خلاصة:
How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition. In literature, two frameworks have been proposed to operationalize the depth of processing, namely the Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). However, they differ in the way they have operationalized it specially in terms of their attentional components. The present study made attempts to compare the predictability of these two frameworks for foreign language vocabulary learning task effectiveness. Seventy-six adult EFL learners in Chabahar Maritime University were randomly given one of the four vocabulary learning tasks which were ranked differently by the two frameworks and were required to learn the meaning of 10 target words. The results of the study revealed that TFA had a better explanatory power in predicting vocabulary learning gains than the ILH. The results have implications for language teachers, material developers and syllabus designers.
ملخص الجهاز:
Task Effectiveness Predictors: Technique Feature Analysis versus Involvement Load Hypothesis 1 Hooshang Khoshsima*IJEAP-1809-1280 2 Zahra Eskandari Abstract How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition.
Seventy-six adult EFL learners in Chabahar Maritime University were randomly given one of the four vocabulary learning tasks which were ranked differently by the two frameworks and were required to learn the meaning of 10 target words.
To tackle the problem, two frameworks have been proposed in literature as effective ways to operationalize the levels of processing theory: Involvement Load Hypothesis (Laufer & Hulstijn 2001) and Technique Feature Analysis (Nation & Webb, 2011).
The results of the study were in line with the results of the study conducted by Hulstijn and Laufer (2001) showing that the higher level of learner involvement during tasks promoted more effective initial learning and better retention of new words.
Technique Feature Analysis Nation and Webb (2011) have criticized the Involvement Load Hypothesis on the ground that the three components of need, search, and evaluation do not allow the consideration of other related factors that can affect the effectiveness of vocabulary learning activities.
In their study, 96 adult EFL learners, who were Taiwanese college-level second-year business majors, were divided into four groups and each group performed one of the vocabulary learning tasks with different ILH and TFA indexes: reading a text and multiple-choice items on text, reading a text and choosing definitions, reading plus fill-in-the-blanks, and reading a text and sentence rewording.