The Role of Task Types and Prior Word Knowledge in Incidental Vocabulary Learning
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The current study tried to verify the role of the task-induced involvement load (Laufer & Hulstijn, 2001) in vocabulary learning. This study was conducted with 180 Korean EFL university students over a month. The general proficiency level of the participants was intermediate low and low levels; however, in this study the participants were classified into three levels based on the amount of prior word knowledge (the results of the pre-test) about the target words that they are expected to learn incidentally through task performance. Three types of tasks inducing different levels of involvement load were randomly distributed to the participants: reading (1), reading and gap-filling (2), and unscrambling words (3). A post vocabulary test was carried out twice to investigate the participants’ immediate learning outcomes and delayed retention effect: the 1st time just after and the 2nd time three weeks after the treatment. The results revealed that task types did not influence the learners’ incidental vocabulary learning regardless of the time interval whereas the learners’ different amount of prior word knowledge affected their immediate recall. In addition, no interaction effect was found between task types and prior word knowledge. The findings will be discussed more analytically, and some pedagogical implications will be presented accordingly.
Abstract
The current study tried to verify the role of the task-induced involvement load (Laufer & Hulstijn, 2001) in vocabulary learning. This study was conducted with 180 Korean EFL university students over a month. The general proficiency level of the participants was intermediate low and low levels; however, in this study the participants were classified into three levels based on the amount of prior word knowledge (the results of the pre-test) about the target words that they are expected to learn incidentally through task performance. Three types of tasks inducing different levels of involvement load were randomly distributed to the participants: reading (1), reading and gap-filling (2), and unscrambling words (3). A post vocabulary test was carried out twice to investigate the participants’ immediate learning outcomes and delayed retention effect: the 1st time just after and the 2nd time three weeks after the treatment. The results revealed that task types did not influence the learners’ incidental vocabulary learning regardless of the time interval whereas the learners’ different amount of prior word knowledge affected their immediate recall. In addition, no interaction effect was found between task types and prior word knowledge. The findings will be discussed more analytically, and some pedagogical implications will be presented accordingly.
참고문헌 (27)
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