Exploring the Potential of Vocabulary Learning Through Task-Induced Involvement

This study aimed at exploring the relationship between potential of vocabulary learning through tasked-induced involvement and proficiency level of EFL learners. Laufer and Hulstijn (2001) proposed that vocabulary learning in second language depends on involvement load of a task, which is determined by considering the three aspects of need,search, and evaluation it imposes. Performance of forty-three EFL learners on two tasks with different involvementloads, in addition to an immediate and a delayed posttest, was analyzed. An English proficiency test was also administered on the participants, dividing them into two groups of higher proficiency level and lower proficiency level.The results suggest that learners with higher proficiency seemed to be under the influence of task-induced involvementload more than lower proficiency learners. Further implications of this study and gaps for future research are subsequently mentioned.

Keywords:

Involvement load hypothesis , depth of processing , vocabulary learning , TBLT , passive recall