Advantages of Reading-While-Listening in University Students'English Vocabulary Learning——An Empirical Study Based on the Involvement Load Hypothesis
The Involvement Load Hypothesis(ILH)has long been a focus in vocabulary acquisition research,but its effectiveness remains controversial.By comparing the reading-while-listening task with readings task only,this study aimed to explore the impact of different reading tasks on L2 learners'vocabulary learning.126 Chinese university students with intermediate English proficiency were assigned into four groups with different tasks to learn target pseudo-words:one group received a reading-while-listening and translation task,and the remaining three groups completed reading tasks with different involvement loads(reading/reading+blank-filling/reading+translating).The immediate vocabulary scale was used to test the learners'vocabulary learning,and the delayed interview examined their views on the reading tasks they performed.The research results show that the vocabulary learning through the listening-reading task is more effective than that of the reading tasks,and the ILH partially predicts the target vocabulary learning by learners at this level.
involvement load hypothesisreading-while-listeningincidental vocabulary acquisitiontask typesempirical study
NETL
NSTL
万方数据
