The effects of lexical densities and task types on Chinese students’ incidental vocabulary acquisition

Zibei Ye

doi:10.54475/jlt.2024.014

Authors

Zibei Ye Anshun University https://orcid.org/0009-0002-4422-8990

DOI:

https://doi.org/10.54475/jlt.2024.014

Keywords:

incidental vocabulary acquisition, lexical densities, task types, Chinese senior high students

Abstract

This study examines the effects arose by different lexical densities (2%, 5%) and task types (mind map, continuation task) on Chinese senior high students. Four classes of intermediate-level Chinese EFL learners were randomly assigned to four groups, where the treatment condition for each group includes two variables (group1: 2%+mind map, group2: 5%+mind map, group3: 5%+continuation task, group4: 2%+continuation task). It was found that (1) lexical density (2%, 5%) would not result in a significant difference on incidental vocabulary acquisition; (2) Both tasks would lead to a significant difference on incidental vocabulary acquisition and (3) mind map showed superiority in enhancing receptive vocabulary, productive vocabulary and word retention under the text of 5% of lexical density; (4) 2% of lexical density more facilitated output vocabulary when the continuation task was administered. Pedagogical implications of these results for EFL vocabulary acquisition are discussed.

Author Biography

Zibei Ye, Anshun University

Zibei Ye is an Assistant Teacher at Anshun University in Guizhou, China. She is responsible for teaching public English to sophomores. Her research fields include second language acquisition and language teaching. She graduated with a master’s degree from Hunan University. She has participated in projects such as cognitive linguistics and foreign language teaching, as well as computer assisted language teaching.
Email: 593024755@qq.com or yezibefh@163.com

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