Examining the Effects of Involvement Load on Japanese EFL Learners' Vocabulary Retention

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概要

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• Laufer and Hulstijn (2001) indicated that incidental vocabulary learning would be effective in fostering higher vocabulary retention if the task induced higher involvement load that comprises of one motivational perspective (i.e., need) and two cognitive perspectives (i.e., search and evaluation). This hypothesis was examined empirically by Hulstijn and Laufer (2001) and Kim (2008). However, the extent to which the level of the involvement load should be adjusted to foster more effective vocabulary retention remains unknown. In addition, in the previous studies, participants were limited to university students. This study, thus, exairiines the effect of various levels of involvement load on Japanese high school EFL learners' vocabulary retention. In order to collect data, reading and sentence writing tasks with different levels of involvement load were created and implemented during class time. The learners' vocabulary retention was measured on a vocabulary knowledge scale (Paribakht & Wesche, 1996; 1997), immediately after the tasks were performed and again after 10 days. The results demonstrated that sentence writing task with a moderate level of involvement load (i.e., moderate need, no search, and moderate evaluation) seemed to more successfully promote vocabulary retention of the high school learners than the reading tasks. The study also argued that the evaluation component is more likely to contribute to effective vocabulary retention than the search component. In addition, it was suggested that for learners, higher involvement load may not always induce deeper processing of vocabulary, which in turn would lead to retention.

• 日本言語テスト学会の論文
• 2009-10-30

著者

• Konno Katsuyuki

  Graduate School University Of Tsukuba

• TAKANAMI Sachiyo

  Graduate School, University of Tsukuba

• Okuyama Yasuhiro

  Graduate School, University of Tsukuba

• HIRAI Akiyo

  University of Tsukuba

関連論文

• Temporal Shifts in L2 Selves in the EFL Classroom
• An Investigation of Japanese EFL Learners' Strategy Use During Pre-Task Planning and its Relationship With Task Performance Measures
• Suggestions for the effective English teaching in the Japanese EFL environment(symposium,Tomorrow's Learners, Tomorrow's Teachers : Autonomous Development in College English Language Learning and Teaching)
• Examining the Effects of Involvement Load on Japanese EFL Learners' Vocabulary Retention
• Validation of the EBB scale : A Case of the Story Retelling Speaking Test
• Applicability of Peer Assessment for Classroom Oral Performance

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