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Effect Of Task Type And Task-induced Online Learning Behaviors On Incidental L2 Vocabulary Acquisition: Revisiting Involvement Load Hypothesis

Posted on:2006-10-04Degree:MasterType:Thesis
Country:ChinaCandidate:J H LiFull Text:PDF
GTID:2155360152994053Subject:Foreign Linguistics and Applied Linguistics
Abstract/Summary:PDF Full Text Request
This study investigates, within the theoretical framework proposed in the Involvement Load Hypothesis (Laufer & Hulstijn, 2001), the task-induced on-line learning behaviours in incidental L2 vocabulary acquisition by Chinese EFL learners.Although there have been attempts at testing this hypothesis (e.g., Laufer & Hulstijn, 2001, Huang, 2003), the focus has been exclusively on the product of learning as induced by the tasks designed on the basis of the theory underlying the hypothesis without giving any consideration to the processes of the task-induced learning behaviours. To overcome the limit, a specially designed computer programs was employed through which not only the final learning products but the process involved in incidental vocabulary learning as well were examined.Ninety-five second-year students of International Trade Department from Guangdong University of Foreign Studies participated in the experiment. The pretest showed that the participants were of similar proficiency level and the target words to be learned were unfamiliar to them. They were randomly assigned to one of the four tasks with different amount of involvement load and were asked to read the texts on the computer screen. Unknown words could be looked up in the CALL dictionary built into the specially designed computer program. During the task performance, log files registered participants' learning behaviours, including words that have been chosen to view, the amount of time on target words, the amount of time on each task and the number of times selected on target words. On completing the task, the participants were unexpectedly tested on the retention of the target words that appeared in the texts. Two weeks later they were given two delayed posttests (one in contextualized situation, and the other in decontextualized situation). The data were analyzed both quantitatively and...
Keywords/Search Tags:Involvement Load Hypothesis, online learning behaviours, task type, incidental vocabulary acquisition
PDF Full Text Request
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