The Comparative Effect of Word-Focused and Text Reconstruction Tasks on Iranian EFL Learners Vocabulary Learning and Retention

سال انتشار: 1399
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 359

فایل این مقاله در 16 صفحه با فرمت PDF قابل دریافت می باشد

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این مقاله:

شناسه ملی سند علمی:

MTCONF06_158

تاریخ نمایه سازی: 6 شهریور 1399

چکیده مقاله:

It is believed tasks generally provide learners some chances to use language meaningfully and they play a significant role in language learning. Although tasks played an important role in language learning, yet the literature has little empirical evidence to support this claim that tasks are effective in learning new vocabulary to the researcher’s best of learning. This research selected 80 intermediate learners from Sana institute in Tehran. Preliminarily English Test (2014) was employed for homogenizing learners beforehand. Those students whose score fell one standard deviation above and below the mean were selected to be the participants of this study. Given the results of PET, 60 students were accepted as the research sample. These students were in eight intact classes. The researcher assigned the classes into two groups: experimental group one that consisted of four classes (n=28) and the experimental group two that consisted of four classes (n=32). Before starting the treatment, a 60 items multiple choice vocabulary test was conducted to measure the vocabulary level of the both groups before the real treatment. Then, text reconstruction task was employed in the first experimental group. In each session, the researcher gave a hard copy to students. In each of them, there was a box with six words. Six sentences were also was there. Then, students had to fill in the blank and completed each sentences. Then, they had to put the sentences together in such way that a meaningful paragraph achieved. The treatment in the second experimental group was word-focused task. Again a text was given to students of this group. Some words of this text were highlighted and some words were written in the margin of the paper. The students of this group had to read the text and guess the meaning and use the correct words instead of each highlighted word. Finally, after 10 sessions of treatment, the researcher administered vocabulary test as the posttest. And also this test was administered after one month as the delayed posttest. The results of this study proved that both groups performed better after the treatment. But students of the first experimental group who used text reconstruction task performed significantly better in comparison with students of the second experimental group who used word focused task. The results of this study may be useful for EFL learners, ELT teachers and syllabus designers