Arab World English Journal (January 2023) Theses ID 288 Pp. 1-84
DOI: https://dx.doi.org/10.24093/awej/th.288
The Effects of Task-Induced Involvement Load on Incidental Second Language
Vocabulary Acquisition through Reading
Amal Omar Alobaid
king Saud University, Riyadh, Saudi Arabia
Email: amalomar211@hotmail.com
Author: Amal Omar Alobaid
Thesis Title: The Effects of Task-Induced Involvement Load on Incidental Second Language
Vocabulary Acquisition through Reading
Institution: Department of English Language and Literature: School of Literature and
Languages, The University of Reading, United Kindom
Degree: M.A.
Major: Applied Linguistics
Year of award: 2015
Supervisor: Dr. Parvaneh Tavakoli
ORCid ID: https://orcid.org/0000-0002-7860-4459
Keywords: Incidental vocabulary learning, the involvement load hypothesis, vocabulary
acquisition
Abstract:
This dissertation intends to examine the effects of task-induced involvement load on the L2 incidental vocabulary acquisition through reading. Task-induced involvement load is operationalized through manipulating the components of need, search and evaluation to show the relevance of L2 incidental vocabulary acquisition. It will intend to do this by using three major variables: task-induced involvement load, initial vocabulary learning and medium-term vocabulary retention. The chapter starts by providing reasons for why incidental vocabulary acquisition through reading has been the focus of this study. The chapter then continues by summarizing how the existing literature helped shape the focus on the Involvement Load Hypothesis in the current study. Finally, a general overview of the structure of this dissertation will be given in the last section.
Cite as: Alobaid, A. (2023). The Effects of Task-Induced Involvement Load on Incidental Second Language Vocabulary Acquisition through Reading. Department of English Language and Literature: School of Literature and Languages, The University of Reading, United Kindom (M.A.Thesis). Retrieved from Arab World English Journal (ID Number: 288) January, 2023:1-84.
DOI: https://dx.doi.org/10.24093/awej/th.288
References
Allan, D. (2004). Oxford Placement Test 2: Test Pack. Oxford University Press.
Azizollah, D., & Marzieh, R. (2012). Incidental vocabulary learning and the development of receptive and productive vocabulary: How gloss types work. Suvremena Lingvistika, 38(74), 175-187.
Barcroft, J. (2009). Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading. TESOL Quarterly, 43(1), 79-103.
Beglar, D. (2010). A rasch-based validation of the vocabulary size test. Language Testing, 27(1), 101-118.
Bell, Judith. (2010). Doing Your Research Project. Open University Press. Retrieved 18 October 2015, from
<http://www.myilibrary.com?ID=302868>
Bruton, A. (2009). The vocabulary knowledge scale: A critical analysis. Language Assessment Quarterly, 6(4), 288-297.
Cho, K. S., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 662-667.
Chomsky, N. & Halle, M. (1968). The sound pattern of English. New York, Harper & Row.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. NJ: Lawrence Erlbaum Associates.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Dörnyei, Z. and Ushioda, E. (2009) Motivation, language identities and the L2 self: future research directions. In Dörnyei, Z. and Ushioda, E, (eds.), Motivation, language identities and the L2 self. Bristol, U.K. Multilingual Matters, pp. 350-356
Eckerth, J., & Tavakoli, P. (2012). The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading. Language Teaching Research, 16(2), 227-252.
Elgort, I. (2013;2012;). Effects of L1 definitions and cognate status of test items on the vocabulary size test. Language Testing, 30(2), 253-272.
Elley, W. (1991). Acquiring Literacy in a Second Language: The Effect of Book-Based Programs. Language Learning, 41(3), 375-411.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 174-187.
Ellis, N. (1994). Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition.Consciousness in second language learning, 11, 37-57.
Ellis, R. and He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21: 285-301.
Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language learning,44(3), 449-491.
Eysenck, M. W. (1982). `Incidental learning and orienting tasks’ in C. R. Puff (ed.): Handbook of Research Methods in Human Memory and Cognition. New York: Academic Press. 197- 228.
Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. Tesol Quarterly, 40(2), 273-293.
Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gass, S. (1999). Incidental vocabulary learning. Studies in Second Language Acquisition, 21, 319–33.
Hawkins, S. (2003). Roles and representations of systematic fine phonetic detail in speech understanding. Journal of Phonetics, 31(3), 373-405.
Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403–430.
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21(2), 181-193.
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. Vocabulary and applied linguistics, 113-125.
Hulstijn, J. H., & Trompetter, P. (1998). Incidental learning of second language vocabulary in computer-assisted reading and writing tasks. In D. Al- brechtsen, B. Henriksen, I. M. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy (pp. 191–200). Odense, Denmark: Odense University Press.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.
Hulstijn, J., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning,51(3), 539-558.
Jiang, N. (2000). Lexical representation and development in a second language. Applied linguistics, 21(1), 47-77.
Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied linguistics, 19(3), 357-377.
Keating, G. D. (2008). Task effectiveness and word learning in a second language: The Involvement Load Hypothesis on trial. Language Teaching Research, 12(3), 365-386.
Kim, Y. (2008). The role of task‐induced involvement and learner proficiency in L2 vocabulary acquisition. Language learning, 58(2), 285-325.
Knight, S. (1994). Dictionary: The tool of last resort in foreign language reading? A new perspective. Modern Language Journal, 78: 285-99.
Laufer, B. (2001). Reading, word-focused activities and incidental vocabulary acquisition in a second language.
Laufer, B. (2005). Focus on form in second language vocabulary learning. In Foster Cohen, S.H., Gracia-Maya, M. and. Cenoz, J. (eds.), Eurosla Yearbook, 5, 223-250 Amesterdam: Benjamins.
Laufer, B., & Hill, M. (2000). What Lexical Information Do L2 Learners Select in a CALL Dictionary and How Does It Affect Word Retention? Language Learning & Technology, 3 (2) (January 2000): 58-76.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22(1), 1-26.
Lightbown, P. M. & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.
Lockhart, R. S., & Craik, F. I. (1990). Levels of processing: A retrospective commentary on a framework for memory research. Canadian Journal of Psychology/Revue canadienne de psychologie, 44(1), 87.
Luppescu, S., & Day, R. R. (1993). Reading, dictionaries, and vocabulary learning. Language learning, 43(2), 263-279.
Martínez-Fernández, A. (2008). Revisiting the Involvement Load Hypothesis: Awareness, Type of Task and Type of Item. Selected Proceedings of the 2007 Second Language Research Forum, edited by Bowles, M., Foote, R., Perpiñán, S, and Bhatt, R., Somerville, MA: Cascadilla Proceedings Project, 210-228.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59–82.
Nation, I. S. P. (2013). Designing reading tasks to maximize vocabulary learning. Applied Research on English Language, 3(1), 1-8.
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The language teacher, 31(7), 9-13.
Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I.S.P. (2013a). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13.
Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136.
Newton, J. (1995). Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 11(2), 159-176.
Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition. Studies in second language acquisition, 21(02), 195-224..
Patton, M. Q. (1990). Qualitative evaluation and research methods . SAGE Publications, inc.
Pichette, F., De Serres, L. and Lafontaine, M. (2012). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33, 1: 66-82.
Ponniah, R. J. (2011). Incidental acquisition of vocabulary by reading. The Reading Matrix, 11(2), 135-139.
Pulido, D. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 53(2), 233-284.
Read, J., & Chapelle, C. A. (2001). A framework for second language vocabulary assessment. Language Testing, 18(1), 1-32.
Schmid, M. (Ed.). (2004). First language attrition: Interdisciplinary perspectives on methodological issues (Vol. 28). John Benjamins Publishing.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. Consciousness in second language learning,11, 237-326.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12, 329–63.
Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal, 49(2), 133-143.
Stothard, S. E., Hulme, C., Clarke, P., Barmby, P., & Snowling, M. J. (2010). York Assessment of Reading for Comprehension. Secondary Test. GL Assessment.
Teng, F. (2015). Involvement Load in Translation Tasks and EFL Vocabulary Learning. The New English Teacher, 9(1).
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232-245.
Wesche, M. & Paribakht, T.S. (1999). Introduction. In M. Wesche & T.S. Paribakht (Eds.), Studies in Second Language Acquisition (Special Issue), 21, 195–24.
Wesche, M., & Paribakht, T. S. (1996). Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth. Canadian Modern Language Review, 53(1), 13-40.
West, M., & West, M. P. (Eds.). (1953). A general service list of English words: with semantic frequencies and a supplementary word-list for the writing of popular science and technology. Addison-Wesley Longman Limited.