Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis

Abstract Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks (gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography, receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the post-listening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.