چکیده:
The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictionary checking + sentence writing with the target words) inducing differential ‗involvement loads‘- consisting of varying degrees of need, search and evaluation. Time-on-task was kept constant among all three tasks. The results partially supported the Involvement Load Hypothesis: The sentence writing task generated the highest retention rate, a finding which is quite in harmony with the Hypothesis‘s prediction. However, the other two tasks did not result in different retention rates despite equal involvement loads. These results are discussed with reference to the involvement load hypothesis and some suggestions are made as to how to improve and revise the original theory.
خلاصه ماشینی:
Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictionary checking + sentence writing with the target words) inducing differential ‗involvement loads‘- consisting of varying degrees of need, search and evaluation.
Keywords: task-induced involvement load hypothesis; depth of processing theory; vocabulary acquisition; English as a second language; incidental learning 29/2/6 ،ییاهن دییأت 22/01/2 :لوصو خیرات E-mail: jahangard@sharif.
Research Question What is the effect of listening comprehension task-induced involvement load on the retention rate of words in immediate and delayed retention test conditions?
To give a tentative answer to the above question the following null hypothesis was formulated: The amount of task-induced involvement load has no significant effect on the retention rate of words in both immediate and delayed retention test conditions.
Target Items \ The target items which were instructed and tested included ten single words (ostracism, ephemerality, castigate, vindicate, reify, teleological, conundrum, insinuate, bulwark) and ten collocations (keep under surveillance, grasp the nettles, baffle them into reverence, hold sway on, well-entrenched belief, in perverse defiance of, ride roughshod over, imbued with, held in abeyance, police cordon).
According to Hulstijn and Laufer (2001), the dictionary checking and summary writing task induced moderate need, + search ( the learners had to find the meaning of the target words from the dictionary) and no evaluation.