A long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. This paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by Laufer and Hulstijn in 2001. It investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning....

the study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in l1, and listening comprehension + dictio...

The main point of our study was to examine the vocabulary knowledge of pupils in grades 3-6, and in particular the relative reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task. The target words in bo...

This study explored the effect of English language learners’ breadth and depth vocabulary knowledge on their understanding grades reading texts. Sixty-one Jordanian EFL undergraduates were assigned three tests, which Vocabulary Levels Test Version 2 (VLT), Word Associates (WAT), Academic International Language Testing System (IELTS). The collected data was analysed utilizing Pearson correlation...

Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less known about predictors in bilingual the role input. This study presents longitudinal data English 100 between ages 5;8 6;8 years. The were tested three times their literal inferential stories. Vocabulary, morphosyntax, attention, memory included as alongside mea...