Task Effectiveness and Vocabulary Learning and Retention in a Foreign Language

Abstract

The present study provides further evidence that vocabulary learning and retention in a foreign language are contingent on the involvement load that a task induces, (i.e., the amount of need, search, and evaluation), as proposed in Laufer and Hulstijn’s (2001) Involvement Load Hypothesis (ILH). A total of 60 participants were selected based on their word level, and were divided equally into three groups. Each small group was required to complete one of the three tasks. Task 1 participants extensively read a prescribed amount of business materials provided with L1 marginal glosses. The participants in Task 2 completed the same requirements as in Task 1, along with the additional requirement of target word suppliance. Task 3 participants were required to create an original composition by using the target words after fulfilling the same requirements as in Task 1. The participants were not told that they would be administered post-tests after the tasks. In line with the predictions of the ILH, the findings of this study revealed that Task 3 was the most beneficial in terms of immediate learning and retention of target words, followed by Task 2, and then Task 1. The value of form-focused instruction and rehearsal of newly learned words was accentuated based on the results of this study.