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Involvement Load Hypothesis: Recalling Unfamiliar Words Meaning by Adults across Genders

机译:参与负荷假说:回顾跨性别成年人的陌生词义

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The Involvement Load Hypothesis of Hulstijn and Laufer (2001) claims that retention of unfamiliar words is contingent upon the involvement load of a task i.e. the amount ofneed, search, andevaluationit imposes. The purpose of the study was to put the hypothesis on empirical test by following research questions: 1) Do reading tasks with higher involvement load index lead to better retention of unfamiliar English vocabulary items? 2) Is the effect of task-induced involvement the same or different in retention of unfamiliar word meaning in reading tasks across gender? To address these questions the researcher, using three reading tasks with different involvement loads in six groups, put the involvement load hypothesis to test. Thirty high proficiency students determined by PET (male: 15, female: 15) took part in this study. Every third of each gender group completed one of the three tasks with differing involvement load constructed of the same passage. Task A was a reading comprehension followed by 7 true-false questions which participants could answer correctly without knowing the meanings of the glossed words preceding the reading. Task B was a reading comprehension task with 7 true-false questions which participants could correctly answer, only if they knew the meanings of the glossed words. Finally, task C comprised task B plus composition writing with glossed words. On administration day, after participants attempted the tasks, immediately and unexpectedly, a sheet of paper on which all glossed words (target words) had been listed was distributed among them and they were encouraged to write either English equivalent or Persian meaning of them. In scoring, the researcher assigned one point for each correct answer. Incorrect answers received no points but if the participants answer was inexact but relevant half a point was assigned. Finally, through the use of Tow-way ANOVA the main effects of two variables namelyinvolvement load indexandgenderof participants as well as their interaction effects in unfamiliar word recall were analysed. The result suggested that tasks with higher involvement loads were associated with greater word retention. However, no interaction effect between involvement load of tasks and gender was found.
机译:Hulstijn和Laufer(2001)的参与负荷假说认为,不熟悉单词的保留取决于任务的参与负荷,即所施加的需求量,搜索量和评估量。该研究的目的是通过以下研究问题将假设置于实证检验上:1)阅读负荷强度指数较高的任务是否可以更好地保留陌生的英语词汇? 2)在不同性别的阅读任务中,任务诱导的参与对保留陌生单词含义的影响是否相同或不同?为了解决这些问题,研究人员使用六组中具有不同参与负荷的三个阅读任务,对参与负荷假设进行了检验。由PET确定的30名高水平学生(男:15,女:15)参加了这项研究。每个性别组中的三分之一完成了三项任务中的一项,而同一篇文章构成了不同的参与负荷。任务A是一项阅读理解,其后是7个真假问题,参与者可以在不知道朗读前含糊字词含义的情况下正确回答。任务B是一项阅读理解任务,其中包含7个对错题,只有参与者知道上光词的含义时,参与者才能正确回答。最后,任务C包含任务B加上带有修饰词的写作。在管理日,参与者尝试完成任务后,立即而出乎意料地将一张纸上列出了所有有光泽的单词(目标单词),并鼓励他们写下它们的英文对等或波斯含义。在评分中,研究人员为每个正确答案分配了一个分数。错误的答案不会获得任何分数,但如果参与者的答案不正确,但会分配相应的半分。最后,通过Tow-way方差分析,分析了两个变量的参与度,即参与者的参与负荷指数和性别,以及它们在陌生单词回忆中的交互作用。结果表明,具有较高参与负荷的任务与较高的单词保留率相关。但是,没有发现任务的参与负荷与性别之间的交互作用。

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