INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE: THE CONSTRUCT OF TASK-INDUCED INVOLVEMENT

By B. Laufer, J. Hulstijn. 2001

1,314 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8c5a93beb57d2c6bb99ba6dba3ad495ab92368c8

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In Developmental and Educational Psychology

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Citations in the corpus

Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “…on trial Gregory D. Keating San Diego State University, USA This study tests the claim that word learning and retention in a second language are contingent upon a task’s involvement load (i.e. the amount of need, search, and evaluation it imposes), as proposed by Laufer and Hulstijn (2001).”
The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners. (2013, methodology): “‘Evaluation’ entails “a comparison of a given word with other words, a specific meaning of a word with its other meanings, or combining the word with other words in order to assess whether a word does or does not fit its context” (Laufer & Hulstijn, 2001, p. 14).”
THE EFFECTS OF INFERRING, VERIFYING, AND MEMORIZING ON THE RETENTION OF L2 WORD MEANINGS (2003, background): “Viewed in a wider perspective, the experiment makes clear that actions that are supposed to lead to more (relevant) cognitive activity—“elaboration” (Anderson, 1990) or “search” and “evaluation” (Laufer & Hulstijn, 2001)—do not automatically lead to better retention.”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, background): “Some scholars have taken a wider view, such as Laufer and Hulstijn (2001), who argued that vocabulary learning involves three motivational and cognitive dimensions: Need, Search, and Evaluation.”
Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition (2004, background): “The reviews of Nation (2001), Schmitt and McCarthy (1997), and Laufer and Hulstijn (2001) illustrate that a considerable amount of recent research activity has been directed toward understanding individual differences in this ability.”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Laufer and Hulstijn (2001) postulate that retention of words is conditional upon three factors in a vocabulary task: need, search and evaluation.”
The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention (2002, background): “Choosing among multiple glosses involves effort, specifically, some degree of search and evaluation, two components of involvement load (Laufer and Hulstijn, 2001), which may play an important role in lexical acquisition and retention.”
The Effects of Topic Familiarity and Passage Sight Vocabulary on L2 Lexical Inferencing and Retention through Reading (2007, background): “Li (1988) reported more success and greater ease in guessing (determined by Likertscale ratings) when Chinese advanced learners of English processed semantically rich compared to semantically poor sentences.”
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”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “Focus on form refers to ‘‘an occasional shift of attention to linguistic code features – by the teacher and/or one or more students’’ (Long & Robinson, 1998, p. 23). Crucially, it also includes a concurrent, or nearly concurrent, focus on meaning. In a precursor argument to the focus on form perspec”
Translation and short-term L2 vocabulary retention: Hindrance or help? (2010, background): “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,…”