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

Di ZOU*

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

83 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.

Original languageEnglish
Pages (from-to)54-75
Number of pages22
JournalLanguage Teaching Research
Volume21
Issue number1
Early online date1 Aug 2016
DOIs
Publication statusPublished - Jan 2017
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2016, © The Author(s) 2016.

Keywords

  • chunking
  • hierarchical organization
  • involvement load hypothesis
  • word learning
  • writing tasks

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