@article{ART002167608},
author={성현미},
title={Task-induced involvement load and low-level learners’ vocabulary learning},
journal={Modern English Education},
issn={1598-0782},
year={2016},
volume={17},
number={4},
pages={1-24}
TY - JOUR
AU - 성현미
TI - Task-induced involvement load and low-level learners’ vocabulary learning
JO - Modern English Education
PY - 2016
VL - 17
IS - 4
PB - The Modern English Education Society
SP - 1
EP - 24
SN - 1598-0782
AB - This study purposed to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on the learners of low level of English proficiency. A total of 180 students attending K university were divided into two groups: intermediate-low and low. The participants were randomly assigned to one of the three vocabulary tasks which are different in terms of involvement load index established by Hulstijn and Laufer (2001): reading comprehension (1), reading comprehension plus gap-filling (2), and unscrambling sentences (3). Prior to the task performance, a pretest intended to check the learners’ prior knowledge of the target words was executed. To measure the learners’ short-term learning and long-term retention, two posttests were administered: one time immediately after and the other time two weeks after task performance. The results showed that task-induced involvement load affected the learners’ short-term learning but did not influence on long-term retention. Likewise, proficiency level was proved significant in short-term learning but was not in long-term retention. Besides, no interaction effect between the two factors, task-induced involvement load and proficiency level, was found in this study. The results will be analyzed more in-depth and implications will be discussed based on the findings.
KW - task-induced involvement load;short-term learning;long-term retention
DO -
UR -
ER -
성현미. (2016). Task-induced involvement load and low-level learners’ vocabulary learning. Modern English Education, 17(4), 1-24.
성현미. 2016, "Task-induced involvement load and low-level learners’ vocabulary learning", Modern English Education, vol.17, no.4 pp.1-24.
성현미 "Task-induced involvement load and low-level learners’ vocabulary learning" Modern English Education 17.4 pp.1-24 (2016) : 1.
성현미. Task-induced involvement load and low-level learners’ vocabulary learning. 2016; 17(4), 1-24.
성현미. "Task-induced involvement load and low-level learners’ vocabulary learning" Modern English Education 17, no.4 (2016) : 1-24.
성현미. Task-induced involvement load and low-level learners’ vocabulary learning. Modern English Education, 17(4), 1-24.
성현미. Task-induced involvement load and low-level learners’ vocabulary learning. Modern English Education. 2016; 17(4) 1-24.
성현미. Task-induced involvement load and low-level learners’ vocabulary learning. 2016; 17(4), 1-24.
성현미. "Task-induced involvement load and low-level learners’ vocabulary learning" Modern English Education 17, no.4 (2016) : 1-24.
