THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS
This study investigated Laufer and Hustijn’s (2001) Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and reten...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Kuningan and Association of Indonesian Scholars of English Education (AISEE)
2013-01-01
|
| Series: | English Review: Journal of English Education |
| Subjects: | |
| Online Access: | https://journal.uniku.ac.id/index.php/ERJEE/article/view/80/41 |
| _version_ | 1819052729314574336 |
|---|---|
| author | Fatemeh Khonamri Zahra Hamzenia |
| author_facet | Fatemeh Khonamri Zahra Hamzenia |
| author_sort | Fatemeh Khonamri |
| collection | DOAJ |
| description | This study investigated Laufer and Hustijn’s (2001) Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and retention of target words. Experiment 2 investigated whether two tasks, one input and another output, with equal involvement load and the same distribution of components would result in equivalent initial learning and retention of target words. 126 advanced English learners completed one of three vocabulary learning tasks that equated in the amount of involvement they induced: sentence writing, fill-in, and translation (L2-L1). Receptive knowledge of the target words was assessed immediately after treatment and two weeks later, and one month interval after the first delayed posttest. The result of t-test for Experiment 1 showed that when two tasks had equal involvement load but different distribution of components they resulted in similar amounts of initial learning and retention of new words. The findings of Experiment 2 indicated when two tasks, one input and another output, had equal involvement load and the same distribution of components, they led to superiority of fill-in task over translation task in initial vocabulary learning, however, not in retention of new words. |
| first_indexed | 2024-12-21T12:24:28Z |
| format | Article |
| id | doaj.art-31620ca7cb994ea9b722d32d365e18a4 |
| institution | Directory Open Access Journal |
| issn | 2301-7554 2541-3643 |
| language | English |
| last_indexed | 2024-12-21T12:24:28Z |
| publishDate | 2013-01-01 |
| publisher | University of Kuningan and Association of Indonesian Scholars of English Education (AISEE) |
| record_format | Article |
| series | English Review: Journal of English Education |
| spelling | doaj.art-31620ca7cb994ea9b722d32d365e18a42022-12-21T19:04:13ZengUniversity of Kuningan and Association of Indonesian Scholars of English Education (AISEE)English Review: Journal of English Education2301-75542541-36432013-01-0112171181THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERSFatemeh Khonamri0Zahra Hamzenia1University of Mazandaran, IranUniversity of Mazandaran, IranThis study investigated Laufer and Hustijn’s (2001) Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and retention of target words. Experiment 2 investigated whether two tasks, one input and another output, with equal involvement load and the same distribution of components would result in equivalent initial learning and retention of target words. 126 advanced English learners completed one of three vocabulary learning tasks that equated in the amount of involvement they induced: sentence writing, fill-in, and translation (L2-L1). Receptive knowledge of the target words was assessed immediately after treatment and two weeks later, and one month interval after the first delayed posttest. The result of t-test for Experiment 1 showed that when two tasks had equal involvement load but different distribution of components they resulted in similar amounts of initial learning and retention of new words. The findings of Experiment 2 indicated when two tasks, one input and another output, had equal involvement load and the same distribution of components, they led to superiority of fill-in task over translation task in initial vocabulary learning, however, not in retention of new words.https://journal.uniku.ac.id/index.php/ERJEE/article/view/80/41involvement load hypothesisincidental vocabulary learning; depth of processing theoryincidental vocabulary learningdepth of processing theory |
| spellingShingle | Fatemeh Khonamri Zahra Hamzenia THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS English Review: Journal of English Education involvement load hypothesis incidental vocabulary learning; depth of processing theory incidental vocabulary learning depth of processing theory |
| title | THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS |
| title_full | THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS |
| title_fullStr | THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS |
| title_full_unstemmed | THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS |
| title_short | THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS |
| title_sort | role of task induced involvement in vocabulary learning of iranian language learners |
| topic | involvement load hypothesis incidental vocabulary learning; depth of processing theory incidental vocabulary learning depth of processing theory |
| url | https://journal.uniku.ac.id/index.php/ERJEE/article/view/80/41 |
| work_keys_str_mv | AT fatemehkhonamri theroleoftaskinducedinvolvementinvocabularylearningofiranianlanguagelearners AT zahrahamzenia theroleoftaskinducedinvolvementinvocabularylearningofiranianlanguagelearners AT fatemehkhonamri roleoftaskinducedinvolvementinvocabularylearningofiranianlanguagelearners AT zahrahamzenia roleoftaskinducedinvolvementinvocabularylearningofiranianlanguagelearners |