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The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition
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Kim, YouJin – Language Learning, 2008
Hulstijn and Laufer (2001) proposed a motivational-cognitive construct of task-induced involvement to account for variation in effectiveness among different vocabulary learning tasks. Building upon their original research, this study consisted of two experiments investigating the involvement load hypothesis in vocabulary learning. Experiment 1…
Descriptors: Undergraduate Students, Second Language Learning, Second Language Instruction, Vocabulary Development
The Relevance of Intensive Training in English as a Foreign Language for University Students
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Mason, Charles – Language Learning, 1971
Descriptors: Educational Experiments, English (Second Language), Foreign Students, Intensive Language Courses
Intensive Second Language Study in a Bicultural Milieu: An Investigation of Attitudes, Motivation and Language Proficiency.
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Gardner, R. C.; And Others – Language Learning, 1979
The association between an attitudinal/motivational factor and the acquisition of French oral proficiency is discussed. Eighty-nine Canadian students were satisfied with the intensive French language program while the 65 Americans were not. The sociocultural background of the student plays a major role in the development of attitudes. (PMJ)
Descriptors: Intensive Language Courses, Language Attitudes, Language Proficiency, Language Research