This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001); yet, there has been no consistency in the results of the previous studies on this hypothesis. In the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, considering that there have been no studies addressing the effects of autobiographical elaboration (relating the meaning of a certain word to one’s own experience) on memory, the effects of the autobiographical sentence-writing task were compared to those of the imaginary sentence-writing task. Forty high proficiency and 40 low proficiency learners were randomly assigned either of the sentence-writing or the gap-filling task. The results demonstrated that the sentence-writing task is more effective in vocabulary learning than the gap-filling task, regardless of the learners’ proficiency levels. However, no significant difference was found between the effects of the autobiographical sentence-writing task and the imaginary sentence-writing task. Based on the results, the pedagogical implications were discussed in the conclusion chapter.

Ⅰ. Introduction
 Ⅱ. Literature Review
  1. Overview of General Concepts of Vocabulary Learning
  2. The Involvement Load Hypothesis
  3. Autobiographical Elaboration
 III. Methodology
  1. Participants
  2. Instruments
   1) Target Words
   2) Tasks
   3) Assessment
   4) Procedure
   5) Data Analysis
 IV. Results and Discussion
  1. The Effects of Involvement Load on Vocabulary Learning
  2. The Effects of Autobiographical Elaboration on Vocabulary Learning
 V. Conclusion
 REFERENCES

• Jeeyoung Park(Gyeonggi International Trade High School)