The Effects of Task-induced Involvement and Word Exposure Frequency on L2 College Students’ Vocabulary Acquisition
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This study examined the effects of task-induced involvement and word exposure frequency on L2 college students’ vocabulary acquisition. Ninety university students participated in the study and were assigned to three groups. All the groups were exposed to three different reading tasks with two word levels of exposure frequency. These tasks were counterbalanced under different passages and task combinations. The results showed that task-induced involvement and word exposure frequency positively influenced on the leaners’ vocabulary acquisition for immediate and long-term retention respectively, however, there exists no significant interaction effect between these two variables. More specifically, this study found that tasks with higher involvement load led to better word gains immediately, but not necessarily for a long time. On the other hand, an increasing exposure frequency resulted in L2 leaners’ vocabulary improvement significantly for long as well as short-term retention, confirming the importance of repetitive word exposure to L2 learners’ vocabulary acquisition over time. Based on the findings, pedagogical suggestions which could be employed in instructional settings were made.
Abstract
This study examined the effects of task-induced involvement and word exposure frequency on L2 college students’ vocabulary acquisition. Ninety university students participated in the study and were assigned to three groups. All the groups were exposed to three different reading tasks with two word levels of exposure frequency. These tasks were counterbalanced under different passages and task combinations. The results showed that task-induced involvement and word exposure frequency positively influenced on the leaners’ vocabulary acquisition for immediate and long-term retention respectively, however, there exists no significant interaction effect between these two variables. More specifically, this study found that tasks with higher involvement load led to better word gains immediately, but not necessarily for a long time. On the other hand, an increasing exposure frequency resulted in L2 leaners’ vocabulary improvement significantly for long as well as short-term retention, confirming the importance of repetitive word exposure to L2 learners’ vocabulary acquisition over time. Based on the findings, pedagogical suggestions which could be employed in instructional settings were made.
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