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Effects of Task Type and L2 Proficiency on EFL Learners Acquisition of L2 Word Meanings

任务类型和二语水平对二语学习者词义习得的影响

Introduction

Word meaning is one of the most important elements of a vocabulary. Sternberg states that the greatest part of our own vocabulary has been acquired as a result of encountering words in a certain context or situation, from which we have learned the meaning (1987) . With the increasing familiarity with L2, the acquisition of L2 word meanings converts into the bond of L2 vocabularys forms as well as representation and shared word meanings. Based on the statement, it is believed that it is a considerably efficient way to learn L2 word meanings by means of acquiring L2 vocabularies. Vocabulary acquisition is considered to be an important aspect of language learning and teaching by many learners and educators so it has drawn the attention of linguists and educators. Along with the attention, numerous theoretical descriptions and empirical studies have been accomplished on vocabulary acquisition both at home and abroad over several decades (Laufer, B. J. Hulstijn, 2001; Zhang Ping, 2006; Yang Lianrui, 2012), especially on the effects of task type on vocabulary acquisition (Wu Liping, 2008; Wang yin, 2011; Jiang Jingyi, 2013). However, much fewer studies have been made on the analysis of effects of different L2 proficiency levels on vocabulary acquisition, which leads to the lack of pointed measures to different groups. As a result, research needs to be carried out at different L2 proficiency levels so that EFL learners could acquire L2 wording meanings more quickly and efficiently.

The present study is intended to investigate the acquisition of EFL learners L2 word meanings. Concretely, the purpose of this study is to find out the effects of task type and L2 proficiency on EFL learners acquisition of L2 word meanings, while at the same time to find out whether there are interactions of effects of task type and L2 proficiency on acquisition of L2 word meanings.

Literature review

As an emerging branch of learning, L2 vocabulary acquisition, since1970s, has been attached great importance. The range and depth of this study are strengthening constantly while the interdisciplinary background is becoming increasingly significant. A wide range of this research topic has been studied from four aspects (Ellis, 1996): (1) Interlanguage research. It mainly studies learners mistakes, acquisition order, development order, language variability and pragmatic communication features of second language; (2) External factors research, including L2 input environment, quality and quantity of input, L2 output as well as interactions of various external factors; (3) Cognitive mechanisms research. It consists of mentally cognitive process, L1 transference process, cognitive construction process and concomitant factors in language and so on; (4) L2 learners internal factors research. It covers psychology, physiology, cognition, emotion, cross-cultural issues and individual differences.

Lots of empirical studies focus on the motive of EFL learners learning vocabulary. Nation notes that the development of L2 vocabulary is decided by EFL learners need for learning vocabulary (1999). The acquisition of L2 word vocabulary into cognition level, while the acquisition of psychological vocabulary is the key to reveal secrets of the acquisition of L2 word vocabulary. Ellis (1999) believes that it is more beneficial to acquiring vocabulary through the way of speaking or writing vocabulary than listening or taking not alone. Studies on L2 vocabulary acquisition not only pay attention to EFL learners quantity of acquiring L2 vocabulary, efficiency and forgetting rate, but also track the whole process of development of L2 vocabulary (Sehmitt, 1998).

Laufer and Hulstijn put forward Involvement Load Hypothesis to function as the criterion of measuring leaming tasks effects on vocabulary acquisition. The different effects result from the different cognitive processing degree while learners finish different learning tasks. In 1980s, Krashen brought forward Input Hypothesis, which claimed language input was a primary concern for acquiring L2 vocabulary. Swain came up with Output Hypothesis, which insisted on the outstanding effect of language output in the process of L2 vocabulary acquisition.

Many educators and linguists study the effects of task type on L2 vocabulary acquisition. For example, based on theories of Involvement Load Hypothesis and Output Hypothesis, 127 students are asked to finish three tasks, including cloze, translation and writing. In terms of the aspect of short-term or long-term effects, the experimental results show that translation and writing are much more efficient than cloze; While as for the aspect of time that spent on finish tasks, advantages of translation and writing weaken (Xie Wenqiao, 2013, p.34). With the same involvement load, output tasks are much more useful to acquire L2 vocabulary than input tasks (Wang Yin, 2011, p.13). Different reading tasks have access to the acquisition of L2 vocabulary. On this point, output takes can help EFL learners acquire L2 vocabulary more easily than input tasks (Wu Liping Zhou Weijing, 2007, p.10). Compared with tasks of little involvement Load, heavy involvement Load can help EFL learners remember target words better based on the theory of Involvement Load Hypothesis (Zhou Hao, 2006, p.66).