THE EFFECT OF TASK-INDUCED INVOLVEMENT LOAD ON INCIDENTAL VOCABULARY ACQUISITION

Bu çalışma Laufer ve Hulstijn (2001) tarafından önerilen Görev Kaynaklı Katılım Yükünün rastlantısal kelime öğrenimi ve kalıcılık üzerindeki etkisini bulmayı amaçlamıştır. 2015-2016 Güz yarıyılında Akademik Okuma dersine kayıtlı toplam sekiz şubeden 139 İngilizce Öğretmenliği birinci sınıf öğrencisi dört deney grubuna atanmıştır: sözlükçe yardımıyla boşluk doldurma, sözlük kullanarak boşluk doldurma, sözlükçe yardımıyla tekrardan yazma ve sözlük kullanarak tekrardan yazma. İki farklı okuma parçası dört kelime etkinliğine göre hazırlanmıştır. Okuma parçalarından her biri 10 hedef kelime ve okuma anlama bölümleri içermektedir. Katılımcılar okuma anlama bölümlerini ve atandıkları etkinlikleri tamamlamaktan sorumlu tutulmuştur. Boşluk doldurma grupları, okuma parçasında yer alan boşlukları hedef kelimeleri kullanarak sözlükçe yardımıyla veya sözlük kullanarak doldururken tekrardan yazma grupları hedef kelimeleri kullanarak okuma parçasının kendi ifadeleri ile sözlükçe yardımlı veya sözlük kullanarak yazmıştır. Kelime etkinlikleri ve okuma anlama bölümlerinin tamamlanmasından hemen sonra bir son test uygulanmıştır. Uygulamadan iki hafta sonra ise bir kalıcılık testi verilmiştir. Kelime etkinliği gruplarının tek yönlü ANOVA yöntemi kullanılarak karşılaştırılmaları sonucunda daha yüksek katılım yüküne sahip etkinlik gruplarının daha fazla kelime öğrendikleri ve daha yüksek kalıcılık sağladıkları görülmüştür. Fakat sadece sözlük kullanarak tekrardan yazma ve boşluk doldurma grupları arasında anlamlı fark bulunmuştur. Bu yönüyle bu çalışma sonucunda görev kaynaklı katılım yükü kuramsal çerçevesine kısmi destek bulunmuştur

GÖREV KAYNAKLI KATILIM YÜKÜNÜN RASTLANTISAL KELİME ÖĞRENMEYE ETKİSİ

This study aimed to investigate the effect of task-induced involvement load (Laufer & Hulstijn, 2001) on incidental vocabulary gain and retention. A total of 139 first year ELT students from eight intact classes taking Academic Reading Course in the fall semester of 2015-2016 were assigned to four experimental groups randomly: fill-in with glossary, fill-in by searching, retelling with glossary and retelling by searching. Two different texts were designed for each task. Each text was accompanied by reading comprehension questions and contained ten target words. The groups were to complete the reading comprehension tasks and the vocabulary tasks they were assigned to. The fill-in groups completed the gaps in the text with the target words with or without glossary. Retelling groups were to retell the reading texts incorporating the target words with or without glossary. After the completion of the tasks, an unannounced post-test was administered. Two weeks later, an unannounced delayed post-test was also given. The comparison of the groups on immediate and delayed post-tests using one-way ANOVAs showed that the tasks with higher level of involvement load yielded higher vocabulary gain and retention. However, the only significant differences were between retelling by searching and fill-in groups on the delayed post-test, which provided partial support for the Task-induced involvement load hypothesis

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