The Relative Effectiveness of Input and Output-oriented Tasks with Different Involvement Loads on the Receptive and Productive Vocabulary Knowledge of Iranian EFL Learners

سال انتشار: 1391
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 178

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شناسه ملی سند علمی:

JR_JTLS-31-2_002

تاریخ نمایه سازی: 6 اردیبهشت 1400

چکیده مقاله:

Framed in a cognitive approach to task-supported L۲ vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of Iranian EFL learners. The goal was to investigate the way that the construct of involvement load is related to the Input Hypothesis (Krashen, ۱۹۸۵) and the Output Hypothesis (Swain, ۱۹۹۶) to see whether the involvement load or input/output-orientation of tasks is the determining factor in task effectiveness. The participants were ۱۲۷ university students from four General English classes at the Islamic Azad University, Mobarakeh Branch, who were assigned to four instructional groups. Contrary to the predictions of the Involvement Load Hypothesis (Laufer & Hulstijn, ۲۰۰۱), the results of the study indicated that involvement load is not the only determining factor in task effectiveness, but input/output-orientation of tasks is also a decisive parameter in task effectiveness. While Laufer and Hulstijn’s proposal is the first valuable step towards building a theory of vocabulary learning, the results of the study indicated that involvement index may well not function independently of the task type, i.e., input or output orientation of a word-focused task.

نویسندگان

Parviz Maftoon

Professor Islamic Azad University, Science and Research Branch

Marzieh Sharifi Haratmeh

Ph.D. Candidate Islamic Azad University, Science and Research Branch