This study examines
the effects of post-reading activities that use different involvement burdens
on vocabulary development, and the role of mediators of working memory capacity
on task effects. The overall outcome for vocabulary learning provides support
for the argument that post-activity activity instruction is useful for
learning, which can be applied to obtain vocabulary.
Readers are reminded
that almost all theoretical models of working memory come from the field of
psychology and they make no claims about how these cognitive devices relate to
second language learning. In addition, empirical research is needed to build a
theoretical model that connects working memory with the processing of new
vocabulary items in different types of reading activities of the words learned.
This study contributes to our understanding of the activity of reading the
words after reading about the acquisition of vocabulary and the role of working
memory mediators in vocabulary learning. Its results underscore the complex
relationship between working memory and the effects of different tasks on the
acquisition of vocabulary. Future studies can explore how other individual
cognitive factors, such as language skills, motivation, and visual space
sketches of working memory, affect the acquisition of vocabulary in different
types of tasks.
Annisa Masnasuri Kesai
16611069
Article
No comments:
Post a Comment