English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
Vocabulary plays a crucial part in verbal exchange and is inevitable in second languageacquisition. A variety of hypotheses have been proposed to expound word acquisition; amongst the most significant and ef ective hypotheses is Laufer and Hulstijn’s Involvement Load Hypothesis. This study investi...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia
2022
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| Online Access: | http://journalarticle.ukm.my/20890/1/500-Article%20Text-738-1-10-20221125.pdf http://journalarticle.ukm.my/20890/ https://spaj.ukm.my/jws/index.php/jws/issue/view/28 |
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| Summary: | Vocabulary plays a crucial part in verbal exchange and is inevitable in second languageacquisition. A
variety of hypotheses have been proposed to expound word acquisition; amongst the most significant
and ef ective hypotheses is Laufer and Hulstijn’s Involvement Load Hypothesis. This study investigates
the ef ectiveness of Involvement Load Hypothesis in English vocabulary acquisition among high
proficiency ESL students through three dif erent task types (i.e., passage reading, gap-filling, and
sentence writing). This study adopts the mixed-method research design. Thirty Bachelor of Arts with
Honours (English Language Studies), Universiti Kebangsaan Malaysia (UKM) students were randomly
assigned to these three groups to complete dif erent tasks. All participants were given an immediate
post-test after the task completion, and another spontaneous delayed post-test one week later to measure
their English word learning. Qualitative data were obtained through a semi-structured interview with
nine students. Results show the following: participants in the sentence writing task group (the highest
involvement index: four) showed better word retention than those in gap-filling task (involvement index:
two), who, in turn, performed better than participants in the passage reading task (involvement index:
zero). This suggests that active involvement in vocabulary tasks ensure the success of vocabulary
learning. |
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