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高中生英文阅读中不同任务投入量对词汇附带习得的影响的开题报告Introduction:EnglishlanguagelearninginChinahasbecomeincreasinglypopularoverthepastfewdecades,withmanystudentsstartingtheirEnglisheducationatayoungage.However,theeffectivenessofEnglishlanguageeducationinChineseschoolshasbeenthesubjectofmuchdebate,andthereisagrowingconcernaboutthelackofvocabularyacquisitionamonghighschoolstudents.Therefore,thisstudyaimstoinvestigatetheimpactofdifferenttaskdemandsonincidentalvocabularyacquisitionamonghighschoolstudentsintheirEnglishreading.Objective:Themainobjectiveofthisstudyistoinvestigatetheimpactofdifferenttaskdemands,specificallydifferentreadingcomprehensiontasks,onincidentallyacquiredvocabularyamonghighschoolstudentsintheirEnglishreading.Thestudyaimstoanswerthefollowingresearchquestions:1.Howdoesthetaskdemand,specificallydifferentreadingcomprehensiontasks,affectincidentalvocabularyacquisitionamonghighschoolstudentsintheirEnglishreading?2.DoesvocabularysizeandEnglishproficiencyofstudentsaffecttheincidentalvocabularyacquisitionindifferentreadingcomprehensiontasks?Methodology:ThestudywillbeconductedintwohighschoolsinaChinesecitytorecruitparticipants.Thesamplewillbeselectedusingaconveniencesamplingmethod,andtheparticipantswillbe100highschoolstudentsingrades10and11,whoarestudyingEnglishasacompulsorysubject.Theparticipantswillbedividedintofourgroups,andeachgroupwillcompleteadifferentreadingcomprehensiontask.GroupAwillbeaskedtoreadforgist;GroupBwillbeaskedtoreadforspecificinformation;GroupCwillbeaskedtoreadforaninferencingtask;andGroupDwillbeaskedtoreadforavocabularytask.Tomeasureincidentalvocabularyacquisition,apretestandposttestwillbecarriedout,usingamodifiedversionoftheVocabularyLevelsTest(VLT)developedbyNation(1990).Inaddition,participantswillcompleteareadingproficiencytest,andavocabularysizetest.Datawillbeanalyzedusingdescriptivestatistics,t-tests,andANOVA.Expectedresults:Theexpectedresultsofthisstudywillprovideinsightsintotheimpactofdifferentreadingcomprehensiontasksonincidentalvocabulary