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Example 1:. Place the words in each row in a logical order and explain why:stunning, splendid, gorgeousexciting, breathtaking, interestingembarrassing, outrageous, shocking. Example 2: . Which words belong together? Form 3 groups and place the words in each group in a logical order:Thrilling
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1. Task effectiveness and the acquisition of L2 vocabulary Rick de Graaff, Machteld Moonen, Gerard Westhoff
IVLOS, Institute of Education
Utrecht University, The Netherlands
h.c.j.degraaff@ivlos.uu.nl
m.l.i.moonen@ivlos.uu.nl
2. Example 1: Place the words in each row in a logical order and explain why:
stunning, splendid, gorgeous
exciting, breathtaking, interesting
embarrassing, outrageous, shocking
3. Example 2: Which words belong together?Form 3 groups and place the words in each group in a logical order:
Thrilling, risky, prohibitive, dangerous, unsafe, expensive, frightening, pricey, bloodcurdling
4. Example 3: You have participated in a survival trip and broke your leg. Write a complaint letter to the agency using the following words if possible:
Thrilling, risky, prohibitive, dangerous, unsafe, expensive, frightening, pricey, bloodcurdling
5. Task definition A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective, and which is intended to lead to or stimulate acquisition
(Bygate, Skehan & Swain, 2001)
6. Task effectiveness Involvement load? (Laufer & Hulstijn, 2001):
Need
Search
Motivation
7. Task effectiveness: task scope? Willis (1996)
Exposure
Use
Motivation
instruction Westhoff (2004)
Exposure
Focus on meaning
Focus on form
Output & interaction
Strategy use
8. Task effectiveness:Cognitive psychology/ connectionism Distributed representation
Connection strengths
Spreading activation
Learning = Concept formation =
building & strengthening sets of features
9. 3 Components of a task
Assignment
Content
Mental actions
10. The Multi-Feature Hypothesis Retention and ease of activation are enhanced by tasks that elicit mental actions involving:
more features,
more different categories of features,
in great frequency,
in life-like combinations,
simultaneously.
11. Examples of features Semantic
Syntactic
Morphologic
Collocative
Pragmatic
Associative
Affective
12. The study Dutch secondary education
N=49, age 12
Quasi-experimental pre-test post-test design
Spanish vocabulary: school subjects
Two tasks, differing according to MFH
Tests: cloze and translation
13. Research questions Differences in mental actions on content features?
method: think-aloud protocols and retrospective interviews
Differences in retention after task performance?
method: vocabulary tests
14. Preliminary results Q 1 Example think-aloud protocol, control:
Eh, lets see whats still left, physics, fi fsica or something like that, on mircoles, I do physics, fsica, and I do physics once more on jueves in any case, jueve, what was it like? Jueves then I do it from 14 to 15 I do once more physics and then Ive got only one left geography, geografa, I put that on jueves the 15th and 16th hour.
15. Preliminary results Q 1 Example think-aloud protocol, experimental:
Ethics or geography, geography that is more suitable for a cab driver mathematics no, a cab driver does have to, hes got a meter, mathematics should be there, because they also have to return change they have to be able to count, oh no, now I write it down in Dutch, matemticas or something like that. Geography also belongs to cab driver, or not, Im not sure anymore geografa.
16. Preliminary results Q 2 ANCOVA: over-all effect for condition
Experimental group ourperforms control group
But: effect only significant at immediate post-test