Abstract:
Vocabulary learning is one of main components of L2 teaching. However, there is
no consensus on the best method of teaching/learning vocabulary. Recently, some
researchers (e.g. Kim, 2008; Keating, 2008) have emphasized the task-based
instruction in contrast with the traditional method of Presentation, Practice and
Production (PPP). This study investigates the comparative effect of pedagogical
tasks (PTs) and PPP instruction on L2 vocabulary learning among Iranian EFL
learners. To this end, 72 intermediate EFL learners in the Jahad-e-Daneshgahi
Language Centre in Shahrekord participated in the study. They were randomly
divided into 2 groups: one group received PPP instruction and the other group
received task-based instruction. The participants in the task group were further
assigned into 2 PT groups: one of them received “listen-and-do” and the other one
received “complete-the-chart” task instructions. To collect data, an L2 vocabulary
test consisting of 30 multiple-choice items was used as pre-tests and post-tests. The
results of covariate analyses on the vocabulary test scores in a pre-test post-test
design showed that the two types of PTs had a significant positive effect on the
vocabulary mean scores, suggesting that such tasks were more effective than PPP
instruction in vocabulary learning/teaching. However, the treatment effect between
the two types of PTs was not significantly different. Finally, pedagogical
implications are presented.
Machine summary:
"The results of covariate analyses on the vocabulary test scores in a pre-test post-test design showed that the two types of PTs had a significant positive effect on thevocabulary mean scores, suggesting that such tasks were more effective than PPP instruction in vocabulary learning/teaching.
Accordingly, this study is designed to investigate the comparative effect of PTs as well as PPP instruction on vocabulary learning, which is so important for Iranian EFL learners to develop their language proficiency.
Table 2 Tests of Equality of Variance and Normality (View the image of this page) To examine the first null hypothesis stating that using PTs is not significantly different from the PPP instruction in improving L2 learners’ vocabulary mean scores, a covariate analysis was conducted.
It is assumed that PTs provided more opportunities and input for negotiation of meaning through collaboration among the EFL learners, enhanced motivation for learning new L2 words, provided contexts through discussions in the "post-task" stage for reinforcement of vocabulary learning process, and perhaps raised consciousness during the task performance.
The results of this study support the findings obtained by De La Fuente (2006), who carried out a study on the effects of tasks and PPP instruction on the learning of basic meanings, forms, and morphological aspects of Spanish words in three vocabulary lessons (i.
The findings obtained from the tests of significance in this study have indicated that PTs are more effective than PPP procedure in improving EFL learners’ performance on vocabulary tests, possibly due to there being more opportunities for negotiation of meaning and output production as well as long-term retrieval of target words."