چکیده:
A long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. This paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by Laufer and Hulstijn in 2001. It investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning. It was based on task-induced involvementthat comparesdifferent tasks in incidental vocabulary acquisition in EFL context. The participants were 66 learners fromtwo different English institutes who were classified into two major high and low proficient groups based on Nelson Proficiency Test. The participants in each group were randomly assigned to three tasks prepared to compare“moderate”, “strong”, and “no evaluation” in involvement load hypothesis.The “strong evaluation”subgroup (making original sentences) in low proficiency supported Laufer and Hulstijn’s hypothesis and yielded better retention of the target words. The study suggests that the level of proficiency and evaluation in task induced involvementneeds reconsideration. The results have implications for language teachers, materials developers, and syllabus designers.
خلاصه ماشینی:
The Interaction between Involvement Load Hypothesis Evaluation Criterion and Language Proficiency: A Case in Vocabulary Retention Hassan Soleimani Payame Noor University, Tehran h_soleimanis@pnu.
In addition, the results of some studies to investigate the effect of the level of proficiency (Keating, 2008; Kim, 2008; Xu, 2009) in different types of tasks in involvement load hypothesis on vocabulary acquisition are somehow contradictory.
Their involvement load hypothesis states that retention of target words depends on nothing but the involvement index of any task (Laufer & Hulstijn, 2001).
3. Research Questions The purpose of the present study was to examine whether using different tasks can enhance vocabulary acquisition of high and low proficient Iranian EFL students.
This research hypothesis was about comparing different tasks with different involvement indices on the retention of vocabulary items in low proficient learners.
In other words, there was a statistically significant difference in vocabulary mean scores of the low proficient group who did the three tasks.
017, Tables 5 and 6 demonstrate that the results of the first Mann-Whitney U Test forthe retention mean score of gap-filling with L2 glossing group (Md=4, n=33) and writing original sentences with L1 glossing (Md=5, n=33), U=541.
In other words, there was a statistically significant difference in vocabulary mean scores of high proficient groups who did the three tasks.
It was revealed that low proficient participants supported involvement load hypothesis in learning target words through the three tasks.
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial.