The Impact of Skill Integration on Task Involvement Load
محورهای موضوعی : language teaching
عاطفه امینی
1
(
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
)
پرویز مفتون
2
(
دانشگاه علوم تحقیقات تهران دانشکده زبان
)
کلید واژه: vocabulary learning, jigsaw task, involvement load, information gap task,
چکیده مقاله :
The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this claim, 64 Iranian intermediate EFL learners were selected based on their performance on the Preliminary English Test (PET). The participants were randomly assigned to two equal groups. Each group completed different vocabulary learning tasks that varied in the amount of involvement they induced. The tasks were jigsaw task (Group A) and information gap task (Group B). During the ten treatment sessions, recall and retention of the 100 unfamiliar target words were tested through immediate and delayed posttest. Data were analyzed using repeated measure ANOVA. The results indicated that learners benefited more from jigsaw task with higher involvement load. This study supported the Involvement Load Hypothesis, suggesting that higher involvement induced by the task resulted in more effective recall; however, no significant difference was observed between the two tasks in the retention of the unknown words.
این نظریه توسط لافر وهالستاین در سال 2001 مطرح شد که اشتغال ذهنی را مبتنی بر میزان سه مولفه (ضرورت و جستجو و ارزیابی ) واژگان در طی یک فعالیت زبانی میداند. از نظر آنها هر چه درجه این سه مولفه یا میزان اشتغال ذهنی بالاتر باشد میزان به خاطر سپردن و یادگیری لغات بیشتر خواهد بود. بدین منظور 64 زبان آموز ایرانی پس از عملکردشان در آزمون تعیین سطح پت برای این تحقیق انتخاب شدند. سپس به دو گروه جیگ ساو(گروه A) و اینفورمیشن گپ (گروه B) تقسیم شدند و بطور تصادفی در آنها برگزیده شدند. در واقع تحقیق حاضر به دنبال پژوهش در این مساله است که کدامیک از فعالیت های اشتغال ذهنی, اینفورمیشن گپ یا جیگ ساو تاثیر بیشتری در یادگیری(سپردن در حافظه کوتاه مدت) و به خاطر سپردن واژگان ( ذخیره در حافظه بلند مدت) دارد.این در حالی است که درجه اشتغال ذهنی جیگ ساو بالاتر از اینفورمیشن گپ است. محقق در طول 10 جلسه صد لغت را آموزش داد و نهایتا با یک پس-آزمون فوری , بلافاصله پس از اتمام تسک و یک پس-آزمون بعد از یک ماه میزان موفقیت گروهها بررسی کرد. نتایج حاصل این تحقیق نشان داد که گروه A یعنی جیگ ساوکه اشتغال ذهنی بیشتری داشته اند در پس آزمونهای فوری موفقتر عمل کردند .اما در پس آزمونی که بعد از یک ماه برگزار شد هر دو گروه نتایج نزدیکی به هم داشته اند. در واقع در این تحقیق نظریه لافر وهالستاین بطور نسبی تایید شد.
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