Abstract:
Cognition, motivation and affect are the three dimensions of mental functioning,
each having a share in determining learning processes including second language
acquisition. Despite the extensive effort to explore cognitive processes involved in
task performance within task-based language teaching research, the effect of taskrelated
emotional and motivational states on learning achievements is a fairly
unexplored area. The study reported here investigated the comparative effects of
cognitive, emotional and motivational engagement with a reading-while-listening
task on incidental acquisition of L2 vocabulary. The three types of task engagement
strategies were applied as pretask activities to task procedure. Multivariate analysis
of covariance and follow-up-analyses revealed an enhancing effect for all three
types of task engagement activities on immediate post-tests. However, the
enhancement was not observed for measurements on delayed post-tests as a result of
the remarkable decay in retention and ease of activation scores. Moreover, the
effects of the three types of pre-task involvements were not differential. The
findings have implications for integrating emotional, motivational and cognitive
elements to form-focused tasks aimed at facilitating second language acquisition.
Machine summary:
41-61, 2016 The Effect of Three Types of Task Engagement Activities on Incidental Acquisition of Second Language Vocabulary Davoud Amini* Assistant Professor at Azarbaijan Shahid Madani University Abstract Cognition, motivation and affect are the three dimensions of mental functioning, each having a share in determining learning processes including second language acquisition.
Despite the extensive effort to explore cognitive processes involved in task performance within task-based language teaching research, the effect of task- related emotional and motivational states on learning achievements is a fairly unexplored area.
incidental vocabulary acquisition; task engagement, emotional, cognitive and motivational involvement Keywords: Assistant Professor, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran Received on:08/01/2016 Accepted on:03/03/2016 Email: davoudamini2014@gmail.
What is the effect of the three types of task engagement activities (motivational, emotional and cognitive involvements) applied to the pretask phase of a reading-while-listening task on short-term retention and ease of activation of second language vocabulary?
2. What is the effect of the three types of task engagement activities (motivational, emotional and cognitive involvements) applied to the pretask phase of a reading-while-listening task on long-term retention and ease of activation of second language vocabulary?
3. In case of effectiveness, is there any difference between motivational, emotional and cognitive involvements applied to the pretask phase of a reading-while-listening task in affecting short-term and long-term acquisition of vocabulary?
In the study reported here, the differential roles of cognitive, emotional and motivational involvements applied to the pre-task phase of an input-enhancing task in facilitating the incidental acquisition of a set of unfamiliar words presented through a reading-while-listening text were put into scrutiny.