The Effect of Task-Induced Involvement Load on Incidental Vocabulary Acquisition / Görev Kaynaklı Katılım Yükünün Rastlantısal Kelime Öğrenmeye Etkisi

Abstract

This study aimed to investigate the effect of the task-induced involvement load framework (Laufer & Hulstijn, 2001) on incidental vocabulary gain and retention. A total of 139 first year ELT students from eight intact classes taking Academic Reading Course in the fall semester of 2015-2016 were assigned to four experimental groups randomly: fill-in with glossary, fill-in by searching, retelling with glossary and retelling by searching. Two different texts were designed for each task. Each text was accompanied by reading comprehension questions and contained ten target words. The groups were to complete the reading comprehension tasks and the vocabulary tasks they were assigned to. The fill-in groups completed the gaps in the text with the target words with or without glossary. Retelling groups were to retell the reading texts incorporating the target words. After the completion of the tasks, an unannounced post-test was administered. Two weeks later, an unannounced delayed post-test was also given.

The comparison of the groups on immediate and delayed post-tests using one-way ANOVAs showed that the tasks with higher level of involvement load yielded higher vocabulary gain and retention. However, the only significant differences were between retelling by searching and fill-in groups on the delayed post-test, which provided partial support for the Task-induced involvement load hypothesis.

References

1. Bao, G. (2015). Task type effects on English as a Foreign Language learners' acquisition of receptive and productive vocabulary knowledge. System, 53, 84-95. http://dx.doi.org/10.1016/j.system.2015.07.006
2. Beal, V. (2007). The weight of involvement load in college level reading and vocabulary tasks (Doctoral dissertation). Retrieved from Concordia University CLUES Library Catalogue (LE 3 C66E38M 2007 B43).
3. Behbahani, S. M. K., Pourdana, N., Maleki, M., & Javanbakht, Z. (2011). EFL task-induced involvement and incidental vocabulary learning: succeeded or surrounded. In International Conference on Languages, Literature and Linguistics. IPEDR Proceedings, 26, 323-325.
4. Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Sage Publications: Thousand Oaks.
5. Ghabanchi, Z., Davoudi, M., & Eskandari, Z. (2012). Vocabulary learning through input and output tasks: Investigating the involvement load hypothesis. California Linguistic Notes, 37(1), 1-18.
6. Haratmeh, M. S. (2012). Involvement load and task type in task effectiveness: Two aspects of vocabulary knowledge. International Journal of Academic Research, 4(4), 86-95.
7. http://dx.doi.org/10.7813/2075-4124.2012/4-4/B.13
8. Hazrat, M. (2015). The effects of task type and task involvement load on vocabulary learning. Waikato Journal of Education, 20(2), 79-92. http://dx.doi.org/10.15663/wje.v20i2.189

9. Hulstijn, J. H. (2003). Incidental and intentional learning. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 349–381). Oxford: Blackwell.
10. Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558. http://dx.doi.org/10.1111/0023-8333.00164
11. Jahangard, A. (2014). Task-induced involvement in L2 vocabulary learning: A case for listening comprehension. Journal of English Language Teaching and Learning, 5(12), 43-62.
12. Jahangiri, K., & Abilipour, I. (2014). Effects of collaboration and exercise type on incidental vocabulary learning: Evidence against involvement load hypothesis. Procedia-Social and Behavioral Sciences, 98, 704-712. http://dx.doi.org/10.1016/j.sbspro.2014.03.471
13. Keyvanfar, A., & Badraghi, A. H. (2011). Revisiting task-induced involvement load and vocabulary enhancement: Insights from the EFL setting of Iran. Žmogus ir Žodis, 13(3), 56-66.
14. Kim, Y. (2008). The role of task‐induced involvement and learner proficiency in L2 vocabulary acquisition. Language learning, 58(2), 285-325. http://dx.doi.org/10.1111/j.1467-9922.2008.00442.x
15. Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. http://dx.doi.org/10.1093/applin/22.1.1
16. Li, J. (2014). Effect of task-induced online learning behavior on incidental vocabulary acquisition by Chinese learners: Revisiting involvement load hypothesis. Theory and Practice in Language Studies, 4(7), 1385-1394. http://dx.doi.org/10.4304/tpls.4.7.1385-1394
17. Mármol, G. A., & Sánchez-Lafuente, Á. A. (2013). The involvement load hypothesis: the effect on vocabulary learning in primary education. Revista Española de Lingüística Aplicada, (26), 11-24.
18. Nagy, W.E., & Herman, P.A. (1987). Depth and breadth of vocabulary knowledge: Implications for acquisition and instruction. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Hillsdale, NJ: Erlbaum.
19. Pourakbari, A. A., & Biria, R. (2015). Efficacy of task-induced involvement in incidental lexical development of Iranian senior EFL students. English Language Teaching, 8(5), 122-131. http://dx.doi.org/10.5539/elt.v8n5p122
20. Sarani, A., Negari, G. M., & Ghaviniat, M. (2013). The role of task type in L2 vocabulary acquisition: a case of involvement load hypothesis. Acta Scientiarum Language and Culture, 35(4), 377-386. http://dx.doi.org/10.4025/actascilangcult.v35i4.21135
21. Sarbazi, M. R. (2014). Involvement load hypothesis: Recalling unfamiliar words meaning by adults across genders. Procedia-Social and Behavioral Sciences, 98, 1686-1692. http://dx.doi.org/10.1016/j.sbspro.2014.03.594
22. Schmidt, R. W. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26.
23. Tu, H. F., & Su, I. R. (2004). Effects of task-induced involvement on incidental vocabulary learning in a second language. (Unpublished master’s thesis). National Tsing Hua University, Taiwan.
24. Van Polen, Z. (2014). The effects of task-induced involvement load and word exposure frequency on L2 incidental vocabulary learning through reading (Doctoral dissertation). Universiteit Van Amsterdam, Netherlands.
25. Walsh, M. I. (2009). The involvement load hypothesis applied to high school learners in Japan: Measuring the effects of evaluation (Unpublished master’s thesis). Birmingham University, Edgbaston, United Kingdom.