不同学习任务类型会对英语词汇的习得效果产生不同的影响。Laufer和Hulstijn提出的投入量假说在基于学习任务的二语词汇习得研究领域里是一大突破。本文通过设计不同投入量以及不同的输入、输出渠道的学习任务,以具体实证研究,进一步丰富和完善投入量假说。 Different learning task types will have different effects on the acquisition of English vocabulary. The hypothesis of inputs put forward by Laufer and Hulstijn is a breakthrough in the field of L2 vocabulary learning based on learning tasks. In this paper, we design and study different inputs and different learning tasks of input and output channels to further enrich and perfect the input hypothesis through empirical research.