Earticle

초록

영어

This study aimed to explore the effects of tasks with an identical amount of involvement under the same level of involvement index on L2 college students’ vocabulary learning phase. The results revealed that a summary writing task was significantly more effective than a filling-in-blanks task on the immediate word retention. On the other hand, difference between the two tasks was not observed in the long-term perspective. As for the four levels of word knowledge types, in contrast to the lasting effects of a filling-in-blanks task on long- as well as short-term word retention, active and passive word knowledge was not held steady over time except for active recall word knowledge gains in the summary writing task. Based on the findings, pedagogical implications and suggestions were made.

목차

I. Introduction
 II. Literature Review
  2.1 Task-induced Involvement Load
  2.2 Previous Studies on Task-induced Involvement Load
 III. Methods
  3.1 Participants
  3.2 Materials
  3.3 Task Design
  3.4 Procedures
 IV. Results and Discussion
  4.1 The Effects of Different Task Conditions on Initial Word Retention
  4.2 The Effects of Different Task Conditions on Long-term Word Retention
 V. Conclusion
 References
 Abstract

키워드

저자

• Young Ah Cho [ Dongshin University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820