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Asacoreinalanguage,vocabularyservesasanuniquetoolforcommunicationsandacquiringknowledge.VocabularyacquisitionisthebasicstepintheprocessofL2learning.StudyingondifferentelementsandtheireffectsonvocabularyacquisitioncannotonlybenefitEFLLearnersbutalsoL2teachersintheirinstructions.

Recently,moreandmoreEFLlearnersandL2teachershavebeentryingtofigureoutamorescientificandefficientwayofvocabularyacquisition.IthasbeenlongverifiedtheinteractionbetweentasktypeanditseffectsonEFLlearnersvocabularyacquisition.However,inthisstudythetasktypeandpartofspeech,alongwiththeireffectsonEFLlearnersproductivevocabularyacquisitionwillbefurtheranalyzed.Inthischapter,literatureisreviewedinthreeparts.Firstofall,literaturereviewwillfocusonthecurrentresearchachievementsonEFLlearnersvocabularyacquisition,secondonthetasktype(input-outputhypothesis)anditseffectsonEFLlearnersvocabularyacquisition,thirdontheproblemsinthepreviousstudies.

Asthebasicunitinalanguage,vocabularyisvitaltoacquiringorimprovingtheirlanguageskills,especiallyforthoseEFLlearners.Therefore,EFLvocabularyacquisitionhasdrawnmanyattentionofresearchersandhasbecomeoneofthehottestresearchingfieldinlinguistics.Basedonthemaintwohypothesis,whichareinput-outputhypothesisandinvolvementloadhypothesis,theresearchresultshasfurtheranalyzeddifferentfactorsandtheireffectsonEFLvocabularyacquisition.