Earticle

초록

영어

This study examines the claim that vocabulary learning and retention are dependent on a task's involvement load (i.e., need, search, evaluation), as proposed by Hulstijn and Laufer (2001a). The study aims at comparing the effects of task types and task involvement load on vocabulary retention for Korean EFL university students. More specifically, this study was designed to test whether differential levels of task involvement loads lead to equally effective results to vocabulary retention when the total involvement index being equal. Three types of productive word-focused tasks (gap-filling using a dictionary, writing original sentences, and gap-filling through word transformation) were used to examine the interplay of involvement index and task types. The result indicated that there were significant main effects of task types, test types, and proficiency levels. The results also indicated that there were significant interaction effects of task types on the retention tests, proficiency levels on the retention tests, and task types×proficiency levels on the retentions. The pedagogical implications and further research directions are discussed.

목차

Abstract
I. Introduction
II. Literature Review
1. Task Effectiveness for Vocabulary Retention
2. Involvement Load Hypothesis
III. Methodology
1. Participants
2. Target Vocabulary Selection
3. Tasks by Tasks-induced Involvement Load
4. Procedures
5. Vocabulary Retention Tests and Scoring
IV. Results and Discussion
V. Conclusion
References
APPENDIX

키워드

저자

• HaeRan Kang [ Pukyoung National University, Division of English Language & Literature, Graduate student ] First author
• Yousun Shin [ Pukyoung National University, Division of English Language & Literature, Lecturer ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405