چكيده
The present study aimed to analyze the probable effects of the involvement load hypothesis and technique feature analysis on Iranian EFL learners’ vocabulary. For this purpose, a true experimental design including random sampling and control and experimental groups was used. Among 400 students, initially, about 120 students were randomly selected as the participants of the study. An Oxford Placement test (OPT) was administered before treatment to homogenize the students’ level. After the test, 74 students were selected and randomly assigned to three groups. Then a VKS test was administered as the pre-test. Next, students in one of the experimental groups were taught based on Nation and Webb's (2011) tasks included in the Involvement load hypothesis, and the other group was taught using technique feature analysis. After treatment, a researcher-made VKS test was administered to students in all three groups. The results showed that involvement load and technique feature groups had significantly higher means than the control group on the vocabulary post-test, which means that the involvement load hypothesis and technique feature analysis were effective for L2 vocabulary learning. The technique feature group significantly outperformed the involvement load group on the posttest of vocabulary. The findings of the present research can be helpful for English language learners, teachers, lecturers, and curriculum designers.
