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- Title
Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis.
- Authors
Douglas Jr., Varrick
- Abstract
Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.
- Subjects
VOCABULARY; HYPOTHESIS; COLLEGE integration; READING; ACTION research
- Publication
Theory & Practice in Language Studies (TPLS), 2016, Vol 6, Issue 12, p2237
- ISSN
1799-2591
- Publication type
Article
- DOI
10.17507/tpls.0612.01