The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition

By Youjin Kim. 2008

273 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8a8c7bc4a8895f70c052b1eb791f13d08d7343e1

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “…studies on the effect of multiple encounters, see Nation & Wang, 1999; Pigada & Schmitt, 2006; Waring & Takaki, 2003; Webb, 2007, and for examples of the effect of vocabulary activities, see Hulstijn & Laufer, 2001; Keating, 2008; Kim, 2008; Peters, 2007; Pichette, De Serres, & Lafontaine, 2012.)”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, methodology): “a Target words: In related studies, vocabulary pretesting has been based on estimates from learners comparable to the participants (Hulstijn and Laufer, 2001; Kim, 2008) or has been pretested with the participants shortly (one day) before the tasks (Folse, 2006).”
The Potential Role(s) of Writing in Second Language Development. (2012, unknown): “One study compared two reading tasks and a writing task, ascribing the highest involvement load to the writing task (Kim, 2008).”
Incidental vocabulary learning in classroom communication tasks (2013, background): “(p. 15) A study by Kim (2008) involved partial replication of Laufer and Hulstijn (2001).”
Using pretask modelling to encourage collaborative learning opportunities (2011, background): “…to determine the longer-term impact of LREs, on linguistic development (Swain, 1998; Swain & Lapkin, 1998, 2001; Tocalli-Beller & Swain, 2007; Kim, 2008; McDonough & Sunitham, 2009), and future studies should continue to develop additional methods for assessing the relationships among…”
The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta‐Analytic Study (2012, methodology): “Thus, numerous vocabulary enhancement techniques—glossing, bolding, italicizing, color coding, or word‐focused exercises—have been used to increase the effectiveness of incidental vocabulary learning while reading (Hill & Laufer, 2003; Horst, Cobb, & Meara, 1998; Hulstijn, Hollander, & Greidanus, 19”
Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, background): “Laufer (in a personal communication with Kim), also recognized that the overall difficulty of a task should not only be attributed to the processing of target words but also to other factors such as the need to maintain coherence, and that composition-writing holistically involves deeper cognitive p”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “Various productive tasks were usually more effective than comprehension tasks (Ellis & He, 1999; Hulstijn & Laufer, 2001; Laufer, 2003; Webb, 2005; Keating, 2008; Kim, 2008) Evidence has been accumulating to show that FonFs tasks that require learners to practise words in non-communicative contexts ”
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.”