Effects of Task-Induced Involvement on EFL Adult Learners’ Vocabulary Learning
1
조회
0
다운로드
9
인용
0
참고문헌
키워드
초록
The purpose of this study is to examine whether the difference in involvement load induced by different vocabulary learning tasks affects Korean EFL adult learner’ vocabulary short-term learning and long-term retention. This study also investigates how different tasks (Reading, Gap-filling, Unscrambling) with different involvement loads affect vocabulary learning of learners at high proficiency level. For this study, a total of 35 EFL adult learners participated, they were randomly assigned to one of three groups to complete an assigned task. To measure the effectiveness of different task-induced involvement, a pre-test was administered to check both the participants’ pre-knowledge regarding the 10 target words and to prove homogeneity of three groups. Then, two post-tests were implemented, one immediately after the treatment and one two weeks after to measure their short-term learning and long-term retention on the target words. For the adult learners, the difference of involvement load was a significant factor in short-term learning, whereas it was partially supported for long-term retention, because Task 2 was more influential than Task 3. Therefore, the present study suggests that a more effective task should be considered for adult learners, who have different amount of time to prepare tests or study English, in teaching environments.
Abstract
The purpose of this study is to examine whether the difference in involvement load induced by different vocabulary learning tasks affects Korean EFL adult learner’ vocabulary short-term learning and long-term retention. This study also investigates how different tasks (Reading, Gap-filling, Unscrambling) with different involvement loads affect vocabulary learning of learners at high proficiency level. For this study, a total of 35 EFL adult learners participated, they were randomly assigned to one of three groups to complete an assigned task. To measure the effectiveness of different task-induced involvement, a pre-test was administered to check both the participants’ pre-knowledge regarding the 10 target words and to prove homogeneity of three groups. Then, two post-tests were implemented, one immediately after the treatment and one two weeks after to measure their short-term learning and long-term retention on the target words. For the adult learners, the difference of involvement load was a significant factor in short-term learning, whereas it was partially supported for long-term retention, because Task 2 was more influential than Task 3. Therefore, the present study suggests that a more effective task should be considered for adult learners, who have different amount of time to prepare tests or study English, in teaching environments.
참고문헌 (24)
- Alemi, M, "The influence of incidental and intentional vocabulary acquisition and vocabulary strategy use on learning L2 vocabularies", Journal of Language Teaching and Research, 2(1), pp.81~98 (2011)
- Allen, V. F, "Techniques in teaching vocabulary" (1983), Oxford university Press
- Coady, J, "Second language vocabulary acquisition", pp.225~237 (2001), Shanghai Foreign Language Education Press
- Folse, K. S, "The effect of type of written exercise on L2 vocabulary retention", TESOL Quarterly, 40(2), pp.273~293 (2006)
- Gray, P, "Psychology" (2007), Worth Publishers
- Hamada, M, "Development of L2 word-meaning inference while reading", System, 37(3), pp.447~460 (2009)
- Huckin, T, "Incidental vocabulary acquisition in a second language: A review", Studies in Second Language Acquisition, 21(2), pp.181~193 (1999)
- Hulstijn, J. H, "Cognition and second language instruction", pp.258~286 (2001), Cambridge University Press
- Hulstijn, J. H, "Handbook of second language research", pp.349~381 (2003), Blackwell
- Hulstijn, J. H, "Some empirical evidence for the involvement load hypothesis in vocabulary acquisition", Language Learning, 51(3), pp.539~558 (2001)
- 장용선, "짝", 모둠 활동이 영어 어휘 습득에 미치는 영향, 2015, pp.15(7), 629~642[DOI]
- 김형선, "Vocabulary learning and task-induced involvement", 응용언어학, 26(4), pp.183~211 (2010), 한국응용언어학회
- Kim, Y. J, "The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition", Language Learning, 58(2), pp.285~325 (2008)
- Knight, T, "Learn vocabulary through a shared speaking task", Language Teacher: Kyotojalt, 20, pp.24~34 (1996)
- Krashen, S, "We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis", The Modern Language Journal, 73(4), pp.440~464 (1989)
- La Fuente, M. J, "Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction", Language Teaching Research, 10(3), pp.263~295 (2006)
- Boru, L, "Incidental vocabulary learning proficiency in extensive reading and discussion of relative strategies", Foreign Language World, 2, pp.45~50 (2004)
- Mertler, C. A, "Introduction to educational research" (2005), Pearson Education
- Nation, I. S. P, "Learning vocabulary in another language" (2001), Cambridge University Press
- Newton, J, "Options for vocabulary learning through communication tasks", ELT Journal, 55(1), pp.30~37 (2001)
- Schmitt, N, "Vocabulary in language teaching" (2000), Cambridge University Press
- Stahl, S. A, "Words are learned incrementally over multiple exposures", American Educator, 27(1), pp.18~22 (2003)
- Sung, H. M, "The effect of task-induced involvement load on EFL high school learners’ vocabulary learning", 박사, pp.2013
- van Merriënboer, J. J, "Ten steps to complex learning: A systematic approach to four-component instructional design" (2012), Routledge