The Effect of Task Type and Task Orientation on L2 Vocabulary Learning

  • سال انتشار: 1395
  • محل انتشار: فصلنامه مسائل آموزش زبان انگلیسی، دوره: 5، شماره: 2
  • کد COI اختصاصی: JR_ILT-5-2_005
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 445
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نویسندگان

Abbas Ali Zarei

Associate Professor, Imam Khomeini International University, Iran

Golnaz Moftakhari Rezaei

M.A. in TEFL, Islamic Azad University, Qazvin Branch, Iran

چکیده

This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners‟ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more effective than form-focused tasks on both vocabulary comprehension and recall. At the same time, input-oriented tasks turned out to be more effective than output- oriented tasks on only vocabulary comprehension. In vocabulary recall, input- oriented tasks were more effective when they were form-focused, while output- oriented tasks were more effective when they were meaning-focused. The results of this study can have implications for teachers, learners, and curriculum designers.

کلیدواژه ها

task-based learning, form-focused tasks, meaning-focused tasks, input-oriented tasks, output-oriented tasks, vocabulary learning

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