THE IMPACT OF DIFFERENT LOADS OF INVOLVEMENT ON EFL STUDENTS’ INCIDENTAL LEARNING OF IDIOMS

Mehrnoush Ataafarin, Ghasem Aghajanzadeh Kiasi

Abstract


Idioms are essential parts of any language learning that indicate second language proficiency of learners in their communication. However, there is no doubt that idioms are more difficult to learn and comprehend than usual words of phrases. The present study investigated the possible effects of providing different task types with involvement loads on Iranian pre-intermediate EFL students' learning of idiom. A total number of 60 EFL students were selected based on their performance on Quick Placement Test and idiom familiarity test. The participants were randomly divided into three groups each containing 20 students. The data gathered through conducting pretest, posttest, and delayed posttest of L2 idioms were analyzed through descriptive statistics and inferential statistics of one way ANOVA and paired samples t test. The findings revealed that tasks with higher involvement load led to better performance of students both in initial learning and the retention of idioms. The findings would hopefully encourage teachers and learners to use tasks and with deeper cognitive processing and higher involvement load to have more effective learning of English idioms.


Keywords


English idioms, involvement load, different task types, EFL students

References


Adkins, P. (1968). Teaching idioms and figures of speech to non-native speakers. Modern Language Journal, 52, 148-152.

Agustín Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. Bristol: Multilingual Matters

Atai, M. R., & Akbarian, I. (2003). The effect of exposure on EFL learners’ acquisition of idioms with reference to proficiency levels. Indian Journal of Applied Linguistics, 29, 21-34.

Beare, K. (2013). John's keys to success; Learning idioms in context. Retrieved from http://esl.about.com/od/advancedreadingskills/a/Johns-Keys-ToSuccess.htm

Burke, D. (1998). Without slang and idioms, students are in the dark! ESL Magazine, 1(5), 20-33.

Carter, R., Goddard, A., Reah, D., Sanger, K., & Bowing, M. (2001). Working with texts. A core introduction to language analysis (2nded.). London: Routledge.

Chen, Y., & Lai, H. (2013). Teaching English idioms as metaphors through cognitive-oriented methods: A case in an EFL writing class. English Language Teaching, 6 (6), 13-20.

D’Angelo Bromley, K. (1984). Teaching idioms. The Reading Teacher, 38(3), 272-276.

Ellis, R. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.

Ellis, R. & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21(2), 285-301.

Grant, L., & Bauer, L. (2004). Criteria for re-defining idioms: Are we barking up the wrong tree? Applied Linguistics, 25(1), 38-61.

Hulstijn, J. H., & Laufer, B. (2001a). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.

Hulstijn, J. H., & Laufer, B. (2001b). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.

Kim, Y. J. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning: A Journal of Research in Language Studies, 61, 100-140.

Laufer, B. (2000). Avoidance of idioms in a second language: The effect of L1-L2 degree of similarity. Studia Linguistica, 52, 186-196.

Long, M. (1990). Task, group and task group interaction. In S. Anivan, (Ed.), Language teaching methodology for the nineties (pp. 31-50). Singapore: SEAMEO Regional Language Centre.

Lundblom, E. G. E., & Woods, J., J. (2012). Working in the classroom: Improving idiom comprehension through class-wide peer tutoring, Communication Disorders Quarterly 33, 49-58.

McCarthy, M., O’Keeffe, A., & Walsh, S. (2010). Vocabulary matrix: Understanding, learning, teaching. Hampshire: Heinle, CENGAGE Learning.

McGavigan, P. (2009). The acquisition of fixed idioms in Greek learners of English as a foreign language. Unpublished doctoral dissertation, Swansea University.

Martinez-Fernandez, A. (2008). Revisiting the involvement load hypothesis: Awareness, type of task and type of item. In R. Foote, S. Perpinan, R. Bhatt, & M. Bowles (Eds.) Selected proceedings of the 2007 second language research forum (pp. 210-228), Somerville, MA: Cascadilla Proceedings Project.

Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol: Multilingual Matters.

Noroozi, I. (2013). The effect of the involvement load hypothesis on vocabulary learning through synonyms, definitions, and exemplifications. The International Journal of Language Learning and Applied Linguistics World (IJLLALW), 2(1), 77-89.

Peng, C. (2011). Effects of task-induced involvement load on idiom learning by Chinese high school learners of English: Testing the involvement load hypothesis. Retrieved from http://www.doc88.com/p-6436153254696.html

Peng, C. (2012) Effects of text-based tasks with varying involvement loads on Chinese college students’ incidental acquisition of idioms. Retrieved from http://www.p-papers.com/25941.html




DOI: http://dx.doi.org/10.46827/ejel.v0i0.939

Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).