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 purpose of the present study was to provide empirical support for the construct of the involvement load hypothesis (ilh ) in an efl context. to fulfill the purpose of the study, 4 intact groups consisting of 126 intermediate-level students participated in this experiment. in order to ensure that the participants were at the same level of english language proficiency, the nelson test was adm...

this study builds on laufer and hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. the paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. to do so, 60 efl lear...

The importance of vocabulary is undeniable. EFL learners need sufficient lexicon in order to bea competitive speaker. Lots of strategies have been proposed. The concept of involvement loadwas first introduced by Hulstijn and Laufer (2001). They believed that deeper explanation oflexical information will result in better retention of them. The present study aimed at finding the...

framed in a cognitive approach to task-supported l2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of iranian efl learners. the goal was to investigate the way that the construct of involvement load is related to the input hypothesis (krashen, 1985) and the output ...

Framed in a cognitive approach to task-supported L2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of Iranian EFL learners. The goal was to investigate the way that the construct of involvement load is related to the Input Hypothesis (Krashen, 1985) and the Output ...

This study examined the effects of input-oriented and output-oriented tasks with different involvement load indices on Iranian EFL learners' comprehension and production of lexical collocations. To achieve this purpose, a sample of 180 intermediate-level EFL learners (both male and female) participated in the study. The participants were in six experimental groups. Each of the groups was random...

Abstract The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria analyzed. model-selection approach was used determine optimal statistical model (i.e., set of predictor variables) be...

The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this clai...