SOME EMPIRICAL EVIDENCE FOR THE INVOLVEMENT LOAD HYPOTHESIS IN VOCABULARY ACQUISITION

By J. Hulstijn, B. Laufer. 2001

797 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7e81daf4542530791cad1e6ee9b5ad61c865ce60

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Citations in the corpus

Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, methodology): “Laufer’s (2003) research revealed that the task of sentence completion and dictionary consultation (need +, search +, evaluation +) was more effective than sentence-writing (need +, search –, evaluation ++) in promoting the retention of target words, even though they induced the same sum of involvem”
Beyond raw frequency: Incidental vocabulary acquisition in extensive reading (2008, background): “…vocabulary acquisition, literature-based approach The past two decades have seen a considerable amount of interest in the cognitive processing of vocabulary acquisition (Arnaud & Bejoint, 1992; Coady & Huckin, 1997; Haastrup, 1991; Hatch & Brown, 1995; Hulstijn & Laufer, 2001; Meara, 1992).”
The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “This is not surprising, as degree of exposure (Brown, Waring, & Donkaewbua, 2008) and the need for specific vocabulary to discuss particular topics (Hulstijn & Laufer, 2001) are important factors facilitating the acquisition of vocabulary.”
Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom. (2010, methodology): “Post-Reading Composition Task Based on research findings (Hulstijn & Laufer, 2001; Lee & Muncie, 2006) that underscore the significant effects of students’ productive use of unknown words and their involvement in high vocabulary production processing, a composition task can be designed as follows.”
The effect of keeping vocabulary notebooks on vocabulary acquisition (2009, background): “In a study conducted to test the Involvement Load Hypothesis, Hulstijn and Laufer (2001) compared the vocabulary retention of EFL learners exposed to tasks with different involvement loads; they found that the tasks for which the involvement load was higher resulted in better retention of vocabulary”
Research into practice: Vocabulary (2011, background): “There is also evidence from research which tests the involvement load hypothesis (Hulstijn & Laufer 2001; Folse 2006; Webb 2007; Kim 2008; Keating 2008) that the amount of vocabulary learning from vocabulary-focused activities is only a small proportion of the words actually studied.”
Review article: Instructed second language vocabulary learning (2008, background): “Hulstijn and Laufer (2001) refined the notion further and suggested that involvement for vocabulary learning consists of three components: need, search, and evaluation.”
Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, background): “Such studies could include the measurement of L2 proﬁciency, L1 and L2 reading abilities, the eﬀects of reading task (Hulstijn & Laufer, 2001; Peters, 2006, 2007), the eﬀects of diﬀerent types of multimedia glosses in relation to individual diﬀerences (Chun & Plass, 1997; Plass & Jones, 2005; Roby,…”
The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention (2002, background): “Need, along with search and evaluation, is a central component in the construct involvement load, upon which, Hulstijn and Laufer (2001) claim, lexical acquisition and retention may depend.”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “Within vocabulary research, the Involvement Load Hypothesis suggests that certain task characteristics are more likely to promote lexical acquisition than others (Hulstijn & Laufer, 2001; Laufer & Hulstijn, 2001).”
Translation and short-term L2 vocabulary retention: Hindrance or help? (2010, positive): “In a similar view, researchers (Hulstijn & Laufer, 2001; Laufer & Hulstijn, 2001) found that retention for L2 vocabulary items was best in a condition requiring what they refer to as a ‘high involvement load’, in which learners were required to invest greater amounts of time and processing effort,…”
The Effect of Type of Written Exercise on L2 Vocabulary Retention (2006, background): “Hulstijn and Laufer (2001) would say that fill-in-the-blank exercises induce less involvement than writing original sentences as measured table 4 analysis of Variance for effect of exercise type on retention (lenient Scoring) Contrast df Type III SS Mean Square F Value Effect Size Conditions 1 and…”