| Since an increasing number of EFL learners are apt to acquire vocabulary via English videos than reading, the present study selects an English micro-video clip as the research material to testify the impact of Task-induced Involvement Load Hypothesis (ILH) on incidental vocabulary acquisition (IVA) in the audio-visual learning environment and to further explore whether there are significant differences in the learning effects of receptive vocabulary (RV) and productive vocabulary (PV), which mainly serves to answer the following four research questions:(1) Can English learners acquire receptive vocabulary or productive vocabulary incidentally in different learning tasks via watching an English micro-video clip?(2) Is the task with higher involvement load more effective than the task with lower involvement load on vocabulary acquisition and retention in immediate or delayed vocabulary test?(3) Are there any significant differences in the effect of the IVA between the two writing tasks that share the same involvement load but with different distributions of their index?(4) What is the relationship between the depth of vocabulary acquisition and the involvement load?The results fully testify the first two research questions of the present study. As for the two writing output tasks sharing me same involvement load, the composition writing group performs better than the sentence making group. Involvement load can be only used to forecast the learning effect of the general performance rather than that of receptive or productive vocabulary.Therefore, the present study partly proves the validity of the ILH and proposes that the total volume of the involvement load is not the only decisive factor in the learning effect of the IVA, whereas the index of need, search, and evaluation ought to be taken into consideration as well so as to help teachers devise reasonable learning tasks to achieve the expected teaching goals. |
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