Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis

2021 ◽  
Vol 44 (4) ◽  
pp. 506-519
Author(s):  
Le Chang ◽  
Yumeng Ding
Keyword(s):  
Knowledge Retention ◽  
Vocabulary Knowledge ◽  
Theoretical Construct ◽  
Gap Filling ◽  
Positive Effects ◽  
Incidental Vocabulary ◽  
Second Year ◽  
Involvement Load ◽  
Determining Factor ◽  
Involvement Load Hypothesis

Abstract Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks (gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography, receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the post-listening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.

THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGE LEARNERS' INCIDENTAL VOCABULARY ACQUISITION AND RETENTION THROUGH READING

1999 ◽  
Vol 21 (4) ◽  
pp. 589-619 ◽  
Author(s):  
Susanne Rott
Keyword(s):  
Language Learners ◽  
Vocabulary Acquisition ◽  
Knowledge Retention ◽  
Vocabulary Knowledge ◽  
Knowledge Gain ◽  
Exposure Frequency ◽  
Reading Vocabulary ◽  
Incidental Vocabulary ◽  
Experimental Group

Research has been investigating the role of reading, as one source of input, in language learners' vocabulary development. The present study was designed to examine whether intermediate learners incidentally (a) acquire and (b) retain unknown vocabulary as a result of reading. The study further assessed (c) the effect of the text variable of exposure frequency. Learners were exposed to unfamiliar words either two, four, or six times during reading. Vocabulary acquisition and retention measured productive and receptive knowledge gain. Results indicated that only two encounters with unfamiliar words during reading significantly affected learners' vocabulary growth. Moreover, two or four exposure frequencies resulted in fairly similar word gain, but six exposures produced significantly more vocabulary knowledge. Retention measures showed mixed results: On productive vocabulary knowledge only half of the subjects displayed a significant rate of retention. On receptive knowledge all but one experimental group retained vocabulary over 4 weeks.

scholarly journals INVOLVEMENT LOAD HYPOTHESIS PLUS

2021 ◽  
pp. 1-30
Author(s):  
Akifumi Yanagisawa ◽  
Stuart Webb
Keyword(s):  
Vocabulary Learning ◽  
Meta Analysis ◽  
Relative Effectiveness ◽  
Learning Gains ◽  
Model Selection Approach ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Involvement Load ◽  
Effectiveness Index ◽  
Involvement Load Hypothesis

Abstract The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following previous findings, we investigated whether the prediction of the ILH improved by (a) examining the influence of each level of individual ILH components (need, search, and evaluation), (b) adopting optimal operationalization of the ILH components and test format grouping, and (c) including other empirically motivated variables. Results showed that the resulting models explained a greater variance in learning gains. Based on the models, we created incidental vocabulary learning formulas. Using these formulas, one can calculate the effectiveness index of activities to predict their relative effectiveness more accurately on incidental vocabulary learning.

scholarly journals An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning

2021 ◽  
Vol 13 (2) ◽  
pp. 102-113
Author(s):  
Ali Jahangard
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Intentional Learning ◽  
Gap Filling ◽  
New Words ◽  
Task Groups ◽  
Proficiency Level ◽  
Word Retention ◽  
Involvement Load ◽  
Involvement Load Hypothesis

The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning.   Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.

scholarly journals A Verification of Involvement Load Hypothesis on Chinese Adult English Learners

2018 ◽  
Vol 8 (5) ◽  
pp. 125
Author(s):  
Shuyun Huang
Keyword(s):  
Cognitive Processing ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Vocabulary Test ◽  
Chinese Adult ◽  
Incidental Vocabulary ◽  
Adult English Learners ◽  
Incidental Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.

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