Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis

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34 Citations (Scopus)

Abstract

This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load according to the matrix of the original model. Such results are explained from the perspectives of information organization and pre-task planning, based on which evaluation induced by cloze-exercises is suggested to be allocated with ‘moderate evaluation’ as it involves no use of chunking, hierarchical organization or pre-task planning, evaluation induced by sentence-writing with ‘strong evaluation’ as it involves chunking and pre-task planning at the sentence level, and evaluation induced by composition-writing with ‘very strong evaluation’ for it involves chunking, hierarchical organization and pre-task planning at the composition level. Copyright © 2016 The Author(s).

Original languageEnglish
Pages (from-to)54-75
JournalLanguage Teaching Research
Volume21
Issue number1
Early online date08 Jun 2016
DOIs
Publication statusPublished - Jan 2017

Citation

Zou, D. (2017). Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21(1), 54-75. doi: 10.1177/1362168816652418

Keywords

  • Chunking
  • Hierarchical organization
  • Involvement load hypothesis
  • Word learning
  • Writing tasks

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