Technique Feature Analysis Essay

One of the major ways of analyzing vocabulary teaching techniques is Laufer and Hulistijn’s (2001) involvement load hypothesis (ILH) which includes the notions of cognitive and motivational factors. Based on ILH the effort that a person allocates to do a task mentally or its involvement load is regarded to be the main authority in learning. Tasks with different involvement load will lead to different incidental acquisition (Laufer & Hulistijn, 2001).ILH is considered as motivational cognitive construct which has three elements: need, search, and evaluation. Each of the elements may be absent (-), present with moderate strength (+), or present with full strength (++).
According to Laufer and Hulistijn (2001), need is a motivational feature,
ILH does not include many features that other research has shown to be important when designing vocabulary teaching techniques. Technique Feature Analysis (TFA) is a theoretical framework introduced by Nation and Webb (2011), which was designed to complete the imperfection of the ILH. It has three primary components: noticing, retrieval, and generation which proposed by Nation (2001) and two other components namely motivation and retention which later added to the framework (Nation & Webb, 2011). Each of the five components represents some criteria to the framework. Therefore, TFA is a 5-component and 18-criterrion framework (Nation & Webb,
It holds that “the memory trace can be understood as a byproduct of perceptual analysis and that trace persistence is a positive function of the depth to which the stimulus has been analyzed” (p. 671). According to the model the deep processing of a stimulus causes elaborate long lasting and strong traces in memory. The framework proposes that information retention is established by the depth of processing rather than the length of time it is held in the initial memory.
According to Schmitt and Schmitt (1995, p.135), “the depth of processing hypothesis stores that mental activities which requires more elaborate thought, manipulation, or processing of a new word will help in the learning of that word”.
The present study is designed to investigate and contrast the prediction permitted by two frameworks that have strived to perform the format of elaborate processing for L2 vocabulary learning: Involvement Load Hypothesis (Laufer & Hulistijn, 2001) and Technique Feature Analysis (Nation & Webb, 2011). The goal is to reveal which of the two frameworks accommodate a greater explanatory power in foreseeing the effectiveness of different vocabulary learning