Abstract
This empirical study investigates the respective effectiveness of three factors (need, search and evaluation) included in task-induced involvement load on the EFL vocabulary learning and retention. Three tasks with the same amount of involvement load but containing different factors are assigned to 108 non-English majors at Beijing Institute of Petrol-chemical Technology in China. After these reading tasks, the participants are given an unannounced immediate posttest. One week later, the participants are given the delayed posttest. A 3 × 2 analysis of variance (ANOVA) is employed to process the scores and identify the relationship between the EFL incidental vocabulary learning and the three factors contained in the involvement loads. The results are assumed to show that the Evaluation factor is more decisive and crucial than the other two factors (need and search). Learners benefit more by using the target words in their original contexts. That means vocabulary instruction should focus on tasks that require high degrees of evaluation.
Highlights
This empirical study investigates the respective effectiveness of three factors included in task-induced involvement load on the EFL vocabulary learning and retention
A 3 × 2 analysis of variance (ANOVA) is employed to process the scores and identify the relationship between the EFL incidental vocabulary learning and the three factors contained in the involvement loads
Based upon the theoretical framework in the Task-induced Involvement Load Hypothesis, an empirical study is conducted at Beijing Institute of Petrol-chemical Technology in China
Summary
1.1 Vocabulary LearningAn Enormous Task of EFL LearningVocabulary has always been regarded as a core component of language learning. EFL (English as a foreign language) learners and their teachers are all aware of the painful fact that EFL learning, especially to intermediate and advanced levels, involves an enormous task of learning a large number of vocabularies, which becomes the barrier to improve the EFL proficiency. One of the most influential studies is Task-induced Involvement Load Hypothesis (Hulstijn & Laufer, 2001), which suggests that the higher the degree of involvement is, the more possible the acquisition occurs. It is the first time for researchers to devise an observable method (involvement load index) to measure the degree to which readers process the knowledge of vocabulary through reading. The purpose is to further test whether the three factors in the involvement load hypothesis are important to enhance EFL learners’ incidental vocabulary acquisition, and to provide practical feedback to EFL vocabulary teaching and learning
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