Designing reading tasks to maximise vocabulary learning

Designing Distance Learning Tasks to Help Maximize Vocabulary Development

Task-based language learning using the benefits of online computer-assisted language learning (CALL) can be effective for rapid vocabulary expansion, especially when target vocabulary has been pre-arranged into bilingual categories under simpler, common Semantic Field

Running head : LEARNING VOCABULARY THROUGH READING Learning Vocabulary through Reading

L2 Vocabulary Learning and the Use of Reading Tasks: Manipulating the Involvement Load Index

As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 differ...

L2 Vocabulary Learning and the Use of Reading Tasks: Manipulating the Involvement Load Index

As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 differ...

Designing dissemination strategies to maximise stakeholder engagement

Policy-focused research projects must engage with an array of stakeholders to ensure that policy recommendations are relevant to a large proportion of the population and align with the needs of organisations and policy-makers responsible for their implementation. Strategies of stakeholder engagement and dissemination are key to any research programme, particularly in e-inclusion where stakehold...

Incidental Vocabulary Learning Through Comprehension-Focused Reading of Short Stories*

This study investigated the amount of incidental vocabulary learning through comprehension-focused reading of short stories and explicit instruction to this goal.  Forty male high school students were selected randomly, and divided into two groups of twenty.  One group of these students was given five 400-word-level short stories to read with the purpose of comprehension, and the students in th...