The Involvement Load Hypothesis, proposed by Laufer and Hulstijn in 2001, has been widely adopted and applied to estimate effectiveness of word-focused tasks in promoting word learning. With the development and shift of learning contexts, models and technologies in the past sixteen years, the involvement load hypothesis has been researched from various aspects. This review investigates the applications and theoretical developments of the hypothesis, focusing on two main areas: examination of the three components of the hypothesis, and comparison or integration of the hypothesis with other hypothesis or theories, for example, the technique feature analysis. Future developments in related fields are also discussed. Copyright © 2017 Springer International Publishing AG.
|Title of host publication||Blended learning: New challenges and innovative practices: 10th International Conference, ICBL 2017, Hong Kong, China, June 27-29, 2017, Proceedings|
|Editors||Simon K.S. CHEUNG , Lam-for KWOK , Will W.K. MA , Lap-Kei LEE , Harrison YANG|
|Place of Publication||Cham|
|Publication status||Published - 2017|
CitationXie, H., Zou, D., Wang, F. L., & Wong, T.-L. (2017). A review on recent development of the involvement load hypothesis. In S. K. S. Cheung, L.-F. Kwok, W. W. K. Ma, L.-K. Lee, & H. Yang, (Eds.), Blended learning: New challenges and innovative practices: 10th International Conference, ICBL 2017, Hong Kong, China, June 27-29, 2017, Proceedings (pp. 447-452). Cham: Springer.
- Involvement Load Hypothesis
- Vocabulary learning
- Incidental learning
- Second language acquisition