Efficacy of Task-Induced Involvement in Incidental Lexical Development of Iranian Senior EFL Students

Autor/inn/en	Pourakbari, Ali A.; Biria, Reza
Titel	Efficacy of Task-Induced Involvement in Incidental Lexical Development of Iranian Senior EFL Students
Quelle	In: English Language Teaching, 8 (2015) 5, S.122-131 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); College Seniors; Word Lists; Vocabulary; Receptive Language; Expressive Language; Tests; Learner Engagement; Learning Processes; Novelty (Stimulus Dimension); Instructional Materials; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; College; Colleges; Senior; Hochschule; Fachhochschule; Wortliste; Wortschatz; Rezeptive Kommunikationsfähigkeit; Examination; Prüfung; Examen; Learning process; Lernprozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse
Abstract	One of the most significant current discussions in L2 classroom research has been related to the necessity of vocabulary in language learning.Undoubtedly, EFL learners with high levels of lexical knowledge perform better in writing and oral tasks. Accordingly, the present study sought to investigate the efficacy of Task-induced Involvement in Incidental Lexical Development of Iranian Senior EFL Students. For this purpose, based on the scores obtained from an Oxford Placement "Test" ("OPT") administered to the population of senior EFL students at Khorasgan University, six samples, twenty five each, were selected and assigned to work with a list of English words by utilizing six different tasks. Each task was gauged by applying a different involvement load. Subsequently, a receptive and a productive vocabulary tests were administered as post-tests to specify the degree of learners acquisition of target words, through the role of incidental Task-induced involvement load. The results revealed that the group doing the task with the highest degree of involvement load obtained the best results on the vocabulary tests. Afterwards, the retention of unfamiliar words was claimed to be conditional upon the amount of involvement while processing these words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01