A Quasi-Experimental Study of English Vocabulary Teaching Based on Incidental Acquisition

Recent years have witnessed a phenomenon that major English teachers in China adopted the traditional teaching pattern, mechanically linking pronunciations directly with meaning of Chinese, which gradually dampens learners’ enthusiasm. The chief purpose this paper was to design one vocabulary lesson based on incidental acquisition. More specifically, questions raised are, hand, whether imprints differences learning outcomes for middle school students, and, other acquisition results positive feedback between and students. technique we applied referred as questionnaires interviews addressed sample 68 Focusing effect acquisition, analysis demonstrated it could enhance students’ capacity. In addition, interesting note excellent students average tended embrace new style while underachievers were opposite side. On basis, is recommended lessons, adopting visual, auditory, oral, reading or writing training. precisely, they should use phonics rules patterns, holistic learning, classified teaching, visual illustration multimedia give lessons effectively expand vocabulary.