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Vocabulary Acquisition through Written Input

Vocabulary Acquisition through Written Input


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About the Book

The present study investigated the effect of form-focused and non-form-focused tasks on EFL learners' vocabulary learning through written input. The form-focused task aimed to draw students' attention to the word itself through word recognition activities. Non-form-focused tasks were divided into (a) the comprehension question task, which required an overall understanding of the text without focusing on any words; and (b) the message-oriented task, which pushed the learners into considering the context surrounding the word. The selection of the tasks was based on the notion of task-induced involvement and the Involvement Load Hypotheses (Laufer & Hulstijn, 2001). Forty-five EFL learners were given a list of words in order to discover unfamiliar target words. During the treatment phase, participants were asked to read a text containing target words and to perform one of the three tasks. Results show that the retention of unfamiliar words was higher in the two experimental groups (form-focused and message-oriented) than the control group (comprehension-question). Furthermore, the form-focused task yielded better results than the non-form-focused tasks.


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Product Details
  • ISBN-13: 9783659487453
  • Publisher: Lap Lambert Academic Publishing
  • Publisher Imprint: LAP LAMBERT Academic Publishing
  • Height: 229 mm
  • No of Pages: 144
  • Series Title: English
  • Weight: 222 gr
  • ISBN-10: 3659487457
  • Publisher Date: 13 Dec 2013
  • Binding: Paperback
  • Language: English
  • Returnable: N
  • Spine Width: 9 mm
  • Width: 152 mm


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