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گواهی نمایه سازی مقاله The Contribution of Output-oriented and Input-oriented Tasks in L2 Vocabulary Comprehension and Production

عنوان مقاله: The Contribution of Output-oriented and Input-oriented Tasks in L2 Vocabulary Comprehension and Production
شناسه (COI) مقاله: TELT01_073
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Abbas Ali Zarei - Assistant professor, Imam Khomeini International University, Qazvin
Maryam Afrash ab - MA, Islamic Azad University, Takestan

خلاصه مقاله:
Revealing the uncovered aspects of the impact of Task-based Language Teaching (TBLT) on vocabulary learning is worth substantial exploration and research. A quick review of the research into vocabulary learning reveals that there is a shortage of research concerning the effectiveness of diverse task types on promoting learners’ vocabulary uptake. This paucity of research justifies the need to conduct more studies in this more or less controversial area. This study compared the effectiveness of two types of output-oriented tasks (Word formation task, and Code-mixing task), and two types of input-oriented tasks (Multiple-choice cloze task, and Gap-filling task) on second language vocabulary comprehension and production. A sample of 80 Iranian intermediate level EFL learners (both male and female) was selected to participate in the study. They were studying English at Sokhane Ashna and Shokohe Andisheh institutes in Tehran. They were in 4 groups, and each group was randomly assigned to one of the treatment conditions. The four task types consisted of the Multiple-choice cloze task (Group A); Gap-filling task (Group B); Word formation task (Group C), and Code-mixing task (Group D). At the end of the treatment, two posttests were administered. A 30-item vocabulary test in multiple-choice format was used to measure the participants’ vocabulary comprehension. Another 30-item vocabulary test in fill-in-the-blank format was utilized to measure the participants’ vocabulary production. To test the research hypotheses and to answer the research questions, two separate one-way ANOVA procedures and two separate independent samples T-tests were used on the immediate posttests of vocabulary comprehension and production. The result showed that the output-oriented group outperformed input-oriented group in both comprehension and production of the new vocabulary items. The results also showed an effect of task type, with the word formation task being more effective than the other task types in the comprehension and production of the target words. It also turned out that pupils who were involved in the Gap-filling task were the least successful in both comprehension and production of the new vocabulary items. The present study may have theoretical as well as practical implications for the teachers, researchers, and syllabus designers.

کلمات کلیدی:
Task-based language teaching, vocabulary learning, task type, input-oriented tasks, output-oriented tasks

صفحه اختصاصی مقاله و دریافت فایل کامل: https://www.civilica.com/Paper-TELT01-TELT01_073.html