Task-Induced Involvement in L2 Vocabulary Learning: A Case for Listening Comprehension

Jahangard, Ali

Document Type : Research Paper

Author

Ali Jahangard

Assistant Professor, Sharif University of Technology

Abstract

The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictionary checking + sentence writing with the target words) inducing differential ‘involvement loads’- consisting of varying degrees of need, search and evaluation. Time-on-task was kept constant among all three tasks. The results partially supported the Involvement Load Hypothesis: The sentence writing task generated the highest retention rate, a finding which is quite in harmony with the Hypothesis’s prediction. However, the other two tasks did not result in different retention rates despite equal involvement loads. These results are discussed with reference to the involvement load hypothesis and some suggestions are made as to how to improve and revise the original theory.

Keywords

References

ACTFL (American Council on the Teaching of Foreign Languages) (1998). Proficiency Guidelines. SIL International. Retrieved June 6, 2011, from http://www.actfl.org/files/public/Guidelinesspeak.pdf

Baddeley, A. D. (1978). The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research. Psychological Review, 85, 139-152.

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.

Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology; General, 104, 268-294.

de la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24, 81-112.

Ellis, R., & He, X. (1999). The role of modified input and output in the incidental acquisition of word meaning. Studies in Second Language Acquisition, 21, 285-301.

Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension, and L2 vocabulary acquisition. Language Learning, 44, 449-491.

Hulstijn, J. (2003). Incidental and intentional learning. In Doughty, C; & Long, M. (Eds). The handbook of second language acquisition (pp. 349-381). Oxford: Blackwell Publishing.

Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, pp.539-558.

Hunt, A. & Belgar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, (17)1, 23-59.

Jahangard, A. (2011). An Empirical investigation of the task-induced involvement load hypothesis: A case for intentional learning environment. Biannual Journal of Language Teaching and Literature, (11)2, 7-22.

Joe, A. (1995). Text-based tasks and incidental vocabulary. Second Language Research, 11, 149-158.

Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19, 357-377.

Kim, Y.J. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, (58)2, 285-325.

Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement, Applied Linguistics, 22, 1–26.

Nelson, T. O. (1977). Repetition and depth of processing. Journal of Verbal Learning and Verbal Behavior, 16, 151-171.

Paribakht,T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In Coady, J. & Huckin, T. (Eds.). Second language vocabulary acquisition: A rationale for pedagogy (pp.174-200). Cambridge: Cambridge University Press.

Rott, S. (2004). A comparison of output interventions and un-enhanced reading conditions on vocabulary acquisition and text comprehension. The Canadian Modern Language Review, 61(2), 169-202.

Widdowson, H. G. (1989). Knowledge of language and ability for use. Applied Linguistics, (10)2, 128-137.

Widdowson, H. G. (2003). Defining issues in English language teaching (pp. 148-164). Oxford: Oxford University Press.

Journal of English Language Teaching and Learning

Task-Induced Involvement in L2 Vocabulary Learning: A Case for Listening Comprehension

References

References

Volume 5, Issue 12 - Serial Number 12
December 2013
Pages 43-61

Task-Induced Involvement in L2 Vocabulary Learning: A Case for Listening Comprehension

References

References

Volume 5, Issue 12 - Serial Number 12December 2013Pages 43-61

Volume 5, Issue 12 - Serial Number 12
December 2013
Pages 43-61