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On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 دی 1402 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2024.59756.2594 | ||
| نویسندگان | ||
| Zahra Memarnia1؛ Abbas Ali Zarei* 2 | ||
| 1Department of English, Imam Khomeini International University, Qazvin, Iran | ||
| 2Imam Khomeini International University | ||
| چکیده | ||
| This study compared the effect of the components of task involvement load on the comprehension, production, and retention of concrete and abstract words. Sixty upper-intermediate students were assigned to two groups. One group received a task in which the search component was dominant, the other group received a task (with the same overall involvement index) in which search was not present, and the evaluation component was the determining factor of task difficulty. A pretest, posttest, control group design (quasi-experimental method of research) was used to address the research questions. One-way MANOVA results on the immediate posttest were in line with ILH predictions, showing no significant differences between tasks with equal involvement indices. On the other hand, the delayed posttest results showed that in case of receptive knowledge, there was a meaningful difference between abstract and concrete vocabulary, and the search group outperformed the evaluation group. However, the results of the productive posttest showed that the evaluation group outperformed the search group in abstract words. The findings can have significant implications for language learners, teachers, materials designers, and researchers. | ||
| کلیدواژهها | ||
| Abstract words؛ Concrete words؛ Involvement load؛ Vocabulary learning | ||
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آمار تعداد مشاهده مقاله: 82 |
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