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.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
