❖Literature review
❖ Theoretical framework
Input Hypothesis (Krashen, 1985,1989) Output Hypothesis (Swain,1985, 1995) Nation’s (2001) construct of L2 lexical knowledge
theoretical urge for sound understanding of L2 lexical learning
Personally, being an L2 teacher and researcher, I have been impelled to do research on L2 lexical learning. personal experience of L2 lexical learning and teaching
An Experimental study of Task-based L2 lexical Learning
by Chinese EFL learners
Zhou Weijing
School of Foreign Languages Jiangsu University
An Experimental Study of Task-based L2 Lexical Learning by Chinese EFL Learners
(Laufer & Hulstijn, 2001 )
Its basic contention :
--- The retention of unfamiliar words is, generally, conditional upon the degree of involvement in processing these words.
P How is the word written and spelled?
word parts R What parts are recognizable in this word?
P How word parts are needed to express the meaning?
Meaning
P In what patterns must we use this word?
Collocations
R What words or types of words occur with this one?
P What words or types of words must we use with this one?
Outline
❖ Introduction ❖ Literature review ❖ Methodology ❖ Major findings and discussions ❖ Contributions & Limitations
❖ Introduction
Motivation of the study Need for the study Orientation of the study
Consequently, our knowledge of L2 lexical learning has mainly been built upon fragmental studies and there isn’t an overall theory of how L2 vocabulary is acquired (Schimitt, 1998, Read, 2004).
Task-based L2 lexical learning seems to be an optimal area to investigate L2 lexical learning. Nevertheless, there is far from sufficient understanding of task-based L2 lexical learning according to the literature to date.
Involvement Load Hypothesis
(Laufer & Hulstijn, 2001 )
Its 3 assumptions :
➢ Retention of words, when processed incidentally, is conditional upon the following factors in a task: need, search and evaluation.
➢ Other factors being equal, teacher/researcher-designed tasks with higher involvement load will be more effective for vocabulary retention than tasks with a lower involvement load.
❖ Literature review
Key terms Theoretical framework Previous empirical findings
❖Literature review
❖ Key terms
---To get rid of problems of ‘word’ and ‘word familiar’, the present study adopted lexical unit (LU) as the basic unit of L2 vocabulary covering single words and multi-word chunks and idioms.
How do L2 learners acquire new vocabulary via learning tasks?
What factors affect L2 lexical learning in or outside classroom?
How to tract L2 learners’ incremental lexical learning?
Constraints on use R Where, when, and how often would we expect to meet this word?
P Where, when, and how often can we use this word?
Involvement Load Hypothesis
Load Hypothesis (Laufer and Hulstijn, 2001), the newly-born theoretical
construct targeting at L2 lexical learning.
Besides word-based factors, few studies explored learner-related factors
3 aspects: form, meaning, usage 2 levels: receptive & productive
Involvement Load Hypothesis (Laufer & Hulstijn, 2001 )
---the latest and sole theoretical construct
pedagogical requirements for efficient L2 teaching
Pedagogical vexation results from theoretical inadequacy. (Read,2004). Although there’s been a boom in L2 vocabulary studies since 1990s, the mechanism of L2 lexical learning remains one of the most intriguing puzzles in SLA (Reed, 2004).
No consistent or inclusive definition of the basic unit of L2 vocabulary, which makes the research domain a tricky and muddy area to explore.
No solid evidence for an efficient way to enhance L2 learners’ lexical knowledge, in addition to controversies over incidental and intentional L2 approaches.
Form & meaning R What meaning does this word form signal?
P What word form can be used to express this meaning?
Concept & referents R What is included in the concept?

Lopsided focus of present-day research on L2 lexical vocabulary learning.
Inadequate support, either theoretically or empirically, for the Involvement
---targeting at L2 lexical learning.
What is involved in knowing a word
Form Spoken R What does the word sound like?
P How is the word pronounced?