Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition  

Oleh:

Laufer, Batia ; Hulstijn, Jan H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 51 no. 3 (Sep. 2001), page 539-558.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/51 Non-tandon: tidak ada Tandon: 1

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Isi artikel

EFL learners in two countries participated in two parallel experiments testing whether retention of vocabulary acquired incidentally is contingent on amount of task induced involvement. Short- and long-term retention often unfamiliar words was investigated in three learning tasks (reading comprehension, comprehension plus filling in target words, and composition-writing with target words) with varying "involvement loads"-various combinations of need, search, and evaluation. Time-on-task, regarded as inherent to a task, differed among all three tasks. As predicted, amount of retention was related to amount of task-induced involvement load: Retention was highest in the composition task, lower in reading plus fill-in, and lowest in the reading. These results are discussed in light of the construct of task-induced involvement.

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