Author(s)

Siqiong Bi

Corresponding Author

Siqiong Bi

Abstract

In order to clarify the effect of different reading tasks with different input levels on incidental vocabulary acquisition, this study investigates the effects of incidental vocabulary acquisition by using three basic factors: need, search and evaluation in the input volume hypothesis. The empirical results show that different reading tasks with different input amount can promote the accidental acquisition of vocabulary and maintain it continuously, and part of the content of the “input amount hypothesis” is more reasonable.

Keywords

Vocational college students; Reading tasks; Incidental vocabulary acquisition; Influencing factors; Input hypothesis