The impact of task involvement on incidental vocabulary learning (Record no. 20388)

MARC details
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Samad, Noha
Miscellaneous information Master English Literature
245 14 - TITLE STATEMENT
Title The impact of task involvement on incidental vocabulary learning
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté des lettres
Date of publication, distribution, etc. 2014
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Extent 88 pages
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General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study is in favor of the Involvement Load Hypothesis proposed by Laufer & Hulstijn (2001) and builds on their construct to investigate the effects of tasks with different involvement loads in order to examine their effect on the learning and retention of vocabulary words. One hundred and fifty students of a single-gender class studying English as a second language in a school were chosen for this study. They were divided into six equal groups to perform two experiments. The three groups in experiment one performed tasks in a controlled time setting, and the other three groups in the second experiment also performed tasks of a similar nature. However, the time was not restricted in the second experiment. The students in each group had to complete tasks that had different involvement loads. After that, they sat for an immediate and delayed memory recall test of the target vocabulary words which were new to them. The ANOVA results on the immediate and delayed post-test revealed a statistically significant difference with respect to the type of task, and the first null hypothesis is rejected at a p-value less than 0.05. Therefore, tasks with a higher involvement load yielded better results in both the immediate and the delayed posttests. The ANOVA results for the time also indicated a statistically significant difference (p < 0.05). The second null hypothesis is also rejected. Thus, students who performed tasks with no restriction on time retained the target vocabulary words in their long-term memory better than those who performed tasks that were restricted for time.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
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Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة
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Public note Université Libanaise - Faculté des lettres - Branche 4
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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