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...

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 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 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...

How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition. In literature, two frameworks have been proposed to operationalize the depth of processing, namely the Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). However, they differ in the way they have operationalized it specially in terms of their attentional c...

Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sit...

Despite the increasing research on benefits of using corpora in language teaching and learning, Data-Driven Learning (henceforth, DDL) has been criticized for its lack contribution to second theories. This paper intends address this gap by examining assumptions Involvement Load Hypothesis (ILH) two DDL tasks with different cognitive loads. Learners were assigned one conditions: reading only or ...

Designing appropriate materials and activities to enhance vocabulary learning is one of the primary goals of language courses. Among the claims about efficient pedagogical tasks is the Involvement Load Hypothesis (Laufer & Hulstijn, 2001) according to which vocabulary development is contingent on the amount of cognitive process a task involves. Building on the previous research on this hypothes...