The Effects of Exposure Frequency and Task-Induced Involvement Load on EFL Middle School Students’ Learning of L2 Collocations
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A great deal of exposure to words and deeper processing of the tasks are believed to facilitate learners’ vocabulary learning. However, previous studies have been confined to examining the effects of these two factors solely in learning single words. Therefore, this study aimed to investigate the effects of exposure frequency and task-induced involvement on learning L2 collocations. Thirty middle school students participated in the study to learn 16 unknown collocations through four different learning conditions: lower or higher involvement with one or four occurrences. Form and meaning recall tests were conducted immediately at the end of two learning sessions and 2-weeks later for delayed post-tests. The results showed that significant gains were obtained by the higher involvement with one and four occurrence conditions in the immediate post-tests. The effect of task-induced involvement loads seems more decisive than that of exposure frequency in regard to learning the collocations. The extended number of exposure did not have a significant impact on the retention of collocations under the same involvement load. Also, more exposure could not compensate for deeper elaboration of the given tasks. The optimal retrievals of collocations need to be established in future research considering the intensity of exposure.
Abstract
A great deal of exposure to words and deeper processing of the tasks are believed to facilitate learners’ vocabulary learning. However, previous studies have been confined to examining the effects of these two factors solely in learning single words. Therefore, this study aimed to investigate the effects of exposure frequency and task-induced involvement on learning L2 collocations. Thirty middle school students participated in the study to learn 16 unknown collocations through four different learning conditions: lower or higher involvement with one or four occurrences. Form and meaning recall tests were conducted immediately at the end of two learning sessions and 2-weeks later for delayed post-tests. The results showed that significant gains were obtained by the higher involvement with one and four occurrence conditions in the immediate post-tests. The effect of task-induced involvement loads seems more decisive than that of exposure frequency in regard to learning the collocations. The extended number of exposure did not have a significant impact on the retention of collocations under the same involvement load. Also, more exposure could not compensate for deeper elaboration of the given tasks. The optimal retrievals of collocations need to be established in future research considering the intensity of exposure.
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