本文通过实验研究投入因素对欧美学生汉语词汇学习的影响。实验发现,被试在词汇学习中投入水平不同,词汇学习效果也会有所差异。我们结合“投入负担假说”来讨论这一结果,认为被试在词汇学习中的投入水平越高,则词汇学习效果越好,因此被试在写作作业中学习词汇的效果最好。 This paper studies the impact of input factors on Chinese vocabulary learning in Europe and the United States through experiments. The experiment found that subjects have different levels of input in vocabulary learning, and vocabulary learning effects will be different. We discuss this result in conjunction with the “burden-burden hypothesis”, believing that the higher the participant’s level of input in vocabulary learning, the better the learning of vocabulary. Therefore, the best effect of vocabulary learning is achieved in writing assignments.