Task effectiveness and word learning in a second language: The involvement load hypothesis on trial

By Gregory D. Keating. 2008

237 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/baca8071f5885ba1c2b5699b048be7949b731d2e

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, methodology): “Since the original proposal, some empirical studies have directly (Hulstijn and Laufer, 2001; Keating, 2008; Kim, 2008) or indirectly (Folse, 2006; Rott, 2007) addressed the predictions made by the involvement load hypothesis, and have produced mixed results.”
The Potential Role(s) of Writing in Second Language Development. (2012, result): “Keating (2008) and Pichette, Serres, and LaFontaine (2012) had similar results: A writing task, assigned a higher involvement index than reading tasks, yielded higher word recall scores, but that effect faded with time.”
The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta‐Analytic Study (2012, background): “Other research (Beal, 2007; Hulstijn & Laufer, 2001; Keating, 2008; Tu, 2004) has explored the effects of output tasks on second or foreign incidental vocabulary acquisition while reading.”
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 ”
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.)”
Research into practice: Vocabulary (2011, background): “Keating (2008), for example, found that sentence writing – the most effective activity – resulted in around half of the words being learned.”
Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, background): “Following Paribakht and Wesche (1993), Hulstijn and Laufer (2001), and Keating (2008), a meaning was graded zero if it is completely incorrect (e.g. writing an answer of ‘comprehensive’ for the meaning of ‘apprehensive’), a half score if it is a semantically acceptable equivalent of the target word…”