Young Ah Cho?Jee Hyun Ma. 2014. The Influences of Task Type andRepetition on L2 Vocabulary Learning. Korean Journal of EnglishLanguage and Linguistics, 14-2, 349-376. This study examined theeffects of task involvement and word exposure frequency on L2learners’ vocabulary learning. Ninety Korean college studentsparticipated in the study and they were assigned to three groupsof 30 students in each. The groups were exposed to threedifferent task conditions featuring different task involvement loadwith two levels of word exposure frequency. The findingsrevealed that tasks with higher involvement load led to betterimmediate and long-term learning outcomes in general. As to theexposure frequency, multiple exposure of words proved to bemore effective than a singular encounter initially, and theadvantage was sustained over time. No interaction effect betweenthe task involvement and word exposure frequency was observedin the long- as well as short-term learning stages. The resultsalso showed that vocabulary learning through reading tasksconsidering involvement load not only enhanced wordknowledge but also changed learners’ word learning habits,which, in turn, could influence further vocabulary consolidation.