This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.

본 연구는 상사의 부정적인 행동 중 최근 가장 주목 받고 있는 상사의 비인격적인 행동에 초점을 맞추었고, 상사의 비인격적인 행동이 구성원의 과업성과에 어떤 영향을 미치는지를 확인하였다. 기존 일부 연구에서는 상사의 비인격적인 행동이 구성원의 과업성과에 부정적인 영향을 미친다고 보고하였지만, 실제현장에서는 과업성과에 긍정적인 영향을 미치는 사례도 발견된다. 따라서 본 연구는 상사의 비인격적인 행동과 과업성과 간의 관계가 일관되지 않은 이유를 살펴보고 그 관계를 실증하고자 하는 것이 주된 목적이다. 이를 위하여 상사의 비인격적인 행동을 하나의 요인 즉, 대인관련 요인으로만 간주한 기존 연구와는 달리 상사의 비인격적인 행동을 과업관련 행동과 대인관련 행동으로 구분하여 각각의 행동이 과업성과에 미치는 영향을 검증하였다. 분석을 위한 설문조사는 민간표본에서는 상사와 구성원 192쌍, 군표본에서는 상사와 구성원 175쌍으로부터 설문지를 회수하여 분석하였다. 분석결과 상사의 비인격적인 행동은 과업관련 행동과 대인관련 행동으로 구분되었으며, 상사의 비인격적인 행동의 직접효과는 대인관련 행동만 과업성과에 부적(-)인 관계가 유의하게 나타났다. 추가분석에서 과업관련 행동과 대인관련 행동의 상호작용효과를 분석한 결과 의미 있는 결과가 나타났다. 따라서 이에 대한 연구의 시사점과 한계점 및 향후 연구방향을 제시하였다.