Eskandari Zahra, Khatin-Zadeh Omid, Farsani Danyal, Banaruee Hassan
School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China.
Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.
Front Psychol. 2024 Jul 5;15:1306306. doi: 10.3389/fpsyg.2024.1306306. eCollection 2024.
Depth of processing vocabulary has been the subject of heated discussion among vocabulary researchers. Yet, current literature lacks research comparing different tasks to investigate the acquisition of vocabulary knowledge among adult learners of English as a foreign language (EFL). To fill the gap, we designed five task-based groups based on (TFA) as a framework to predict the effectiveness of different vocabulary learning tasks with similar or different TFA rankings on L2 vocabulary knowledge gain. The participants were 130 EFL learners (mean age = 21.7, female 61.5%) randomly assigned to the vocabulary learning tasks: reading and multiple-choice items (TFA = 6), reading and choosing definitions (TFA = 6), reading and fill-in-the-blanks (TFA = 7), reading and rewording the sentences (TFA = 6) and composition writing (TFA = 8). The results of the study revealed that tasks with the same TFA scores led to similar vocabulary knowledge gains. While predictions of the TFA are partially supported, composition writing and sentence rewording tasks supersede other tasks in terms of their effectiveness in vocabulary acquisition.
词汇加工深度一直是词汇研究者们热烈讨论的话题。然而，当前的文献缺乏对不同任务进行比较的研究，以调查作为外语的英语成年学习者（EFL）的词汇知识习得情况。为了填补这一空白，我们以任务框架分析（TFA）为框架设计了五个基于任务的小组，以预测具有相似或不同TFA排名的不同词汇学习任务对二语词汇知识增长的有效性。参与者是130名EFL学习者（平均年龄 = 21.7岁，女性占61.5%），他们被随机分配到词汇学习任务中：阅读与多项选择题（TFA = 6）、阅读与选择定义（TFA = 6）、阅读与填空（TFA = 7）、阅读与改写句子（TFA = 6）以及作文写作（TFA = 8）。研究结果表明，具有相同TFA分数的任务导致相似的词汇知识增长。虽然TFA的预测得到了部分支持，但作文写作和句子改写任务在词汇习得效果方面优于其他任务。
