Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis
-
Le Chang
Le CHANG is a professor of English at Shenyang Ligong University, where he supervises MTI graduate students, and he’s also an MA (Foreign Linguistics and Applied Linguistics) supervisor at Bohai University. His research interests include ESL vocabulary acquisition, ESL listening teaching and learning, and corpus-based English teaching for academic purposes. His recently published book is Academic Writing for Applied Linguistics Research Articles (Liaoning University Press, 2019), and his latest article in 2020 is Comparing the Effects of Differential Input Modes on L2 Incidental Vocabulary Acquisition: A Decade of Studies (Foreign Language Education and Research).
Yumeng DING received her MA in Foreign Linguistics and Applied Linguistics from Bohai University under the supervision of Professor Le Chang. Her research efforts have focused on incidental vocabulary acquisition from ESL listening.
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.
About the authors
Le CHANG is a professor of English at Shenyang Ligong University, where he supervises MTI graduate students, and he’s also an MA (Foreign Linguistics and Applied Linguistics) supervisor at Bohai University. His research interests include ESL vocabulary acquisition, ESL listening teaching and learning, and corpus-based English teaching for academic purposes. His recently published book is Academic Writing for Applied Linguistics Research Articles (Liaoning University Press, 2019), and his latest article in 2020 is Comparing the Effects of Differential Input Modes on L2 Incidental Vocabulary Acquisition: A Decade of Studies (Foreign Language Education and Research).
Yumeng DING received her MA in Foreign Linguistics and Applied Linguistics from Bohai University under the supervision of Professor Le Chang. Her research efforts have focused on incidental vocabulary acquisition from ESL listening.
References
Alavinia, P., & Rahimi, H. (2019). Task types effects and task involvement load on vocabulary learning of EFL learners. International Journal of Instruction, 12(1), 1501-1516.10.29333/iji.2019.12196aSearch in Google Scholar
Bao, G. (2015). Task type effects on English as a foreign language learners’ acquisition of receptive and productive vocabulary knowledge. System, 53, 84-95.10.1016/j.system.2015.07.006Search in Google Scholar
Chang, L., & Wang, W. T. (2015). 二语词汇深度知识测量工具及其应用研究[A review of second language vocabulary depth of knowledge measures and their application]. Foreign Language Testing and Teaching, 18(2), 28-37.Search in Google Scholar
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.10.1016/S0022-5371(72)80001-XSearch in Google Scholar
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.10.1037/0096-3445.104.3.268Search in Google Scholar
Ellis, R. (1994). Factors in the incidental vocabulary acquisition of L2 vocabulary from oral input. Applied Language Learning, 5, 1-32.Search in Google Scholar
Gohar, M. J., Rahmanian, M., & Soleimani, H. (2018). Technique feature analysis or involvement load hypothesis: Estimating their predictive power in vocabulary learning. Journal of Psycholinguist Research, 47, 859-869.10.1007/s10936-018-9568-5Search in Google Scholar
Haratmeh, M. S. (2012). Involvement load and task type in task effectiveness: Two aspects of vocabulary knowledge. International Journal of Academic Research, 4, 86-95.10.7813/2075-4124.2012/4-4/B.13Search in Google Scholar
Hou, D. M. (2009). 投入量假设与高中生附带词汇习得[The involvement load hypothesis and incidental vocabulary acquisition of high school students], Journal of Shanxi Normal University (Philosophy and Social Sciences Edition), 38, 211-214.Search in Google Scholar
Hulstijn, J., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539-558.10.1111/0023-8333.00164Search in Google Scholar
Kaivanpanah, S., Alavi, S., & Ravandpour, A. (2020). The effects of input-based and output-based tasks with different and identical involvement loads on Iranian EFL learners’ incidental vocabulary learning. Congent Psychology, (April 16, 2020) https://www.tandfonline.com/loi/oaps2010.1080/23311908.2020.1731223Search in Google Scholar
Keating, G. D. (2008). Task effectiveness and word learning in second language: The involvement load hypothesis on trial. Language Learning, 12, 365-386.10.1177/1362168808089922Search in Google Scholar
Krashen, S. D. (1985). The input hypothesis: Issue and implication. Longman.Search in Google Scholar
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistic, 22, 1-26.10.1093/applin/22.1.1Search in Google Scholar
Lian, X. P. (2012). 输出与理解任务对听力理解和词汇习得的作用[A study on the effects of different output tasks on listening comprehension and vocabulary acquisition in comparison with comprehension task]. Journal of Fujian Agriculture and Forestry University (Philosophy and Social Sciences), 15(5), 88-92.Search in Google Scholar
Martínez-Fernández, A. (2008). Revisiting the involvement load hypothesis: Awareness, type of task and type of item. In M. Bowles et al. (Eds.), Second language research forum (pp. 210-228). Cascadilla Proceedings Project.Search in Google Scholar
Nation, P. (1990). Teaching and learning vocabulary. Newbury House.Search in Google Scholar
Nation, P., & Coady, J. (1988). Vocabulary and reading. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 97-110). Longman.Search in Google Scholar
Ouyang, F. (2017). 听力训练中任务类型和投入量对英语学习者词汇附带习得的影响——一项基于投入量假设的实证研究[The effects of tasks type and task-induced involvement load on incidental vocabulary acquisition for ESL learners through listening: An empirical study based on the involvement load hypothesis]. Unpublished doctoral thesis, Southwest Petroleum University, Sichuan.Search in Google Scholar
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174-200). Cambridge University Press.10.1017/CBO9781139524643.013Search in Google Scholar
Rahmani, R., Jafari, S., & Izadpanah, S. (2018). The effects of task-induced involvement load on unfamiliar L2 vocabulary learning: Sentence writing, summary writing, imaginary story writing and creative sentence writing. Applied Research on English Language, 7, 67-88.Search in Google Scholar
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.10.1057/9780230293977Search in Google Scholar
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the vocabulary levels test. Language Testing, 18(1), 55-88.10.1177/026553220101800103Search in Google Scholar
Soleimani, H., & Rahmanian, M. (2015). Vocabulary acquisition and task effectiveness in involvement load hypothesis: A case in Iran. International Journal of Applied Linguistics & English Literature, 4(5), 198-205.10.7575/aiac.ijalel.v.4n.5p.198Search in Google Scholar
Tahmasbi, M., & Farvardin, M. T. (2017). Probing the effects of task types on EFL learners’ receptive and productive vocabulary knowledge: The case of involvement load hypothesis. SAGE Open, July - September 2017, 1-10. https://us.sagepub.com/en-us/nam/ open-access-at-sage.10.1177/2158244017730596Search in Google Scholar
Vidal, K. (2003). Academic listening: A source of vocabulary acquisition? Applied Linguistics, 24, 56-86.10.1093/applin/24.1.56Search in Google Scholar
Webb, S. (2007a). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research. 11, 63-81.10.1177/1362168806072463Search in Google Scholar
Webb, S. (2007b). The effect of repetition on vocabulary knowledge, Applied Linguistics. 28, 46-65.10.1093/applin/aml048Search in Google Scholar
Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly. 43(1), 55-77.10.1002/j.1545-7249.2009.tb00227.xSearch in Google Scholar
Wesche, M. B., & Paribakht, T. S. (1996). Assessing vocabulary knowledge depth vs. breadth. Canadian Modern Language Review, 53, 13-40.10.3138/cmlr.53.1.13Search in Google Scholar
Wu, J. S., Lang, J. G., & Dang, Q. (2007). 词汇附带习得与“ 投入量假设” [Incidental vocabulary acquisition and the “involvement load hypothesis”]. Foreign Language Teaching and Research, 39(5), 360-366.Search in Google Scholar
Zhang, Y. (2017). 任务类型和语速对英语学习者词汇附带习得的影响[Effects of task type and speech rate on EFL learners’ incidental vocabulary acquisition]. Journal of Nanjing Institute of Technology (Social Science Edition), 17(4), 40-43.Search in Google Scholar
© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Teacher Development
- Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development
- Second Language Writing
- Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners
- Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students
- Second Language Acquisition
- Agency Fluctuations and Identity Transformations in Chinese English-Majors on Their Learning Trajectories
- Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis
- Linguistic Dimensions of Accentedness, Comprehensibility and Intelligibility: Exploring Listener Effects in American, Moroccan, Turkmen and Chinese Varieties of English
- On L2 English Learners’ Formulaic Language Use and Spoken English Fluency
- Language and Cognition
- Visualizing the Knowledge Domain of Motor Speech Disorders: A Scientific Review (2000-2019)
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Teacher Development
- Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development
- Second Language Writing
- Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners
- Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students
- Second Language Acquisition
- Agency Fluctuations and Identity Transformations in Chinese English-Majors on Their Learning Trajectories
- Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis
- Linguistic Dimensions of Accentedness, Comprehensibility and Intelligibility: Exploring Listener Effects in American, Moroccan, Turkmen and Chinese Varieties of English
- On L2 English Learners’ Formulaic Language Use and Spoken English Fluency
- Language and Cognition
- Visualizing the Knowledge Domain of Motor Speech Disorders: A Scientific Review (2000-2019)
- Abstracts
- Chinese Abstracts
