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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 20, No. 1, pp.141-156
ISSN: 1598-1398 (Print)
Print publication date 31 Mar 2020
Received 03 Apr 2020 Revised 23 May 2020 Accepted 31 May 2020
DOI: https://doi.org/10.15738/kjell.20..202005.141

The Effects of Task-Induced Involvement on L2 Academic Word Acquisition in Korea

Kang, Dongho
Seoul Nat’l Univ. of Science and Technology


Copyright 2020 KASELL
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The study investigated the effects of task-induced involvement on academic vocabulary acquisition at both short- and long-term periods after treatment. Twenty-nine college students in Korea were randomly assigned to one of the three tasks: Read-without-glossary, Gap-fill-with-glossary, and Gap-fill-without-glossary. The ANCOVA statistics showed no significant differences among the three tasks, but the learning gains between pre-test and post-test was the most significant statistically in the input task (Read without glossary), compared with the output tasks (Gap-fill with glossary and Gap-fill without glossary). The finding could be due to the fact that academic vocabulary requires more intensive reading than general vocabulary, leading to more vocabulary learning gains.

Keywords:

involvement load hypothesis, academic vocabulary, EFL college contexts

Acknowledgments

This study was supported by the Research Program funded by the SeoulTech (Seoul National University of Science and Technology).

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Dongho Kang (Professor)Dept. of English Language & Literature,Seoul National Univ. of Science & Technology,138 Gongenung gil, Nowon-gu, Seoul 139-743, KoreaPhone: (02) 970-6250Email: dh14kang@seoultech.ac.kr