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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2020.1
- 수록면
- 23 - 43 (21page)
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The study investigated how task types such as input or output could affect Korean EFL learners’ vocabulary learning at both short- and long-term periods after treatment. Forty two college students in Korea were randomly assigned to one of the four tasks. Based on Involvement Load Hypothesis, each task induced the same or different involvement loads: Read without glossary (Input), Gap with glossary (Input & Output), Gap without glossary (Input & Output), and Sentence and write (Output). Receptive and productive vocabulary knowledge was measured right after the treatment and a month later. The output-oriented tasks were found to be more effective than the input-oriented tasks regardless of type of vocabulary knowledge. The current study concluded that modalities such as input or output other than task-induced involvement load can contribute to Korean EFL learners’ vocabulary learning. The pedagogical discussion will be made at the conclusion.
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참고문헌 (22)
참고문헌 신청
Alavinia, P. / 2019 / Task types effects and task involvement load on vocabulary learning of EFL learners / International Journal of Instruction 12(1):1501~1516
Anderson, N. J. / 2014 / Active skills for reading: Student book 3 / Cengage Learning
Bao, G. / 2015 / Task type effects on English as a foreign Language learners’acquisition of receptive and productive vocabulary knowledge / System 53:84~95
Craik, F. I. M. / 1972 / Levels of processing: A framework for memory research / Journal of Verbal Learning and Verbal Behavior 11:671~684
Hulstijn, J. H. / 2001 / Some empirical evidence for the involvement load hypothesis in vocabulary acquisition / Language Learning 51(3):539~558
Anderson, N. J. / 2014 / Active skills for reading: Student book 3 / Cengage Learning
Bao, G. / 2015 / Task type effects on English as a foreign Language learners’acquisition of receptive and productive vocabulary knowledge / System 53:84~95
Craik, F. I. M. / 1972 / Levels of processing: A framework for memory research / Journal of Verbal Learning and Verbal Behavior 11:671~684
Hulstijn, J. H. / 2001 / Some empirical evidence for the involvement load hypothesis in vocabulary acquisition / Language Learning 51(3):539~558
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