scholarly journals Probing the Effects of Task Types on EFL Learners’ Receptive and Productive Vocabulary Knowledge: The Case of Involvement Load Hypothesis

SAGE Open ◽  
2017 ◽  
Vol 7 (3) ◽  
pp. 215824401773059 ◽  
Author(s):  
Maryam Tahmasbi ◽  
Mohammad Taghi Farvardin
Keyword(s):  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Involvement Load ◽  
Task Types ◽  
Involvement Load Hypothesis

scholarly journals Involvement Load Hypothesis: Word Meaning Retention across Oral and Written Task Types

2014 ◽  
Vol 37 ◽  
pp. 29-45 ◽  
Author(s):  
Javad Ahmadi Fatalaki
Keyword(s):  
Vocabulary Learning ◽  
Word Meaning ◽  
Placement Test ◽  
Sample Population ◽  
Homogeneous Sample ◽  
Efl Learners ◽  
Involvement Load ◽  
Task Types ◽  
First Time ◽  
Involvement Load Hypothesis

Involvement Load Hypothesis for the first time has been proposed by Laufer and Hulstijn (2001). Based on their theory, second language vocabulary learning, consists of three basic components: need, search, and evaluation. Those Tasks which induce a higher involvement load are more effective than those with lower involvement. The important question is that which modality has the higher effect on task involvement load? In order to answer this question, this study aims at discussing the effect of modality-based activities, that is, Listening and Reading, on task-induced involvement on vocabulary learning of Iranian Intermediate EFL Learners. To do so, 36 EFL learners from three branches of an English institute were selected. In order to have a more homogeneous sample population Nelson‟s (1977) placement test was administered. Based on their scores, students were classified into two high and low proficient groups. Then participants were then randomly assigned to two groups: The first group receives reading input and the second group receives listening input. The comparison of the students‟ performance in the immediate posttests revealed that the students who received reading task were more successful in the retention of newly-learned vocabularies and there wasn‟t significance difference between groups after the delayed posttest.

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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