چکیده:
The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 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 8 texts including 40 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 (2001) Involvement Load Hypothesis, Nation and Webb’s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks.
خلاصه ماشینی:
com Mohammad Sadegh Bagheri, Assistant Professor, Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran / Abstract The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners.
A respectable body of research has been conducted to examine the effects of FonFs (word-focused) and FonF (meaning-oriented) instructional tasks on L2 vocabulary development (Hill & Laufer, 2003; Kamali, 2020; Kamali, Behjat & Bagheri, 2020; Laufer, 2003; Laufer & Girsai, 2008; Laufer, 2006; Laufer & Rozovski-Roitblat , 2011; Laufer & Rozovski-Roitblat ,2015; Paribakht & Wesche, 1997; Peters, 2007; Peters, 2012; Rosszell, 2003; Rassaei, 2015; Sonbul & Schmitt, 2010; Shintani, 2013).
Second, since two scores were obtained for each participant on each post-test, a two- way between groups multivariate analysis of variance (MANOVA) was conducted on intermediate and advanced learners’ scores on MCAR and CRAR immediate and delayed post- tests to see if there were statistically significant differences among the groups following the treatment sessions in terms of target vocabulary learning and retention.
As we observed differences in mean scores among the four groups on immediate and delayed vocabulary post-tests, we conducted a two-way multivariate analysis of variance (MANOVA) to investigate if mean differences were statistically significant and to examine the main effect of each of the study’s independent variables, that is, the three task types and learners’ level of language proficiency on learning and retention of receptive and productive knowledge of target words in addition to the interaction effect of task type and proficiency on L2 word learning.