摘要：The presentstudyinvestigatedtheeffectofform -focused and non -form -focusedtaskson EFL learners'vocabularylearningthroughwritteninput.Theform -focused taskaimed to draw students'attentiontotheworditselfthroughwordrecognitionactivities. Non -form -focused tasks were divided into(a) the comprehension questiontask, which required an overall understanding of the text without focusing on anywords;and(b)themessage -orientedtask,whichpushedthelearnersintoconsideringthecontextsurroundingtheword.Theselectionofthetaskswasbasedonthenotionoftask induced involvementandtheInvolvement Load Hypotheses(Laufer&Hulstijn,2001).Forty -fiveEFLlearnersweregivenalistofwordsinordertodiscoverunfamiliartarget words. During the treatment phase, participantswere asked to read a textcontaining targetwords andtoperform one ofthe threetasks.Results show that theretentionofunfamiliarwordswashigherinthetwoexperimentalgroups(form -focusedand message -oriented) than the control group (comprehension -question).Furthermore, the form -focused task yielded better results than the non -form -focusedtasks (comprehension -question and message -oriented). These findings provideevidenceforLauferandHulstijn'sinvolvementmodelinwhichtaskeffectivenesshingesuponthedegreeofinvolvementtasksinduce
