The Role of Task Types and Prior Word Knowledge in Incidental Vocabulary Learning

• 발행기관: 한국영어교과교육학회
• 저자명: HyunMi Sung
• 간행물 정보: 『영어교과교육』영어교과교육 17권 4호, 19~45쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.12.30

영문 초록

The current study tried to verify the role of the task-induced involvement load (Laufer & Hulstijn, 2001) in vocabulary learning. This study was conducted with 180 Korean EFL university students over a month. The general proficiency level of the participants was intermediate low and low levels; however, in this study the participants were classified into three levels based on the amount of prior word knowledge (the results of the pre-test) about the target words that they are expected to learn incidentally through task performance. Three types of tasks inducing different levels of involvement load were randomly distributed to the participants: reading (1), reading and gap-filling (2), and unscrambling words (3). A post vocabulary test was carried out twice to investigate the participants’ immediate learning outcomes and delayed retention effect: the 1st time just after and the 2nd time three weeks after the treatment. The results revealed that task types did not influence the learners’ incidental vocabulary learning regardless of the time interval whereas the learners’ different amount of prior word knowledge affected their immediate recall. In addition, no interaction effect was found between task types and prior word knowledge. The findings will be discussed more analytically, and some pedagogical implications will be presented accordingly.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHODOLOGY

Ⅳ. RESULTS AND DISCUSSION

Ⅴ. CONCLUSIONS AND IMPLICATIONS

키워드

task types task-induced involvement load prior word knowledge 과업유형 과업유발관여도 사전어휘지식