The Effect of The Involvement Load Hypothesis on Vocabulary Learning Through Synonyms, Definitions, And Exemplifications

This article expatiates upon the full-fledged impact of the enlarged vocabulary on the overall dexterity in picking up L2s in general and reading comprehension in particular. The Involvement Load Hypothesis is counted as a prolific approach in heightening and broadening the vocabulary knowledge of L2 learners. To prove this, three approaches of L2 vocabulary learning that is, synonyms, definitions, and exemplifications are discussed. 180 male and female students participated as the participants of this study classified into 2 phases. In the first phase, these participants were divided into three 60 male and female subject groups (A, B, and C). Each group was supposed to have six classes during regular 50-minute English class sessions where they centralized on one of the three approaches, that is, synonyms, definitions, and examples, within the passages in order to learn new words in English. The findings based on the ANOVA test statistically unraveled that the participants who availed themselves of the definitions of the new terms did a better job on the test and excelled the other two. In the second phase, the 180 participants were classified into six 30 subject groups and got separate instructions on synonyms, definitions, and exemplifications. The results acquired through this phase were analyzed by a two-way ANOVA. The F-observed value for the interaction between the sex of the participants and the input modification on the performance of the participants on the posttest revealed that the input offered through giving definitions to the complicated words had a significant effect on the performance of the female participants only. Exemplification helped the male participants more than the female ones, and the passages along with the synonyms of the new terms helped the female and the male participantsʹ performance to an equal degree. In the long run, the product of this study can broadly help L2 practitioners in the domain of teaching and materials development and the differences between the two sexes from the cognitive and metacognitive point of view in learning and teaching.