50%inallcasesandinthecaseofproductionthescoreswereverylow.

table52vocabularyacquisitionofeachgroupintermsofpercentage

note.groupa=listeningonetime;groupb=listeningthreetimes;groupc=schemaraising+listeningthreetimes;groupd=inferencingtraining+listeningthreetimes.

thelowproductionscoresarenotsurprisinggiventhatthelearnerswereonlyexposedtothetargetitemsalimitednumberoftimes（onlyonceinthecaseofgroupa）andthatwhatwasbeingmeasuredwasincidentalratherthanintentionallearning.asnation（2001，p.28）pointedout“productivelearningismoredifficultbecauseitrequiresextralearningofnewspokenorwrittenoutputpatterns.ifproductiveuseisneeded，theremustbeproductivelearning.”

however，theexposurewassufficienttoachieveadegreeofreceptiveability，whichprecedesproductiveability.thattheparticipantswholistenedthreetimesoutperformedtheirpeerswholistenedonlyoncecanbeexplainedbythefactthattheformerwereexposedtomoreinputandhadampletimetoprocessthelisteningtextswherethenewvocabularyitemswereembedded.time-on-taskdoesseemtohavebeenafactor.thelearnersingroupsb，canddweregivenmultipleopportunitiestohearthenewvocabularyitems，whichmayhavehelpedthemdevelopauditoryimagesofthenewitems.thelearnersinthesegroupsenjoyedaconsiderabletimeadvantageoverthelearnersingroupaandclearlyoutperformedtheminvocabularyacquisition.inshort，theresultsshowthatthegreaterthetimeoftheinput，themorevocabularyacquisitiontakesplace.

thoughcomprehendinginputdoesnotguaranteeacquisitionofproductiveknowledgeofnewwords，itcanfacilitatetheacquisitionofreceptiveknowledge.thisisespeciallytruewhereformacquisitionisconcerned，asthereisclearevidencethattheparticipantswereabletobetterrecognizethetargetwords.thevocabularyformtestrequiredthelearnerstoselectthecorrectwordfromanumberofwrittenchoices.todothistheymusthavebeenabletoconstructaphonological-graphologicalmappingofthetargetwords.thisshowsthattheexposuretowordsorallycanassisttheirretentionandalsotheirsubsequentrecognitioninwrittenfor

thereissomeevidencethattheinferencingtrainingbeforethree-timelisteninggroup（groupd）experiencedthemostbeneficiallisteningcondition.thisgroupscoredsignificantlyhigherthantheone-timelisteninggroup（groupa）inthecaseoftheimmediateformposttestincycle1.ontheotherhand，thoughtheothertwothree-timelisteninggroups（groupsbandc）alsooutperformedtheone-timegroupinvocabularyacquisitioninalltheposttests，nostatisticallysignificantadvantagewasfound.thefindingthattheinferencingstrategytrainingwasespeciallyfacilitativeofvocabularyacquisition（especiallyintermsofrecognitionofwordform）canbeexplainedbythefactthattherepetitionofthelisteningtextsinwhichthetargetwordswereembeddedprovidedtheparticipantsingroupdwithsufficientexposuretothetargetitemswhilethefive-minutestrategytraininghelpedthemtoattendtotheformoftheseitems.

whereacquisitionofthemeaningofthetargetwordsisconcerned，thefollowingtwoexamplesentencesextractedfromtheoriginallisteningtextscanillustratehowthelinguisticcontextsmayhavehelpedthelearnersingroupdtoinferthemeaningsoftheunknownwords，namelythelinguisticcontextsprovideclearcluesthatwouldhaveenabledthestudentstomakeuseoftheirinferencingtraining.

example1:wecouldsellourowncomputersbothoverseasintheinternationalmarketandathomeinthedomesticmarket.

example2:myaddresswillchangewhenigraduate.soidon'thaveapermanentaddressrightnowexcepttheuniversity.

thefive-minutestrategytrainingmayhaveencouragedthelearnersingroupdtomakeanattempttoguesstheunfamiliarwords（suchasthetwotargetwordsintheexamplesabove）whentheyencounteredtheitcanbehypothesizedthattheyrehearsedthewordsmentallyastheylistenedandthishelpedtofamiliarizethemwiththeformofthewords.theothertwogroupswholistenedtothetextsthreetimesmayhavebeenlessinclinedtoemployinferencingstrategiesandfocusedmoreonsimplytryingtounderstandthegeneralcontentofthetextsinordertocompletethelisteningtasksandthusattendedlesstotheformofthewords.whereincidentalvocabularyacquisitionisconcerned，then，inferencingtrainingdoesappeartohavesomeeffects.

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