This paper is a research on non-English major undergraduates vocabulary learning modes with different sorts of involvement tasks． The following methods are being employed during the research: a questionnaire and interviews with both students and teachers． The results of the questionnaires and those of the interviews are analyzed in detail by Theory of Information Processing Model etc． ． The conclusion is that there is possible significant difference concerning the most frequently employed vocabulary learning mode if the involvement task is different; comparatively speaking， there is no significant difference concerning the most frequently employed vocabulary learning mode even if their levels of proficiency in English are not the same．