과업의 관여도 차이가 한국 대학생의 어휘 학습에 미치는 영향

Effects of task-induced vocabulary learning involvement on vocabulary learning by Korean university students.

The aims of the present study were to test the task-induced vocabulary learning involvement load hypothesis in Korean university context and investigate whether the tasks actually induce the expected different levels of involvement load. A total of 75 English majors in a local university were randomly assigned to three task conditions that involved different levels of involvement: answering true-false questions after reading a glossed text, completing a gapped text using exact words from a glossary, and completing a gapped text affixing words from a glossary. On completing the tasks, the students were asked to take two post vocabulary tests and complete a survey designed to measure the difference in the amount of “evaluation” occurring cognitively during the performance of the task. Despite the trend that higher involvement led to more vocabulary learning, the results of a one-way analysis of variance showed no statistically significant differences in vocabulary retention among the three groups. On the other hand, the results of survey indicated that the group with the lowest involvement load achieved significantly lower scores, suggesting that the three tasks tapped different levels of vocabulary learning involvement. The theoretical and pedagogical implications of the study are discussed.