원문정보
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
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