Abstract:
The present study investigated whether word learning and retention in a second
language are contingent upon a task's involvement load, i.e., the amount of need,
search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that
tasks with higher degrees of these three components induce higher involvement
load, and are, therefore, more effective for word learning. To test this claim, 64
Iranian intermediate EFL learners were selected based on their performance on
the Preliminary English Test (PET). The participants were randomly assigned to
two equal groups. Each group completed different vocabulary learning tasks that
varied in the amount of involvement they induced. The tasks were jigsaw task
(Group A) and information gap task (Group B). During the ten treatment
sessions, recall and retention of the 100 unfamiliar target words were tested
through immediate and delayed posttest. Data were analyzed using repeated
measure ANOVA. The results indicated that learners benefited more from jigsaw
task with higher involvement load. This study supported the Involvement Load
Hypothesis, suggesting that higher involvement induced by the task resulted in
more effective recall; however, no significant difference was observed between
the two tasks in the retention of the unknown words.
Machine summary:
10 Abstract The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.
This study supported the Involvement Load Hypothesis, suggesting that higher involvement induced by the task resulted in more effective recall; however, no significant difference was observed between the two tasks in the retention of the unknown words.
Many studies emphasize the importance of vocabulary learning for L2 learners in speaking (Hincks, 2003; Joe, 1998), listening comprehension (Elley, 1989; Ellis, 1994), and writing (Hinkel, 2001; Laufer & Nation, 1995; Lee, 2003).
Numerous current studies on vocabulary acquisition are based on a cognitive processing view of learning (Schmidt, 2001; Craik, 2002), of which the Involvement Load Hypothesis (ILH), as proposed by Laufer and Hulstijn (2001), has drawn researchers’ attention.
Jing & Jianbin (2009) studied the Involvement Load Hypothesis in incidental vocabulary acquisition in EFL listening.
e. , jigsaw and information gap) with different degrees of involvement load on Iranian EFL learners' vocabulary recall and retention, and further to examine, which of the two tasks best promotes learners’ recall and retention of the target words.
To achieve the purposes of the study, the following research questions were developed: 1) Do tasks with higher involvement load indices affect vocabulary recall of Iranian EFL learners?
further studies can be conducted to compare the effectiveness of other types of task in vocabulary learning, among learners with different levels of English proficiency and with different or the same involvement loads.