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Efficacy of Task Type and Involvement Load on EFL Learners’ Vocabulary Knowledge

Bei-Bei Xu
현대영어교육학회 (The Modern English Education Society)|2019.05|현대영어교육 (Modern English Education)|제20권 제2호|pp. 54-65|DOI http://dx.doi.org/10.18095/meeso.2019.20.2.54

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참고문헌

초록

This study attempted to investigate how task type and involvement load affected EFL learners’ receptive and productive lexical knowledge across time. A total of 74 participants were randomly assigned to one of four groups and each group learned 6 target words through reading with one of four form-focused tasks inducing different involvement load. The lexical gains of both receptive and productive knowledge were measured by immediate and delayed posttests. It was found that task type had a significant effect on the acquisition of L2 receptive knowledge across time. In terms of productive vocabulary knowledge, the effect of task type was only significant in the immediate test but not significant in the delayed test. The involvement load had no significant effect on the acquisition of L2 receptive and productive vocabulary knowledge across time. This result did not support the Involvement Load Hypothesis, indicating that the theory did not hold true across L2 vocabulary learning conditions and the three components of task-induced involvement, i.e., need, search and evaluation, might give no equal weight to their contributions to L2 vocabulary acquisition.

Abstract

This study attempted to investigate how task type and involvement load affected EFL learners’ receptive and productive lexical knowledge across time. A total of 74 participants were randomly assigned to one of four groups and each group learned 6 target words through reading with one of four form-focused tasks inducing different involvement load. The lexical gains of both receptive and productive knowledge were measured by immediate and delayed posttests. It was found that task type had a significant effect on the acquisition of L2 receptive knowledge across time. In terms of productive vocabulary knowledge, the effect of task type was only significant in the immediate test but not significant in the delayed test. The involvement load had no significant effect on the acquisition of L2 receptive and productive vocabulary knowledge across time. This result did not support the Involvement Load Hypothesis, indicating that the theory did not hold true across L2 vocabulary learning conditions and the three components of task-induced involvement, i.e., need, search and evaluation, might give no equal weight to their contributions to L2 vocabulary acquisition.

참고문헌 (53)

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Investigating the Task Involvement Load Hypothesis in EFL Learners’ Vocabulary Learning김지영, 현주은한국영어교과교육학회 · 영어교과교육2016 · 제15권 제1호Effects of Task-Induced Involvement on EFL Learners’ Vocabulary Learning김지영, 이연경언어과학회 · 언어과학연구2015 · 제72호Task-Induced Involvement Load in Korean EFL Incidental Vocabulary Learning성현미한국현대언어학회 · 언어연구2013 · 제29권 제2호The Effects of Task-induced Involvement and Word Exposure Frequency on L2 College Students’ Vocabulary Acquisition마지현, 조영아대한영어영문학회 · 영어영문학연구2013 · 제39권 제1호The Role of Task Types and Prior Word Knowledge in Incidental Vocabulary Learning성현미한국영어교과교육학회 · 영어교과교육2018 · 제17권 제4호Task-induced involvement load and low-level learners’ vocabulary learning성현미현대영어교육학회 · 현대영어교육2016 · 제17권 제4호

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