Mojtaba Kamali - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Fatemeh Behjat - Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran
mohammadsadegh Bagheri - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran

The present study explored the effects of three forms of reading-based L۲ vocabulary tasks on learning and retention of ۴۰ target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, ۱۷۶ EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read ۸ texts including ۴۰ target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe’s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin’s (۲۰۰۱) Involvement Load Hypothesis, Nation and Webb’s (۲۰۱۱) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (۱۹۸۵) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L۲ vocabulary tasks in language classes and language textbooks.

Incidental vocabulary learning, involvement load hypothesis, oral reproduction, summary writing, vocabulary tasks