The Involvement Load Hypothesis, proposed by Laufer and Hulstijn in 2001, has been widely adopted and applied to estimate effectiveness of word-focused tasks in promoting word learning. With the development and shift of learning contexts, models and technologies in the past sixteen years, the involvement load hypothesis has been researched from various aspects. This review investigates the applications and theoretical developments of the hypothesis, focusing on two main areas: examination of the three components of the hypothesis, and comparison or integration of the hypothesis with other hypothesis or theories, for example, the technique feature analysis. Future developments in related fields are also discussed.
Involvement Load Hypothesis Vocabulary learning Incidental learning Second language acquisition
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The work described in this paper was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/FDS11/E06/14). This article is based on part of Haoran Xie’s course essay (EDUCD0011 Understanding Educational Research) for the fulfillment of the Doctor of Education programme, which was submitted to University of Bristol in 2017.
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