Vocabulary Acquisition through Cloze Exercises, Sentence-Writing and Composition-Writing: Extending the Evaluation Component of the Involvement Load Hypothesis

Autor/in	Zou, Di
Titel	Vocabulary Acquisition through Cloze Exercises, Sentence-Writing and Composition-Writing: Extending the Evaluation Component of the Involvement Load Hypothesis
Quelle	In: Language Teaching Research, 21 (2017) 1, S.54-75 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816652418
Schlagwörter	Vocabulary Development; Cloze Procedure; Phrase Structure; Teaching Methods; Evaluation Methods; Sentences; Writing (Composition); Cognitive Ability; Prediction; College Freshmen; Asians; Foreign Countries; Language Tests; College Entrance Examinations; English (Second Language); Scoring; Statistical Analysis; Pretests Posttests; Learning Strategies; Second Language Instruction; Writing Exercises; China + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Lückentext; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Sentence analysis; Satzanalyse; Schreibübung; Denkfähigkeit; Vorhersage; Studienanfänger; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Language test; Sprachtest; Aufnahmeprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Bewertung; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fremdsprachenunterricht
Abstract	This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load according to the matrix of the original model. Such results are explained from the perspectives of information organization and pre-task planning, based on which evaluation induced by cloze-exercises is suggested to be allocated with "moderate evaluation" as it involves no use of chunking, hierarchical organization or pre-task planning, evaluation induced by sentence-writing with "strong evaluation" as it involves chunking and pre-task planning at the sentence level, and evaluation induced by composition-writing with "very strong evaluation" for it involves chunking, hierarchical organization and pre-task planning at the composition level. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01