The Effects of Task-Induced Involvement on EFL Vocabulary Learning
Keywords:
vocabulary, involvement load hypothesis, vocabulary learning, vocabulary retentionAbstract
This study investigated the effect of initial vocabulary learning and retention by employing the involvement load hypothesis since the hypothesis consists of need, search, and evaluation which concern a motivational-cognitive construct resulted in vocabulary learning and retention. A number of 58 EFL learners were divided into two groups, Group A and Group B, respectively, to perform tasks. Group A did the task by building a sentence with a target word shown in the marginal gloss while group B constructed a sentence by searching the meaning on bilingual dictionary. The two sentence writing tasks with the target words were designed with different levels of involvement. The results of this study presented no significant difference between two tasks and it partially supported the involvement load hypothesis since it revealed that the task with low involvement gained more vocabulary knowledge than the task with high involvement and it affected on both initial vocabulary learning and retention.
References
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Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
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Ghorbani, M. R., & Rahmandoost, M. (2012). Higher Task-Induced Involvement Load Enhances Students’ EFL Vocabulary Learning. Journal of Language Teaching and Research, 3(6), 1202-1207.
Hazrat, M. (2015). The Effects of Task Type and Task Involvement Load on Vocabulary Learning. Waikato Journal of Education, 20(2), 79-92.
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Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80 (3), 327-339.
Jahagiri, K., & Abilipour, I. (2014). Effects of Collaboration and Exercise Type on Incidental Vocabulary Learning: Evidence against Involvement Load Hypothesis. Social and Behavioral Sciences, 98, 704-712.
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100-140.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285–299.
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26.
Lewis, M. (1994). The Lexical Approach: The State of ELT and a Way Forward. London: Language Teaching Publications.
Maleki, N. A. (2012). The Effect of the Involvement Load Hypothesis on Improving Iranian EFL learners’ Incidental Vocabulary Acquisition in Listening Comprehension Classes. Australian Journal of Basic and Applied Sciences, 6(9), 119-128.
Marmol, G. L., & Sanchez-Lafuente, A. A. (2013). The Involvement Load Hypothesis: Its Effect on Vocabulary Learning in Primary Education. Revista española de lingüística aplicada (RESLA), 26, 11-24.
McCabe, J. (2011b). Metacognitive awareness of learning strategies in undergraduates. Memory & Cognition, 39, 462-476.
Sarani, A., Negari, G. M., & Ghaviniat, M. (2013). The Role of Task Type in L2 Vocabulary Acquisition: A Case of Involvement Load Hypothesis. Acta Scientiarum Language and Culture, 35(4), 377-386
Sarbazi, M. R. (2014). Involvement Load Hypothesis: Recalling Unfamiliar Words Meaning by Adults across Genders. Social and Behavioral Sciences, 98, 1686-1692.
Schmidt, R. (2001). "Attention." In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge University Press.
Soleimani, H., & Rahmanian, M. (2015). Vocabulary Acquisition and Task Effectiveness in Involvement Load Hypothesis: A Case in Iran. International Journal of Applied Linguistics and English Literature, 4(5), 198-205.
Srisawat, C. & Poonpon, K. (2014). An Investigation of Vocabulary Size of Thai University Students. The 3rd International Conference “Language, Society, and Culture in Asian Contexts” (LSCAC 2014) on Asian Dynamics: Prospects and Challenge.
Yaqubi, B., Rayati, R. A., & Gorgi, N. A. (2010). The Involvement Load Hypothesis and Vocabulary Learning: The Effect of Task Types and Involvement Index on L2 Vocabulary Acquisition. The Journal of Teaching Language Skills, 2(1), 145-163.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
Craik, F. I. M., & R. S. Lockhart. (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11,671-684.
Ghorbani, M. R., & Rahmandoost, M. (2012). Higher Task-Induced Involvement Load Enhances Students’ EFL Vocabulary Learning. Journal of Language Teaching and Research, 3(6), 1202-1207.
Hazrat, M. (2015). The Effects of Task Type and Task Involvement Load on Vocabulary Learning. Waikato Journal of Education, 20(2), 79-92.
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539–558.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80 (3), 327-339.
Jahagiri, K., & Abilipour, I. (2014). Effects of Collaboration and Exercise Type on Incidental Vocabulary Learning: Evidence against Involvement Load Hypothesis. Social and Behavioral Sciences, 98, 704-712.
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100-140.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285–299.
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26.
Lewis, M. (1994). The Lexical Approach: The State of ELT and a Way Forward. London: Language Teaching Publications.
Maleki, N. A. (2012). The Effect of the Involvement Load Hypothesis on Improving Iranian EFL learners’ Incidental Vocabulary Acquisition in Listening Comprehension Classes. Australian Journal of Basic and Applied Sciences, 6(9), 119-128.
Marmol, G. L., & Sanchez-Lafuente, A. A. (2013). The Involvement Load Hypothesis: Its Effect on Vocabulary Learning in Primary Education. Revista española de lingüística aplicada (RESLA), 26, 11-24.
McCabe, J. (2011b). Metacognitive awareness of learning strategies in undergraduates. Memory & Cognition, 39, 462-476.
Sarani, A., Negari, G. M., & Ghaviniat, M. (2013). The Role of Task Type in L2 Vocabulary Acquisition: A Case of Involvement Load Hypothesis. Acta Scientiarum Language and Culture, 35(4), 377-386
Sarbazi, M. R. (2014). Involvement Load Hypothesis: Recalling Unfamiliar Words Meaning by Adults across Genders. Social and Behavioral Sciences, 98, 1686-1692.
Schmidt, R. (2001). "Attention." In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge University Press.
Soleimani, H., & Rahmanian, M. (2015). Vocabulary Acquisition and Task Effectiveness in Involvement Load Hypothesis: A Case in Iran. International Journal of Applied Linguistics and English Literature, 4(5), 198-205.
Srisawat, C. & Poonpon, K. (2014). An Investigation of Vocabulary Size of Thai University Students. The 3rd International Conference “Language, Society, and Culture in Asian Contexts” (LSCAC 2014) on Asian Dynamics: Prospects and Challenge.
Yaqubi, B., Rayati, R. A., & Gorgi, N. A. (2010). The Involvement Load Hypothesis and Vocabulary Learning: The Effect of Task Types and Involvement Index on L2 Vocabulary Acquisition. The Journal of Teaching Language Skills, 2(1), 145-163.
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Published
2018-12-29
How to Cite
Un-udom, N. (2018). The Effects of Task-Induced Involvement on EFL Vocabulary Learning. Chophayom Journal, 29(3), 181–196. Retrieved from https://so01.tci-thaijo.org/index.php/ejChophayom/article/view/154925
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Section
Journal of Humanities and Social Sciences
