초록 열기/닫기 버튼
This study intends to verify the effect of task-induced involvement in TOEIC-based EFL incidental vocabulary learning by two tasks with different involvement load and language processing. To this end, 60 Korean EFL university students were assigned to one of the two groups: (1) reading comprehension with bold-faced L1 glosses for target words (RG); (2) Dictogloss (DT). Based on the theories of the ‘Involvement Load Hypothesis’, a pretest was given to select target words before the task activities and two post-tests and a delayed test were constructed for the final data. The results showed ‘Involvement Load Hypothesis’ was partially confirmed. That is, for the immediate word recall in receptive knowledge, the RG task deemed as less task-induced involvement benefited more than the DT, whereas the DT task was more effective on immediate word recall in productive knowledge than the RG. However, for the delayed word retention in both receptive and productive knowledge, both tasks led similar scores. The different effect by task-induced involvement on word recall and retention can be explained by different features of the two tasks.
