Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
Blended Learning as Means of Support Within the Elderly People Education Kapitel lesen Erstes Kapitel lesen

2017 | OriginalPaper | Buchkapitel

A Review on Recent Development of the Involvement Load Hypothesis

verfasst von : Haoran Xie, Di Zou, Fu Lee Wang, Tak-Lam Wong

Erschienen in: Blended Learning. New Challenges and Innovative Practices

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

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.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Improving Video Engagement by Gamification: A Proposed Design of MOOC Videos
Nächstes Kapitel A Curriculum Design to Cultivate Creative Thinking Through Educational Games
Literatur
Ansarin, A.A., Bayazidi, A.: Task type and incidental L2 vocabulary learning: repetition versus task involvement load. South. Afr. Linguist. Appl. Lang. Stud. 34(2), 135–146 (2016)CrossRef
Chen, H.J.H., Yang, T.Y.C.: The impact of adventure video games on foreign language learning and the perceptions of learners. Interact. Learn. Environ. 21(2), 129–141 (2013)MathSciNetCrossRef
Cohen, L., Manion, L., Morrison, K.: Research Methods in Education. Routledge, New York (2013)
Eckerth, J., Tavakoli, P.: The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading. Lang. Teach. Res. 16, 227–252 (2012)CrossRef
Fatalaki, J.A.: Involvement load hypothesis: word meaning retention across oral and written task types. Int. Lett. Soc. Humanistic Sci. 37, 29–45 (2014)CrossRef
Goldin, G.A.: A scientific perspective on structured, task-based interviews in mathematics education research (2000)
Haratmeh, M.S.: Involvement load and task type in task effectiveness: two aspects of vocabulary knowledge. Int. J. Acad. Res. 4(4), 86–95 (2012)CrossRef
Heshusius, L., Ballard, K. (eds.): From Positivism to Interpretivism and Beyond: Tales of Transformation in Educational and Social Research (the Mind-Body Connection). Teachers College Press (1996)
Huang, L.L., Lin, C.C.: Three approaches to glossing and their effects on vocabulary learning. System 44, 127–136 (2014)CrossRef
Hulstijn, H., Laufer, B.: Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Lang. Learn. 51, 539–558 (2001)CrossRef
Hu, H.C.M., Nassaji, H.: Effective vocabulary learning tasks: involvement load hypothesis versus technique feature analysis. System 56, 28–39 (2016)CrossRef
Khoii, R., Sharififar, S.: Memorization versus semantic mapping in L2 vocabulary acquisition. ELT J. 67(2), 199–209 (2013)CrossRef
Kincheloe, J.L., McLaren, P.: Rethinking critical theory and qualitative research. In: Ethnography and Schools: Qualitative Approaches to the Study of Education, pp. 87–138 (2002)
Kim, Y.: The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Lang. Learn. 61(s1), 100–140 (2011)CrossRef
Krashen, S.: We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. Mod. Lang. J. 73(4), 440–464 (1989)CrossRef
Lee, S., Pulido, D.: The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Lang. Teach. Res. 21(1), 118–135 (2017)CrossRef
Lu, M.: Effects of four vocabulary exercises on facilitating learning vocabulary meaning, form, and use. TESOL Q. 47, 167–176 (2013)CrossRef
Nation, I.S., Webb, S.A.: Researching and Analyzing Vocabulary. Cengage Learning, Heinle (2011)
Swain, M.: The output hypothesis: just speaking and writing aren’t enough. Can. Mod. Lang. Rev. 50(1), 158–164 (1993)
Young, R.E.: A critical theory of education: Habermas and our children’s future (1990)
Zou, D.: Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis. Lang. Teach. Res. 21(1), 54–75 (2017)CrossRef
Zou, D.: Comparing dictionary-induced vocabulary learning and inferencing in the context of reading. Lexikos 26(1), 372–390 (2016)MathSciNetCrossRef
Metadaten
Titel
A Review on Recent Development of the Involvement Load Hypothesis
verfasst von
Haoran Xie
Di Zou
Fu Lee Wang
Tak-Lam Wong
Copyright-Jahr
2017
Buch
Blended Learning. New Challenges and Innovative Practices

Print ISBN: 978-3-319-59359-3

Electronic ISBN: 978-3-319-59360-9

Copyright-Jahr: 2017

DOI
https://doi.org/10.1007/978-3-319-59360-9_39