| Summary: | 碩士 === 雲林科技大學 === 應用外語系碩士班 === 99 === The purpose of this study is to explore the effect of vocabulary enhancement activities on the retention of vocabulary learning for low proficiency language learners in terms of the Involvement Load Hypothesis which was proposed by Laufer and Hulstijn (2001). Additionally, the comparison of the quality and quantity of exposure to words in different activities are also under investigation. A total of 138 eighth graders in five classes were assigned to five tasks randomly. After completing the assigned task, the participants had to take one posttest immediately and one delayed posttest one week later. The statistic results of the vocabulary learning were analyzed by ANOVA and t-Test. The findings supported the idea that tasks with more involvement loads resulted in better vocabulary learning, but the significance was not always obtained. Furthermore, according to the results, it is possible that the quality of exposure to words can compensate for the quantity of exposure if the involvement loads induced by the task were sufficient enough. Further implications were suggested for future research.
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