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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국중원언어학회 언어학 연구 언어학연구 제52호
- 발행연도
- 2019.7
- 수록면
- 305 - 322 (18page)
- DOI
- 10.17002/sil..52.201907.305
이용수
초록· 키워드
오류제보하기
The purpose of this study is to test the assumption that the same amount of involvement load in a task, regardless of the degree of each component, would always lead to the same amount of vocabulary learning (Involvement Load Hypothesis, Laufer & Hulstijn, 2001). Two task materials with the same amount of load but different in the distribution of each component were created. Forty Korean EFL university students participated in the task experiments (19 for reading comprehension and 21 for sentence writing). The participants’ performance was tested three times (pre-test, immediate post-test, and delayed post-test). It was found that the sentence writing group who received cognitive focused activity was significantly more advanced in their vocabulary learning than the reading comprehension group who received motivation-focused activity. The results indicated that the cognitive-focused task was conducive to successful word learning more than the motivation-focused task. The results also suggested that the degree of each individual component should not be treated equally and that English instructors need to create vocabulary task materials that induce learners’ cognitive process for better vocabulary learning.
목차
1. Introduction
2. Literature Review
3. Method
4. Results
5. Discussion
6. Conclusion and Suggestions
References
참고문헌 (13)
참고문헌 신청
Gui Bao / 2015 / Task type effects on English as a Foreign Language learners' acquisition of receptive and productive vocabulary knowledge / System 53:84~95
Jan H. Hulstijn / 2001 / Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition / Language Learning 51(3):539~558
Gregory D. Keating / 2008 / Task effectiveness and word learning in a second language: The involvement load hypothesis on trial / Language Teaching Research 12(3):365~386
YouJin Kim / 2011 / The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition / Language Learning 61:100~140
김형선 / 2010 / Vocabulary learning and task-induced involvement / 응용언어학 26(4):183~211
Jan H. Hulstijn / 2001 / Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition / Language Learning 51(3):539~558
Gregory D. Keating / 2008 / Task effectiveness and word learning in a second language: The involvement load hypothesis on trial / Language Teaching Research 12(3):365~386
YouJin Kim / 2011 / The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition / Language Learning 61:100~140
김형선 / 2010 / Vocabulary learning and task-induced involvement / 응용언어학 26(4):183~211
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UCI(KEPA) : I410-ECN-0101-2019-705-000940251