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Motivation as Quality: Regulatory Fit Effects on Incidental Vocabulary Learning

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Title: Motivation as Quality: Regulatory Fit Effects on Incidental Vocabulary Learning
Language: English
Authors: Papi, Mostafa
Source: Studies in Second Language Acquisition. Dec 2018 40(4):707-730.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Peer Reviewed: Y
Page Count: 24
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Incidental Learning, Vocabulary Development, Pretests Posttests, Language Tests, Task Analysis, Rewards, Prediction, Teaching Methods, Learning Processes
DOI: 10.1017/S027226311700033X
ISSN: 0272-2631
Abstract: The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed.
Abstractor: As Provided
Number of References: 75
Entry Date: 2018
Accession Number: EJ1198791
Database: ERIC
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  Data: Motivation as Quality: Regulatory Fit Effects on Incidental Vocabulary Learning
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. Dec 2018 40(4):707-730.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
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  Data: 10.1017/S027226311700033X
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  Data: 0272-2631
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  Data: The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed.
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Incidental Learning
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