The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, tes...The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.展开更多
The present study aims at exploring the effects of different glosses and involvement loads on incidental vocabulary acquisition among non-English majors.It investigates whether glosses and involvement load would have ...The present study aims at exploring the effects of different glosses and involvement loads on incidental vocabulary acquisition among non-English majors.It investigates whether glosses and involvement load would have an effect on the learners’immediate word gain and promote their word knowledge retention.The experiment chooses 96 non-English freshmen at a university in Si Chuan Province.Results indicate that Translation task with multiple-choice glosses is the most effective,and reading comprehension task with single glosses is the worst.展开更多
Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retent...Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.展开更多
This thesis introduces the Involvement Load put forward by Hulstijn and Laufer, which is of great importance for both second language teachers and learners to improve their retention of second language words.By explor...This thesis introduces the Involvement Load put forward by Hulstijn and Laufer, which is of great importance for both second language teachers and learners to improve their retention of second language words.By exploring the meaning and the effect of Involvement Load, the author here describes how important it is to use Involvement Load effectively to help improve second language learners’ retention of words.Apart from that,an example is given to demonstrate that tasks with a higher involvement load will be effective for vocabulary,retention than tasks with a lower involvement load.Classroom story—creation involving higher involvement load introduced here is well-accepted by the author’s students because they experience a lot of fun in the process of story-making and story-telling.展开更多
College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire wo...College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners＇ vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains.展开更多
文摘The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.
文摘The present study aims at exploring the effects of different glosses and involvement loads on incidental vocabulary acquisition among non-English majors.It investigates whether glosses and involvement load would have an effect on the learners’immediate word gain and promote their word knowledge retention.The experiment chooses 96 non-English freshmen at a university in Si Chuan Province.Results indicate that Translation task with multiple-choice glosses is the most effective,and reading comprehension task with single glosses is the worst.
文摘Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.
文摘This thesis introduces the Involvement Load put forward by Hulstijn and Laufer, which is of great importance for both second language teachers and learners to improve their retention of second language words.By exploring the meaning and the effect of Involvement Load, the author here describes how important it is to use Involvement Load effectively to help improve second language learners’ retention of words.Apart from that,an example is given to demonstrate that tasks with a higher involvement load will be effective for vocabulary,retention than tasks with a lower involvement load.Classroom story—creation involving higher involvement load introduced here is well-accepted by the author’s students because they experience a lot of fun in the process of story-making and story-telling.
文摘College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners＇ vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains.
