Abstract
“Involvement load hypothesis” in second language literature in spite of its inclusiveness has not yet provided a definite answer to vocabulary acquisition. This study investigated task-induced involvement suggested first by Laufer and Hulstijn (2001) in similar task types. In order to better examine the involvement hypothesis in incidental learning, applying Nelson Proficiency Test, 70 high proficiency EFL learners from two different English institutes in Isfahan, Iran, were randomly assigned to two experimental groups: gap-filling task completion and reading comprehension task completion. The two input task types had two and one involvement indexes, respectively. The results of repeated measures ANOVA considering the performance of the two homogeneous groups in pretest, posttest, and delayed posttest confirmed Laufer and Hulstijn’s (2001) involvement hypothesis in similar task types. The study suggests that teachers and language learners can use tasks with higher involvement indexes regardless of their type in order to improve their vocabulary acquisition.
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