Enhancing the Involvement Load Hypothesis as a Tool for Classroom Vocabulary Research

2021 ◽  
Author(s):  
Mandana Hazrat ◽  
John Read
Keyword(s):  
Involvement Load ◽  
Involvement Load Hypothesis

Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis

2016 ◽  
Vol 6 (12) ◽  
pp. 2237
Author(s):  
Varrick Douglas Jr.
Keyword(s):  
Student Performance ◽  
Vocabulary Acquisition ◽  
Intensive English ◽  
Writing Classes ◽  
Intensive English Programs ◽  
English Reading ◽  
Involvement Load ◽  
Improved Performance ◽  
Involvement Load Hypothesis

Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.

The Effect of Types of Dictionary Presentation on the Retention of Metaphorical Collocations: Involvement Load Hypothesis vs. Cognitive Load Theory

2019 ◽  
Vol 32 (4) ◽  
pp. 411-431
Author(s):  
Yuanjun Dai ◽  
Zhiwei Wu ◽  
Hai Xu
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Conceptual Metaphor ◽  
Explanatory Power ◽  
Efl Learners ◽  
Research Results ◽  
Load Theory ◽  
Involvement Load ◽  
Involvement Load Hypothesis

Abstract Although conceptual metaphor boxes were introduced in Macmillan English Dictionary over a decade ago, the effect of this innovative presentation on the retention of metaphorical collocations remains unclear. To fill this gap, this paper reports on a study involving 70 Chinese EFL learners, who were randomly assigned into three groups. They were exposed to three types of collocation presentation, varying in terms of availability and salience of conceptual metaphor information. The results show that the learners who were exposed to the accessible and salient presentation of metaphor information had the best retention of metaphorical collocations and the shortest lookup time. Two competing theoretical accounts, Involvement Load Hypothesis (ILH) and Cognitive Load Theory (CLT), were compared. It was found that CLT had greater explanatory power in predicting the research results, accounting for why conceptually grouping collocations facilitated the retention of metaphorical collocations.

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