Journal articles: 'Vocabulary load'

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Ballance, Oliver James, and Averil Coxhead. "How much vocabulary is needed touse a concordance?" International Journal of Corpus Linguistics 25, no. 1 (April 16, 2020): 36–61. http://dx.doi.org/10.1075/ijcl.17116.bal.

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Abstract Vocabulary load is a predictor of comprehension and a common concern in relation to learner use of concordances; however, vocabulary load figures for whole texts have limited relevance to learner use of concordances. This paper explores the average vocabulary load of the citations (or lines) in a concordance, reflecting how learners use concordances as reading or reference resources. Non-parametric tests are used to compare the vocabulary loads of citations from three authentic written corpora and a corpus of graded readers. The results indicate that citations from authentic corpora have an average vocabulary load of 4,000–5,000 word families, there are reliable differences in vocabulary load between citations from different corpora, and the magnitude of difference between citations from authentic corpora can be equivalent to the magnitude of difference between authentic corpora and graded reader corpora. The paper concludes with a discussion of the results in relation to language learner use of concordances.

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Zarifi, Abdolvahed, Jayakaran Mukundan, and Elizabeth O’Dowd. "Cognitive Load Framework: An Alternative to The Involvement Load Hypothesis." Khazar Journal of Humanities and Social Sciences 24, no. 3 (December 1, 2021): 17–27. http://dx.doi.org/10.5782/2223-2621.2021.24.3.17.

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Achieving an acceptable degree of proficiency in any language is no doubt threatened by the daunting task of mastering a bulk of new vocabulary items. Although incidental reading is often considered an invaluable source of vocabulary learning, it seems to be such a slow and error-prone process that it needs to be supplemented with explicit instruction. In order to design and assess practical activities for vocabulary learning and retention, researchers have presented several techniques and models, from which the Involvement Load Hypothesis appears to be the most popular and of widespread use by ELT practitioners. The current paper presents a detailed criticism of the Hypothesis, arguing that it is unclear in identifying the model components, making the determination and measurement of the involvement load of learning tasks rather tricky. Therefore, the current paper suggests an alternative model, namely the Cognitive Load Framework, which is claimed to be more clearly operationalized, more conveniently practicable, and more easily measurable.

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Jahangard, Ali. "An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning." International Journal of Learning and Teaching 13, no. 2 (April 28, 2021): 102–13. http://dx.doi.org/10.18844/ijlt.v13i2.5800.

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The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning. Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.

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Khodaparast, Seyedeh Mitra, and Mohammad Hossein Keshmirshekan. "Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners." International Journal of Linguistics, Literature and Translation 4, no. 11 (November 29, 2021): 210–18. http://dx.doi.org/10.32996/ijllt.2021.4.11.23.

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The importance of vocabulary in a second language is so self-axiomatic that it renders learning and teaching a must. The present study aimed to explore whether the manipulation of the task components, as proposed by Laufer and Hulstijn, affected the acquisition of English vocabularies by EFL learners. The present study followed an experimental design in that it used pre-test and post-test to collect data from the participants. The current research included 50 EFL students from two private English language institutions in Yazd, Iran. The study included two distinct reading tasks that placed varying loads on participants. The two reading texts were controlled for their difficulty level: one with the high level of involvement load and the other with lack of involvement load, thus two experimental groups. There was a reading comprehension exam for those who participated in the first experimental group (with a high involvement load). Reading comprehension was assessed using the first Vocabulary Knowledge Scale (VKS1), which measures vocabulary knowledge. The second reading comprehension assignment was simultaneously presented to the second experimental group (the one with a low involvement load). After two weeks, they were administered VKS2, and their results were recorded. Analyzing the data was done by using independent t-tests. Exposure to high levels of involvement load has been shown to impact vocabulary development in English learners. This is despite respondents being able to recall more words from high-involvement vocabulary acquisitions than from low-involvement vocabulary acquisitions. Findings from this study may be used to construct practical tasks of reading with suitable degrees of difficulty for English language learners (EFL/ESL) teachers and vocabulary instructors.

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Benson, Stuart, and Naheen Madarbakus-Ring. "A Comparison of Textbook Vocabulary Load Analysis." Vocabulary Learning and Instruction 10, no. 2 (December 31, 2021): 9–17. http://dx.doi.org/10.7820/vli.v10.2.benson.

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The popularity of using textbooks in second language programs in universities around the world continues to grow. Textbooks support teachers in their teaching by providing accessible materials and clear instruction. In addition, learners are guided by familiar lesson frameworks (e.g., beginning, middle, end) to guide their independent study (Swales, 1980). However, textbooks present many challenges. Learners’ difficulties include the range in lexical knowledge they must possess (Nation, 2006) and the different lexical and grammatical features that are found in written textbook registers (Biber et al., 1998). This study investigates and outlines the vocabulary load of two English for Academic Purpose textbooks, using the British National Corpus and Corpus of Contemporary American English (BNC/COCA) 25,000 (Nation, 2012) and JACET8000 (JACET, 2016) word lists. The results show that for each textbook, more lexical demands are needed for second language learners in the JACET8000 compared with the BNC/COCA 25,000 lists. Understanding the content in textbooks will inform of the vocabulary-level requirements needed when taught in tertiary-level programs. Using a general and a Japanese-specific word list to identify possible pedagogical priorities can help to determine textbook priorities for teachers that can be applied to teaching in the Japanese classroom.

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Huang, Shuyun. "A Verification of Involvement Load Hypothesis on Chinese Adult English Learners." International Journal of English Linguistics 8, no. 5 (May 23, 2018): 125. http://dx.doi.org/10.5539/ijel.v8n5p125.

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The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.

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Zarifi, Abdolvahed, and Zeinab Azizinezhad. "Vocabulary Learning And Retention: Cognitive Load Framework On Trial." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 33 (January 31, 2020): 265–78. http://dx.doi.org/10.30827/portalin.vi33.26660.

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The literature has witnessed a large number of studies investigating the merits and effectiveness of the available methods of vocabulary teaching and learning in different EFL/ESL contexts among which one can refer to the involvement load hypothesis (ILH). Despite its widespread use, some criticisms have been levelled against this model. A new framework, namely cognitive load framework (CLF), has recently been proposed. Although CLF has been validated by some TESL experts, it has not, yet, been put to the acidity test. Therefore, the present quasi-experimental study was carried out to determine whether activities with higher cognitive load degrees as predicted by CLF framework are more effective for vocabulary learning and retention. To this end, a sample of 60 Iranian EFL learners was assigned to three experimental groups and was exposed to vocabulary learning tasks with different cognitive load indices for eight weeks. Experimental group 1 received the tasks with high cognitive load, while experimental groups 2 and 3 received the medium and low cognitive load tasks, respectively. The findings revealed that the vocabulary tasks with the highest cognitive load were the most effective, and those with the lowest load were the least effective in vocabulary learning and retention.

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Jr., Varrick Douglas. "Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis." Theory and Practice in Language Studies 6, no. 12 (December 1, 2016): 2237. http://dx.doi.org/10.17507/tpls.0612.01.

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Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.

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El Motabit, Abdelmalek. "Evaluating the Lexical Load of the Reading Comprehension Texts in EFL Textbooks." International Journal of Linguistics and Translation Studies 1, no. 1 (May 2, 2020): 42–53. http://dx.doi.org/10.36892/ijlts.v1i1.15.

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Research has revealed numerous problems regarding the teaching and learning of EFL in Morocco. One of these problems concerns students’ performance in reading comprehension tasks. Given the assumption that a large proportion of the problem can be attributed to lexical deficiency, this study sets out to evaluate the vocabulary load of the reading comprehension texts in EFL second-year baccalaureate textbooks. This was actualized through determining how much text coverage students could achieve with their vocabulary knowledge. To this end, a sample of 106 Moroccan bac2 (second-year baccalaureate) students was non-randomly sampled, and their vocabulary knowledge was assessed using an updated version of the Vocabulary Levels Test (VLT). In parallel, the vocabulary profiles of the reading texts in the three EFL textbooks were described using the Vocabulary Profiler software. Results have shown that students have a rather impoverished vocabulary knowledge of approximately 1317 word families, which have thus revealed a gap between their actual knowledge and the lexical load contained in their textbooks.

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Liu, Sylvia, and Barry Lee Reynolds. "Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review." Behavioral Sciences 12, no. 10 (September 23, 2022): 354. http://dx.doi.org/10.3390/bs12100354.

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The Involvement Load Hypothesis (ILH) has become a widely used framework for predicting second language (L2) vocabulary learning from task completion. The purpose of this systematic review was to analyze the predictive ability of the ILH in the acquisition of aspects of knowing a word, its application in different target populations, the effective vocabulary learning task types designed based on the ILH, and the occurrence rate of the ILH components in vocabulary learning tasks. We searched IEEE, ERIC, WOS, Scopus, and ProQuest databases for empirical studies published between 2001 and 2021, using a vocabulary-focused keyword string combined with an ILH-focused keyword string. A total of 78 studies were selected using a set of inclusion and exclusion criteria. The content analysis of these studies showed that researchers have used the ILH to investigate the acquisition of six aspects of knowing a word. Four types of tasks (i.e., fill-in-the-blanks, reading, composition writing, and meaning-inferring) provided more positive evidence for the validation of the ILH. The search component was least present in the vocabulary learning tasks. Researchers have supported the use of the ILH to predict the vocabulary learning potential of tasks completed mainly by adult learners. This systematic review provides direction for future reviews and empirical studies in L2 vocabulary teaching and learning framed by the ILH.

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Ruegg, Rachael, and Cherie Brown. "“Digging Deep”: Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 17–28. http://dx.doi.org/10.21831/lingped.v1i1.18481.

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In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skills course books, induce ‘deep’ involvement with vocabulary, thus facilitating vocabulary retention. Tasks in 10 reading textbooks and 10 integrated skills course books were analysed in terms of the elements identified by Laufer and Hulstijn (2001). The results were then compared between the two types of textbooks in order to determine whether one is more effective than the other for vocabulary retention. The study found that the frequency of exposure to target vocabulary was insufficient for vocabulary acquisition. It was also found that many of the vocabulary activities investigated required little task-induced involvement, and more specifically, very few productive activities were found. Keywords: task-induced involvement, depth of processing, vocabulary acquisition, vocabulary retention, vocabulary learning

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Groves, Fred H. "Science Vocabulary Load of Selected Secondary Science Textbooks." School Science and Mathematics 95, no. 5 (May 1995): 231–35. http://dx.doi.org/10.1111/j.1949-8594.1995.tb15772.x.

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Lu, Cailing, and Averil Coxhead. "Vocabulary in Traditional Chinese Medicine." ITL - International Journal of Applied Linguistics 171, no. 1 (April 2, 2019): 34–61. http://dx.doi.org/10.1075/itl.18020.lu.

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Abstract This article reports on a corpus-based study of Traditional Chinese Medicine (TCM) vocabulary. It first provides a vocabulary profile of English-medium Traditional Chinese Medicine textbooks and journal articles using Nation’s (2012) British National Corpus/Corpus of Contemporary American English (BNC/COCA 25,000) frequency word lists and supplementary word lists of proper nouns, abbreviations, and compounds. Then, it categorizes items outside Nation’s BNC/COCA into Chinese loan words (e.g., qi, yang) and medical lexis (e.g., cinnamomi, rehmanniae), which cover 5.93% of the TCM Corpora in total. The next analysis focuses on Schmitt and Schmitt’s (2014) high, mid, low-frequency vocabulary framework and how it differs from Western medicine. Finally, a vocabulary load analysis shows that to reach 98%, 13,000 word families plus four supplementary lists and two TCM-specific lists are needed. Together, these analyses provide us with a rounded picture of TCM vocabulary. Implications for pedagogy and suggestions for future research follow.

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Baranowska, Karolina. "Learning most with least effort: subtitles and cognitive load." ELT Journal 74, no. 2 (March 5, 2020): 105–15. http://dx.doi.org/10.1093/elt/ccz060.

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Abstract The article reports a study investigating the effects of different subtitling conditions on cognitive load, incidental vocabulary learning, and comprehension. In the study, 63 Polish intermediate learners of English were asked to watch a movie clip and subsequently to answer comprehension questions, take a vocabulary knowledge test, and fill in a self-reported cognitive load questionnaire. They were divided into three groups: one group watched the clip with Polish subtitles, one with English subtitles, and one without subtitles. The findings indicate that intralingual (L2) subtitles assist learners in vocabulary acquisition more than interlingual (L1) subtitles. Moreover, both types of subtitles lower cognitive load, which is accompanied by greater comprehension of the material presented. The results of the study offer some practical implications for EFL teachers and learners.

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Chang, Le, and Yumeng Ding. "Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis." Chinese Journal of Applied Linguistics 44, no. 4 (December 1, 2021): 506–19. http://dx.doi.org/10.1515/cjal-2021-0032.

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Abstract Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks (gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography, receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the post-listening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.

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Fan, Yao. "A Study on the Effects of Chinese EFL Learners’ English Proficiency and Involvement Load on Incidental Vocabulary Acquisition." International Journal of English Linguistics 11, no. 4 (July 9, 2021): 76. http://dx.doi.org/10.5539/ijel.v11n4p76.

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The effects of EFL learners’ English proficiency and involvement load induced by tasks on incidental vocabulary acquisition are observed in this study. 163 students of non-English majors in a local university of China were divided into two groups of different English proficiency according to their scores of College English Test Band 4 (CET-4). The students in each group were randomly assigned one of three tasks (reading-for-comprehension, blank-filling, and writing) involving 10 target words. Fifteen minutes after they finished the task, they were required to take an immediate vocabulary test about the target words. Two weeks later, they were asked to take the same kind of vocabulary test to examine their delayed memory of the target words. All of the students did not know about the vocabulary tests beforehand. The results show that: in the process of immediate incidental vocabulary acquisition, both learners’ English proficiency and involvement load have a main effect on immediate memory, but the interactive effect of these two factors on incidental vocabulary acquisition is not significant; in the vocabulary retention test, learners’ English proficiency does not have a significant main effect on delayed memory, but the main effect of involvement load is still significant; at the same time, the interactive effect of these two factors is still not significant.

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Soleimani, Hassan, Mahboubeh Rahmanian, and Khatereh Sajedi. "A Revisit To Vocabulary Acquisition In Involvement Load Hypothesis." Procedia - Social and Behavioral Sciences 192 (June 2015): 388–97. http://dx.doi.org/10.1016/j.sbspro.2015.06.055.

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TATLI, Zeynep, Esin SAYLAN, and Mehmet KOKOÇ. "Digital Storytelling in an Online EFL Course: Influences on Speaking, Vocabulary, and Cognitive Load." Participatory Educational Research 9, no. 6 (November 1, 2022): 89–112. http://dx.doi.org/10.17275/per.22.130.9.6.

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Digital Storytelling (DS) is an alternative instructional tool for language teaching to make the relevant process more engaging through the use of technology and to facilitate effective language learning. This single case study explored the impact of DS in an online EFL lesson on speaking and vocabulary achievement in consideration to cognitive load effect. The study utilized mixed-design analysis strategies as quantitative tests (pre-and post-vocabulary test, speaking evaluation rubric, cognitive load scale) with 33 Turkish EFL learners studying at tertiary level who participated in an online English course and interviews with 21 volunteers. Quantitative findings revealed increased vocabulary achievement after DS use and improved English-speaking skills in terms of spoken grammar, vocabulary use, fluency and coherence, and pronunciation after repeated DS use in three stories, despite high level of cognitive load due to technical incompetency of the participants. In addition, the results obtained from the qualitative data match with the results of the quantitative data in terms of positive evaluations on the impact of DS for vocabulary use, error correction, sentence formation, pronunciation, and self-study. DS can also be effectively used in online EFL education by eliminating the drawbacks of students’ digital incompetency at tertiary level. The results of this study are expected to shed light on the practitioners aiming to use DS in online language learning for teaching speaking and improving vocabulary achievement.

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Alanazi, Zaha. "Data-Driven Learning Tasks and Involvement Load Hypothesis." World Journal of English Language 13, no. 2 (January 13, 2023): 23. http://dx.doi.org/10.5430/wjel.v13n2p23.

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Despite the increasing research on the benefits of using corpora in language teaching and learning, Data-Driven Learning (henceforth, DDL) research has been criticized for its lack of contribution to second language theories. This paper intends to address this gap by examining the assumptions of Involvement Load Hypothesis (ILH) using two DDL tasks with different cognitive loads. Learners were assigned to one of two conditions: reading only or translation. Based on ILH, translation is more effective than reading in learning vocabulary, as it induces more cognitive involvement (Laufer & Hulstjin, 2001). The two groups received a pretest to ensure their unfamiliarity with six target words. Each group underwent one instructional session under one of the two conditions. After the session, students took three immediate post tests on the six target items: active recall of form, passive recall of meaning, and production. Contrary to the expectations of ILH, the results of the immediate post tests showed no statistically significant difference in the mean of vocabulary knowledge between the two groups. In addition, in the delayed test, the reading-only group showed statistically higher scores in the active recall of form than their translation peers. The findings highlight some important theoretical and pedagogical implications for using DDL tasks, particularly for EFL vocabulary learning.

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성현미. "Task-Induced Involvement Load in Korean EFL Incidental Vocabulary Learning." Journal of Studies in Language 29, no. 2 (August 2013): 269–96. http://dx.doi.org/10.18627/jslg.29.2.201308.269.

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Sung, HyunMi. "Task-Induced Involvement Load and Low-Level Learners’ Vocabulary Learning." Modern English Society 17, no. 4 (November 11, 2016): 1–24. http://dx.doi.org/10.18095/meeso.2016.17.4.01.

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Hsu, Wenhua. "Measuring the vocabulary load of engineering textbooks for EFL undergraduates." English for Specific Purposes 33 (January 2014): 54–65. http://dx.doi.org/10.1016/j.esp.2013.07.001.

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Abdullah Alhebshi, Amal, and Nada Gamlo. "The Effects of Mobile Game-Based Learning on Saudi EFL Foundation Year Students’ Vocabulary Acquisition." Arab World English Journal 13, no. 1 (March 24, 2022): 408–25. http://dx.doi.org/10.24093/awej/vol13no1.27.

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Mastering vocabulary can be a challenge as a great deal of information is delivered in intensive English courses. This study investigates the effects of mobile games on EFL students’ vocabulary acquisition via the “Quizizz” application. A total of 56 female foundation year students from a Saudi Arabian university participated in this study. The purpose of the study was to explore the students’ attitudes, cognitive load and motivation concerning vocabulary acquisition. The study employed a mixed-methods approach. Two groups underwent a pretest and posttest to compare mobile game-based learning to traditional teaching methods. To examine the effect of this strategy on EFL students’ perceptions, both the control and experimental groups answered an online questionnaire. In a semi-structured interview, 10 participants from the experimental group expressed their perceptions towards mobile game-based learning. The study’s findings demonstrated that the experimental group outperformed the control group in the posttest results. It is noteworthy that although learners of the control group practiced vocabulary via the conventional teaching method, they showed a high level of agreement towards implementing digital gaming for vocabulary learning, similar to the experimental group. Furthermore, the experimental group expressed their acceptance of this strategy as an effective way of facilitating, retaining, and alleviating cognitive load during vocabulary learning. EFL teachers are, therefore, recommended to integrate mobile game-based learning into their vocabulary lessons.

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Thonney, Teresa. "Analyzing the Vocabulary Demands of Introductory College Textbooks." American Biology Teacher 78, no. 5 (May 1, 2016): 389–95. http://dx.doi.org/10.1525/abt.2016.78.5.389.

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This article describes a study designed to compare the vocabulary demands of introductory college textbooks in several disciplines. The results suggest that the new-vocabulary load in biology textbooks is not as high as that in foreign-language textbooks – as has often been reported – but is higher than in other disciplines. The article concludes with suggestions for helping students manage the vocabulary demands of introductory courses across the curriculum.

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Namaziandost, Ehsan, Murad Hassan Mohammed Sawalmeh, Shouket Ahmad Tilwani, Meisam Ziafar, Arin Arianti, Ronald M. Hernández, Oleg Anatolevich Razzhivin, Yolvi Ocaña-Fernández, Doris Fuster-Guillén, and Jessica Palacios Garay. "Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development." SAGE Open 11, no. 4 (October 2021): 215824402110517. http://dx.doi.org/10.1177/21582440211051723.

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Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners’ L2 vocabulary knowledge.

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현주은 and JieYoungKim. "Investigating the Task Involvement Load Hypothesis in EFL Learners’ Vocabulary Learning." Journal of the Korea English Education Society 15, no. 1 (February 2016): 1–22. http://dx.doi.org/10.18649/jkees.2016.15.1.1.

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Soleimani, Hassan, and Mahboubeh Rahmanian. "Visiting Involvement Load Hypothesis and Vocabulary Acquisition in Similar Task Types." Theory and Practice in Language Studies 5, no. 9 (September 20, 2015): 1883. http://dx.doi.org/10.17507/tpls.0509.16.

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Hulstijn, Jan H., and Batia Laufer. "Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition." Language Learning 51, no. 3 (September 2001): 539–58. http://dx.doi.org/10.1111/0023-8333.00164.

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Park, Chaehee. "Vocabulary Learning: Two Dimensions of Involvement Load and Learners’ Proficiency Level." Studies in Linguistics 56 (July 31, 2020): 217–37. http://dx.doi.org/10.17002/sil..56.202007.217.

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Hu, Hsueh-chao Marcella, and Hossein Nassaji. "Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis." System 56 (February 2016): 28–39. http://dx.doi.org/10.1016/j.system.2015.11.001.

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Kang, HaeRan, and Yousun Shin. "The Involvement Load Hypothesis and Vocabulary Retention: The Interplay of Task Types and Involvement Index on L2 Vocabulary Learning." Foreign Languages Education 26, no. 4 (December 31, 2019): 89–111. http://dx.doi.org/10.15334/fle.2019.26.4.89.

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Wang, Xue. "The Role of Glosses in L2 Incidental Vocabulary Acquisition in Reading." International Journal of Linguistics, Literature and Translation 5, no. 10 (October 22, 2022): 149–53. http://dx.doi.org/10.32996/ijllt.2022.5.10.17.

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Incidental vocabulary acquisition is the primary way for second language learners to acquire vocabulary knowledge and adding glosses has been proven a great contributor to this process. Generally speaking, glosses refer to the translation equivalent words, L2 synonyms or brief L2 explanations of target words. This paper reviewed studies on the role of glosses in L2 incidental vocabulary acquisition in reading in terms of gloss languages, gloss types, gloss locations and gloss modalities. Findings indicate that 1) adding glosses is conducive to vocabulary acquisition; 2) effects of gloss languages are mediated by learners' L2 proficiency; 3) multiple-choice glosses are better than single-translation glosses; 4) multi-modal glosses are better than single-modal glosses. These findings support the Revised Hierarchical Model, the Involvement Load Hypothesis and the Cognitive Theory of Multimedia Learning. Future research should focus more on the measurement of productive knowledge, the measurement of the depth of vocabulary knowledge, the measurement standard of second language proficiency and the vocabulary learning process in reading.

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Pasaribu, Mentari Florentina, Siti Wina Putri Lubis, Mei Melawati Siagian, Sri Previna, and Erikson Saragih. "Content Analysis of Vocabulary Materials on English Textbook at 10th Grade." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 43. http://dx.doi.org/10.25078/yb.v1i1.1376.

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The purpose of this study was to analyze the vocabulary material in 10th grade English books in secondary schools published by the Ministry of Education and Culture. This research was conducted by solving three problems namely; what topics are available in grade 10 English textbooks; how vocabulary topics are presented; and why vocabulary content is important to discuss. The design of this study is descriptive analysis with book instruments as data sources and English teacher interviews. The books analyzed consist of fifteen chapters, and each chapter provides vocabulary content. The results of this study were conducted with the vocabulary analysis criteria suggested by Celce Murcia and showed that the vocabulary contained in the textbook contained more vocabulary that was appropriate to the topic and learning objectives than vocabulary that did not fit the topic. and from the research that has been done, there are results that the inclusivity criteria per syllabus get the highest value, 3.8; accessibility criteria with a value of 3.5; the average value can be in the context of the criteria of suitability, the suitability of the load, and balanced distribution. The interview also showed that vocabulary is very important to discuss because, without vocabulary, students' ability to communicate cannot occur properly and correctly.

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Xu, Bei-Bei. "Efficacy of Task Type and Involvement Load on EFL Learners’ Vocabulary Knowledge." Modern English Education 20, no. 2 (May 31, 2019): 54–65. http://dx.doi.org/10.18095/mee.2019.20.2.54.

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Xu, Bei-Bei. "Efficacy of Task Type and Involvement Load on EFL Learners’ Vocabulary Knowledge." Modern English Education 20, no. 2 (May 31, 2019): 54–65. http://dx.doi.org/10.18095/meeso.2019.20.2.54.

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KONNO, Katsuyuki, Sachiyo TAKANAMI, Yasuhiro OKUYAMA, and Akiyo HIRAI. "Examining the Effects of Involvement Load on Japanese EFL Learners' Vocabulary Retention." JLTA Journal Kiyo 12 (2009): 46–64. http://dx.doi.org/10.20622/jltaj.12.0_46.

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Park, Hyunkyu. ""Task-Induced Involvement Load in Korean EFL Adult Learners’ Incidental Vocabulary Learning"." Studies in English Education 22, no. 3 (September 30, 2017): 27–53. http://dx.doi.org/10.22275/see.22.3.02.

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Ansarin, Ali Akbar, and Aso Bayazidi. "Task type and incidental L2 vocabulary learning: Repetition versus task involvement load." Southern African Linguistics and Applied Language Studies 34, no. 2 (June 30, 2016): 135–46. http://dx.doi.org/10.2989/16073614.2016.1201774.

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Lin, Chih-Cheng, and Ya-Chuan Yu. "Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load." Interactive Learning Environments 25, no. 4 (March 16, 2016): 528–42. http://dx.doi.org/10.1080/10494820.2016.1155160.

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Liedtke, Joachim. "Zur Theorie der kognitiven Verarbeitungstiefe in Korrelation mit der lexikalischen Lernleistung beim Fremdsprachenerwerb." Germanica Wratislaviensia 141 (February 15, 2017): 453–66. http://dx.doi.org/10.19195/0435-5865.141.29.

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Der Rückblick auf die Entwicklung der Fremdsprachenerwerbsforschung während der letzten Dezennien belegt eine wachsende interdisziplinäre Kooperation insbesondere zwischen der Sprachdidaktik und der Lernpsychologie. Der vorliegende Text reflektiert diese Fortschritte unter besonderer Berücksichtigung der Involvement-Load Hypothese von Laufer/Hulstijn 2001 inklusive daran anknüpfender Arbeiten. Nach der Diskussion der Vor- und Nachteile des Originalkonzeptes und seiner nachfolgenden Erweiterungen werden Vorschläge für mögliche Komplettierungen unterbreitet, um den komplexen Korrelationen des Fremdsprachenerwerbs und seiner theoretischen Implikationen gerecht werden zu können.On the theory of the levels of processing in correlationwith foreign language vocabulary learningThis paper briefly reviews the changes of theoretical paradigms in foreign language learning research during the last five decades. As a result of these changes, vocabulary acquisition theory has become more and more influenced by interdisciplinary cooperation, especially by psychological concepts dealing with word learning and retention. This article focuses on the involvement-load hypothesis, created by Laufer/Hulstijn 2001 and completed by other researchers during the last ten years. The advantages and disadvantages of the original concept and its later derivatives are discussed. Necessary enlargements are also suggested in order to account for the complex correlations that are involved in the process of vocabulary acquisition and its theory.

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Silva, Breno, and Agnieszka Otwinowska. "Vocabulary acquisition and young learners: Different tasks, similar involvement loads." International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 205–29. http://dx.doi.org/10.1515/iral-2016-0097.

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AbstractLaufer and Hulstijn (2001) suggest that the motivational-cognitive construct ofinvolvementmay explain and predict different levels of effectiveness for vocabulary-learning tasks. Drawing on their original work and on later research on theinvolvement load hypothesis(ILH), this study set out to compare the effectiveness of carefully-designed tasks for incidental vocabulary acquisition in children. Thirty-eight EFL elementary-level 10-year-olds from a public school in Warsaw, Poland, participated in the experiment. Divided into three groups, the participants performed three different sequences of tasks, each sequence inducing similar levels of involvement load. In order to measure receptive lexical learning and retention of meaning and spelling, the children were tested with an orthography test, an L2-L1 translation test, and a multiple-choice test immediately after the treatment, and one week later. In support of the ILH, the MANOVA results showed no significant differences between the treatments (irrespective of them being input- or output-based) in any of the test measurements, either in the immediate or in the delayed posttest. We discuss the results in light of the ILH, and outline some limitations and possible implications for pedagogy.

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Alavinia, Parviz, and Hanieh Rahimi. "Task Types Effects and Task Involvement Load on Vocabulary Learning of EFL Learners." International Journal of Instruction 12, no. 1 (January 3, 2019): 1501–16. http://dx.doi.org/10.29333/iji.2019.12196a.

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Haratmeh, Marzieh Sharifi. "Involvement load and task type in task effectiveness: two aspects of vocabulary knowledge." International Journal of Academic Research 4, no. 4 (September 4, 2012): 86–95. http://dx.doi.org/10.7813/2075-4124.2012/4-4/b.13.

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Eliza Sarabia Ong and Portia P. Padilla. "Explicit Contextual and Morphemic Analysis Instruction, Vocabulary, and Reading Comprehension Among Grade Four Students." Modern Journal of Studies in English Language Teaching and Literature 2, no. 2 (December 29, 2020): 75–104. http://dx.doi.org/10.56498/222020102.

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The schema theory, cognitive load theory, interactive model of reading, and lexical quality hypothesis recognizes the primacy of vocabulary in reading comprehension. Substantial empirical research affirms this relationship. Despite these, vocabulary teaching in the classroom remains sparse. The present study sought to find out if explicit instruction in contextual and morphemic analysis would improve vocabulary and reading comprehension. It also examined which aspects of vocabulary and reading comprehension would improve the most. This study used a quasi-experimental, pretest-posttest within-subjects design. Participants were 38 students from two comparable Grade 4 classes. Explicit instruction in contextual and morphemic analysis was given through twelve expert-validated lesson plans that were implemented across 18 weeks. The tools used were the expert-validated and field-tested Researcher-Constructed Vocabulary Test and Researcher-Constructed Reading Comprehension Test. Dependent-samples t-test results revealed a significant increase in the students’ vocabulary and reading comprehension scores. These results are generally consistent with most theoretical and empirical literature. In terms of vocabulary, contextual analysis-wise, the biggest gain was in example clues, while morphemic analysis-wise, the largest increase was in the over/under word part family. In terms of reading comprehension, the biggest increase was in the integrative level. Overall, the findings suggest that explicit instruction in contextual and morphemic analysis is an effective method of teaching vocabulary strategies which impacts not only vocabulary but also reading comprehension. This has implications for instruction, curriculum planning, pre-service and in-service teacher training, and research.

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Meir, Natalia. "Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory." Linguistic Approaches to Bilingualism 7, no. 3-4 (February 2, 2017): 301–30. http://dx.doi.org/10.1075/lab.15033.mei.

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Abstract The current study assessed independent and combined effects of SLI and bilingualism on tasks tapping into verbal short-term memory (vSTM) with varying linguistic load in two languages (Russian and Hebrew). The study explored the extent to which the presence of SLI is related to limited vSTM storage and bilingualism is associated with reduced vocabulary size. A total of 190 monolingual and bilingual children aged 5;5–6;8 participated in the current study: 108 sequential Russian-Hebrew bilinguals (18 with SLI), 48 Hebrew monolinguals (13 with SLI) and 34 Russian monolinguals (14 with SLI). Children performed three repetition tasks: forward-digit span (FWD), non-word repetition (NWR) and sentence repetition (SRep); bilingual children were tested in both of their languages. Results indicated a negative effect of SLI on all experimental tasks tapping into vSTM. The effect of SLI rose as a function of increased linguistic load. Regarding bilingualism, no effect was found on the measure of vSTM with the lowest linguistic load (FWD), while its effect was robust once the linguistic load was increased (SRep). The results reported in this study bring evidence that lower performance on measures of vSTM in children with SLI and bilingual children stem from different sources. Although, children with SLI have limitations of vSTM, deficient vSTM cannot fully account for the linguistic difficulties observed in children with SLI. As for bilingualism, it does not affect verbal storage when the linguistic load is minimal, while poor performance in bilingual children on tasks with greater linguistic load is attributed to smaller vocabulary sizes.

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Fatalaki, Javad Ahmadi. "Involvement Load Hypothesis: Word Meaning Retention across Oral and Written Task Types." International Letters of Social and Humanistic Sciences 37 (August 2014): 29–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.37.29.

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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.

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Kolaiti, Patricia, and Panagiota Raikou. "Does Deeper Involvement in Lexical Input Processing during Reading Tasks Lead to Enhanced Incidental Vocabulary Gain?" Studies in English Language Teaching 5, no. 3 (June 13, 2017): 406. http://dx.doi.org/10.22158/selt.v5n3p406.

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This paper investigates whether increased learner involvement in search tasks during reading activities results in differential vocabulary acquisition in an incidental setting in line with Hulstijn and Laufer’s (2001) Involvement Load Hypothesis. We designed and conducted an experiment with two groups of advanced Greek learners of English, an online dictionary-search group (Group 1) and a non-search group (Group 2) with the aim to test whether increased learner involvement in search tasks results in differential vocabulary retention. During a reading activity, participants of Group 1 were asked to find the meanings of 10 target words involved in the reading activity by using the online Google-dictionary and also find and write down a sentence relevant to the meaning of each target word. These two tasks were designed with the aim to activate the involvement factor “search” in line with Hulstijn and Laufer’s (2001) three-factor Involvement Load construct. During the same reading activity, participants in Group 2 were simply given the meanings of the 10 target items on a separate sheet of paper (glossary). The experiment was conducted in two stages with one week’s distance between them involving an immediate and a delayed vocabulary test aimed to assess short-term and long-term vocabulary retention respectively. The results of our study support the increased learner involvement hypothesis, as the dictionary-search group outperformed the non-search group in both tests.

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Hughes, Christopher J. L., Jamie Costley, and Christopher Lange. "The Relationship between Attention and Extraneous Load." Theory and Practice of Second Language Acquisition 7, no. 2 (July 9, 2021): 61–82. http://dx.doi.org/10.31261/tapsla.9986.

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There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.

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Shahbazy, Golgaz, and Hosein Sadegh Oghli. "A Comparative Study of Using Receptive and Productive Tasks on the Vocabulary Development of Upper-Intermediate Iranian EFL Learners." Studies in English Language Teaching 3, no. 2 (June 24, 2015): 153. http://dx.doi.org/10.22158/selt.v3n2p153.

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This study attempts to investigate differential effect of using receptive and productive tasks on the vocabulary development of upper intermediate Iranian EFL learners and which of the tasks (receptive tasks or productive tasks) is more effective in vocabulary development. This study first examined the immediate effect of receptive and productive task and then the delayed effect of two kinds of tasks on the vocabulary development. For this end, 50 upper intermediate English learners received TOEFL vocabulary part test and 30 learners who had got higher mark selected for the treatment and divided into two experimental groups. Learners received an approximately 10 minute for 20 session productive task treatment and 10 minute receptive task. In the receptive group, the learners completed True-False, Matching and Multiple choice tasks and in the productive tasks completed Short-Response, Fill-in Blank and Sentence Writing tasks. All the learners after the treatment received immediate vocabulary post test and delayed post test to examine learners’ vocabulary learning development. The findings of the first research question indicated that both of the receptive and productive groups had development on the vocabulary learning. To answer the second question which examined two tasks (receptive or productive tasks) on the vocabulary learning, the learners who completed productive tasks outperformed those who did the receptive tasks that is in contrast to the predictions of the involvement load hypothesis, which does not predict that any output task will lead to better results than any input task.

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Namaziandost, Ehsan, Esmaeil Hosseini, and Dhafid Wahyu Utomo. "A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners." Cogent Arts & Humanities 7, no. 1 (January 1, 2020): 1715525. http://dx.doi.org/10.1080/23311983.2020.1715525.

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Journal articles on the topic 'Vocabulary load'

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