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Journal of Psycholinguistic Research

, Volume 47, Issue 4, pp 859–869 | Cite as

Technique Feature Analysis or Involvement Load Hypothesis: Estimating Their Predictive Power in Vocabulary Learning

  • Manoochehr Jafari Gohar
  • Mahboubeh Rahmanian
  • Hassan Soleimani
Article

Abstract

Vocabulary learning has always been a great concern and has attracted the attention of many researchers. Among the vocabulary learning hypotheses, involvement load hypothesis and technique feature analysis have been proposed which attempt to bring some concepts like noticing, motivation, and generation into focus. In the current study, 90 high proficiency EFL students were assigned into three vocabulary tasks of sentence making, composition, and reading comprehension in order to examine the power of involvement load hypothesis and technique feature analysis frameworks in predicting vocabulary learning. It was unraveled that involvement load hypothesis cannot be a good predictor, and technique feature analysis was a good predictor in pretest to posttest score change and not in during-task activity. The implications of the results will be discussed in the light of preparing vocabulary tasks.

Keywords

Vocabulary learning Technique feature analysis Involvement load hypothesis Task Generation 

Notes

Funding

This study was Funded by Payame Noor University, Tehran, Iran.

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  • Manoochehr Jafari Gohar
    • 1
  • Mahboubeh Rahmanian
    • 1
  • Hassan Soleimani
    • 1
  1. 1.Department of Applied LinguisticsPayame Noor UniversityTehranIran

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