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The effects of task-induced involvement load and input modality on incidental vocabulary learning

Knowing enough vocabulary is crucial for second language learners to comprehend and produce the language. Therefore, a substantial bulk of research has aimed at finding the most effective ways to acquire new words. The Task-induced Involvement Load Hypothesis (Laufer & Hulstijn, 2001) states that vocabulary tasks are efficient when they induce higher learner involvement. The present study investigated how tasks with the same involvement load but different input modalities (written vs. audiovisual) affect vocabulary learning at different proficiency levels. 236 Turkish (lower- or upper-intermediate) EFL learners performed six vocabulary tasks with three involvement loads and two types of input. Four tasks included gap filling or sentence writing with eight target words after reading a text or watching a video, while two tasks involved reading or video comprehension only. Productive and receptive word knowledge was tested through vocabulary post-tests which required the target form or meaning. Data were obtained by counting the percentage/number of the correct forms and meanings. The results showed that for receptive word knowledge, sentence writing (higher involvement load) was more effective than gap filling (lower involvement load) for both levels regardless of input type, but the audiovisual input fostered more knowledge among the upper-intermediate learners. As for productive word knowledge, the pairing of gap filling with the written input and sentence writing with the audiovisual input was more effective for both levels. While these findings partially confirm the predictions for receptive word knowledge, they also highlight the role that input modality plays in productive word knowledge. Keywords: Incidental vocabulary learning; task-induced involvement load; task efficacy; input type; productive and receptive word knowledge