Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis
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Di Zou [1]
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[1] Hong Kong Polytechnic University
Hong Kong Polytechnic University
RAE de Hong Kong (China)
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- Localización: Language teaching research, ISSN 1362-1688, Vol. 21, Nº. 1, 2017 (Ejemplar dedicado a: Vocabulary), págs. 54-75
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 4 Citas
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Resumen
This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load according to the matrix of the original model. Such results are explained from the perspectives of information organization and pre-task planning, based on which evaluation induced by cloze-exercises is suggested to be allocated with ‘moderate evaluation’ as it involves no use of chunking, hierarchical organization or pre-task planning, evaluation induced by sentence-writing with ‘strong evaluation’ as it involves chunking and pre-task planning at the sentence level, and evaluation induced by composition-writing with ‘very strong evaluation’ for it involves chunking, hierarchical organization and pre-task planning at the composition level.
