초록
영어
Cho, Young Ah & Ma, Jee Hyun. Task Effectiveness and Word Learning in a Second Language Acquisition. Studies in English Language & Literature. 41.1 (2015): 313-336. This study investigated the effects of task-induced involvement and word exposure frequency on low-level L2 college students’ vocabulary learning. All the groups were exposed to three different types of tasks featuring different task-induced involvement conditions with two levels of word exposure frequency. The current study employed a within-group design and was devised under multiple treatment sessions. The findings reveal that involvement load and exposure frequency contribute to better word knowledge gains for long-term as well as short-term retention. No interaction effect is observed between the two variables. As for the different strengths of lexical competence, involvement load, exposure frequency, and time intervention affect learners’ word knowledge for initial and long-term retention respectively. More specifically, the groups performing the task with a higher involvement load show better performance in active recognition word knowledge while the groups under a high frequency of words (four-time) proves to be more effective than those under a singular encounter for both active and passive word knowledge. (Dongshin University)
목차
I. Introduction
II. Literature Review
2.1 The involvement load hypothesis in L2 learning
2.2 Word exposure frequency in L2 learning
III. Research Design
3.1 Participants
3.2 Target words
3.3 Treatment passages
3.4 Task design
3.5 Procedures
3.6 Assessment instrument and data analyses
VI. Results and Discussion
4.1 The effects task-induced involvement and exposure frequency
4.2 The effects of task-induced involvement and exposure frequency on word knowledge test scores
4.3 The effects of time intervention on word knowledge test scores
V. Conclusion
Works Cited