Many researchers have studied how academic vocabulary learning is an important factor in the improvement of cognitive academic language proficiency. This study has investigated the effect of the complexity of cognitive tasks on academic vocabulary acq...
Many researchers have studied how academic vocabulary learning is an important factor in the improvement of cognitive academic language proficiency. This study has investigated the effect of the complexity of cognitive tasks on academic vocabulary acquisition in Korean as a second language. The study is designed based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2000) and Cognition Hypothesis (Robinson, 2001) concerning the effects of task complexity. In particular, this study emphasizes cognitive factors of tasks. Adjunctively, this study investigated the effect of task-order, as two groups demanded different-order tasks.
Thirty undergraduate and graduate students taking Korean as a second language (KSL) were assigned to one of two experimental groups with different tasks. Each group was instructed to perform the sequence of two different tasks of cognitive complexity index. One group completed index1 tasks (reading comprehension plus target word suppliance), the next did index 3 tasks (sentence writing). The other group was assigned to index3 tasks at first, and then completed index 1/ tasks that was something different. 1/ means that after they completed a task, they were notified that they had an additional reading comprehension test. The knowledge of target words was tested in two post-tests immediately after treatment, and one week later.
In line with the predictions of the Involvement Load Hypothesis, Partially the findings indicated that the tasks with higher involvement load (cognitive complexity index) were more effective for academic vocabulary leaning than tasks with lower involvement loads. Task 1/ was based on the resource-dispersing dimension of the cognition hypothesis (Robinson, 2001). Contrary to theoretical predictions, the results indicated that learners who worked at 1/ tasks were more effective at initial academic vocabulary learning and also had better retention of new words. Also, the continuous effect was more effective on the tasks with lower index. Finally, this research couldn't find any evidence that the order of tasks performance affected learning. Most learners who participated in this experiment needed instruction and time to study their academic vocabulary, they wanted tasks that were more effective, and their preferred tasks were sentence writing.
This study is significant with academic word of Korean as a second language and teaching in a curriculum by the theoretical implications for Laufer and Hulstijn's Involvement Load Hypothesis and Robinson's Cognition Hypothesis.
，韩语论文，韩语论文题目 |
