The Involvement Load Hypothesis or the Technical Feature Analysis: Evidence from Four EFL Vocabulary Learning Tasks

L2 vocabulary acquisition is of much importance to learners and has long been the hot topic in field applied linguistics. Stimulated by Technical Feature Analysis (TFA) Involvement Load Hypothesis (ILH) particular, a large body research attempted find relative efficacy various tasks facilitating acquisition. However, there paucity regarding effectiveness ILH TFA accounting for task type effects on Therefore, present study attempts compare TFA. The two main questions are stated as follows: 1. How does (reading comprehension with glosses, gap filling, rewording composition) affect EFL acquisition? 2. Which better explains acquisition, or (TFA)？ This employed one-way ANCOVA (analysis covariance) design between-subject factor being covariate knowledge. dependent variable was which included dimensions, i.e., word form recognition passive meaning recall. knowledge posttests immediate delayed posttests. After completing (vocabulary size) test, 117 non-English major freshmen were randomly assigned one four learning tasks, reading glosses (an index 1 versus an 5 TFA), filling 2 7 3 6 TFA) composition 8 TFA). total time required different groups held constant. Then, completion respective participants take One week after posttest, all took All data collected valid.